This document summarizes a presentation about a research project on undergraduate L2 (second language) writers. The research was conducted to support the claim that small, specialized programs can provide space and incentive to build an ESL-ready curriculum. The presentation describes a center-based model called ACCESS that provides comprehensive support for conditionally admitted undergraduate L2 students, including enhanced English courses, advising, and acculturation activities. It also discusses collaboration between applied linguistics, composition, and WAC faculty to develop ESL-ready versions of general education courses. Finally, it presents preliminary research findings on faculty and student perceptions of writing expectations and support in the ACCESS program.
This document is a resume for Angela Di Ponio, who is seeking part time or full time teaching work in Ontario. She has over 10 years of experience as a secondary school teacher in both Canada and the UK. Her resume outlines her education, which includes a Bachelor of Education degree from the University of Windsor, as well as her extensive teaching experience in various subjects such as communications technology, religion, media studies, and visual arts. She has a proven track record of engaging and motivating students, and has received additional training in areas like classroom management and technology integration.
The document provides an overview of the Australian Curriculum: Languages, including its architecture, development process, and content structure. It discusses the curriculum's focus on communication, language and culture, and intercultural understanding. Key points include its strands of Communicating and Understanding, development timeline, and ongoing consultation process to refine language-specific curricula.
CAA Global Education Conference 2011- Expanding ACCESS to International StudentsCISA-GMU
Session Title: Expanding ACCESS to International Students
Session Abstract: Mason’s recent foray in international education is an innovative new foundation year program for international freshmen designed to increase their academic English language skills while enrolled as full-time students. The presenters will discuss the historical development of the program (beginning with a university encounter with INTO); its academic foundation utilizing cross-departmental collaboration between university and intensive English programs; its implementation this past fall providing cohort-style, credit-bearing, custom curriculum, along with academic and student services designed for students studying abroad; research-backed program revisions and implications for comprehensive approaches to language-supported internationalization in U.S. higher education, and the development of a new university entity developed to manage administration of the program which builds further on interdepartmental partnerships.
Presenters:
* Nicole Sealey, Director, Center for International Student Access, George Mason University
* Rick Davis, Associate Provost, Undergraduate Education, George Mason University
* Karyn Mallett, Assistant Director, English Language Institute, George Mason University
* Ghania Zgheib, Faculty, English Language Institute and Ph.D. Student, Graduate School of Education, George Mason University
The document provides an overview of the ACCESS program at Mason University, which provides additional academic support for international students. It details the program structure, courses, requirements, resources, and staff roles. The goal is to help international students develop their English skills and cultural adjustment through a team-based approach combining language, content, and student support.
Finished Part 1 With Sound English In International Commerce A Policy Reg...Melody Edwards
1) The document outlines an English language course aimed at improving spoken English skills through weekly lectures and seminars conducted entirely in English.
2) Students are expected to take notes in English during lectures and discussions and are prohibited from speaking in other languages.
3) The course policies specify that fees are non-refundable under any circumstances and that disruptive students will be removed from the course without refund of fees paid.
Excellent school performance at age 16 and risk of adult bipolar disorder na...Alexander_zl
1) The study investigated the association between scholastic achievement at age 16 and risk of later bipolar disorder using data from Swedish national registers.
2) Individuals with excellent school performance (A grades) had nearly a four-fold increased risk of bipolar disorder compared to those with average grades.
3) Students with the poorest grades (E grades) were also at a moderately increased risk of bipolar disorder compared to average students.
4) The association between excellent grades and increased bipolar disorder risk appeared to be confined to males.
Just a quick reminder that we will be having our April Advisory meeting next Tuesday at noon PST, 3:00 pm EST. In addition to sharing project status and open discussions, we want to welcome our newest CCCOER Open Education Consortium members:
North Essex Community College, MA
Athens Technical College, GA
North Central Texas College
Open Discussion this month focused on the Zero-cost-texbook-degree pathways.
This document is a resume for Angela Di Ponio, who is seeking part time or full time teaching work in Ontario. She has over 10 years of experience as a secondary school teacher in both Canada and the UK. Her resume outlines her education, which includes a Bachelor of Education degree from the University of Windsor, as well as her extensive teaching experience in various subjects such as communications technology, religion, media studies, and visual arts. She has a proven track record of engaging and motivating students, and has received additional training in areas like classroom management and technology integration.
The document provides an overview of the Australian Curriculum: Languages, including its architecture, development process, and content structure. It discusses the curriculum's focus on communication, language and culture, and intercultural understanding. Key points include its strands of Communicating and Understanding, development timeline, and ongoing consultation process to refine language-specific curricula.
CAA Global Education Conference 2011- Expanding ACCESS to International StudentsCISA-GMU
Session Title: Expanding ACCESS to International Students
Session Abstract: Mason’s recent foray in international education is an innovative new foundation year program for international freshmen designed to increase their academic English language skills while enrolled as full-time students. The presenters will discuss the historical development of the program (beginning with a university encounter with INTO); its academic foundation utilizing cross-departmental collaboration between university and intensive English programs; its implementation this past fall providing cohort-style, credit-bearing, custom curriculum, along with academic and student services designed for students studying abroad; research-backed program revisions and implications for comprehensive approaches to language-supported internationalization in U.S. higher education, and the development of a new university entity developed to manage administration of the program which builds further on interdepartmental partnerships.
Presenters:
* Nicole Sealey, Director, Center for International Student Access, George Mason University
* Rick Davis, Associate Provost, Undergraduate Education, George Mason University
* Karyn Mallett, Assistant Director, English Language Institute, George Mason University
* Ghania Zgheib, Faculty, English Language Institute and Ph.D. Student, Graduate School of Education, George Mason University
The document provides an overview of the ACCESS program at Mason University, which provides additional academic support for international students. It details the program structure, courses, requirements, resources, and staff roles. The goal is to help international students develop their English skills and cultural adjustment through a team-based approach combining language, content, and student support.
Finished Part 1 With Sound English In International Commerce A Policy Reg...Melody Edwards
1) The document outlines an English language course aimed at improving spoken English skills through weekly lectures and seminars conducted entirely in English.
2) Students are expected to take notes in English during lectures and discussions and are prohibited from speaking in other languages.
3) The course policies specify that fees are non-refundable under any circumstances and that disruptive students will be removed from the course without refund of fees paid.
Excellent school performance at age 16 and risk of adult bipolar disorder na...Alexander_zl
1) The study investigated the association between scholastic achievement at age 16 and risk of later bipolar disorder using data from Swedish national registers.
2) Individuals with excellent school performance (A grades) had nearly a four-fold increased risk of bipolar disorder compared to those with average grades.
3) Students with the poorest grades (E grades) were also at a moderately increased risk of bipolar disorder compared to average students.
4) The association between excellent grades and increased bipolar disorder risk appeared to be confined to males.
Just a quick reminder that we will be having our April Advisory meeting next Tuesday at noon PST, 3:00 pm EST. In addition to sharing project status and open discussions, we want to welcome our newest CCCOER Open Education Consortium members:
North Essex Community College, MA
Athens Technical College, GA
North Central Texas College
Open Discussion this month focused on the Zero-cost-texbook-degree pathways.
O documento discute a definição de divulgação científica e argumenta que: (1) A divulgação científica não pode ser definida por um único tipo de texto, mas sim por uma variedade de textos que circulam na sociedade; (2) A divulgação científica não é uma atividade recente, mas sim ocorre desde o surgimento da ciência moderna no século XVIII, quando cientistas já escreviam livros e realizavam demonstrações públicas para divulgar o conhecimento; (3) A distinção
The document discusses the rise of English as a global language. It attributes this to Britain's colonial expansion which spread English around the world from the 15th-19th centuries. As the US emerged as a superpower in the 20th century, it reinforced English's role globally. English became entrenched through political, economic, technological, and cultural developments and is now the primary language of domains like education, media, and international relations.
English has become the dominant global language due to British colonial expansion and American economic power in the 20th century. It fulfills the role of a global language by being widely used for international communication in domains like business, academia, politics and pop culture. While a global language has benefits like being a lingua franca, it also threatens linguistic diversity and minority languages. The future of English is uncertain, but it is currently in a unique position of being learned more widely as a second or foreign language than as a native tongue.
The future of english as a global languageCantitinha
The document discusses the past, present, and potential future of English as a global language. It outlines how English spread through British colonialism and American economic dominance. While English currently dominates domains like education, business, and pop culture, its future is uncertain as other languages and cultures gain influence. Regional languages may replace English, or it could remain a lingua franca. English teaching professionals have a role to teach the language respectfully without threatening other identities.
I created these PowerPoint slides for a presentation I delivered during an internship at the Public Affairs Section of the U.S. Embassy in Korea. The audience was a group of Korean university students who
visited the Embassy to learn more about the United States.
Universities with existing IEPs are being targeted by corporate educational services providers for partnerships, resulting in credit-bearing matriculation pathway programs for international students who still require ESL support. In this colloquium, directors of various university-based IEPs in the United States share perspectives vis-à-vis their university-developed alternatives to corporate partnership models.
This document discusses various aspects of developing an effective language course, including determining the rationale, entry and exit levels, content selection, scope and sequence, structure, and instructional blocks. Specifically, it addresses choosing a syllabus framework based on factors like beliefs, research, practice, and trends, and considers options like grammatical, lexical, functional, situational, topical, competency-based, skill-based, task-based, and text-based approaches or an integrated model. The goal is to plan a coherent course progression from simple to complex by selecting, sequencing, and structuring content into teachable modules and units.
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
Running head ELL CLASSROOM OBSERVATION16ELL CLASSROOM OBSE.docxsusanschei
Running head: ELL CLASSROOM OBSERVATION 1
6
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
Comments:
Interaction
16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
17. Grouping configuration support language and content objectives of the lesson
18. Sufficient wait time for student responses consistently provided
19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
Comments:
Practice & Application
20. Hands-one materials and/or manipulatives provided for students to practice using new content knowledge
21. Activities provided for students to apply content and language knowledge in the classroom
22. Activities integrate all language skills (i.e., readi ...
Julia Zabala & Cristina Perez-Guillot: Designing a Language Programme Based o...eaquals
The document discusses designing an English language program for Administrative and Service Staff (ASS) at the Universitat Politècnica de València based on a needs analysis. Focus groups with ASS identified needs for speaking skills for interacting with international visitors, writing emails and documents, and telephone support. A proposed framework includes classroom instruction, online modules focusing on formulaic language and task-based activities, and a shared terminology resource. The tailored program aims to be motivational, time and cost effective, and practical for improving ASS English skills and the internationalization of the university.
Classroom Practices for English Learners (ELs) InstructionMegan Berger
Standards-based instruction for English learners involves aligning content, language, and performance standards. It creates high expectations and meaningful learning contexts framed around what and why students need to learn. Teachers should familiarize themselves with relevant standards and use differentiated instruction, content-based instruction, scaffolding and thematic units to meet student needs. Assessment of English learners should be multidimensional, involving formal and informal methods like portfolios and classroom observations in addition to standardized tests.
This document advertises and provides details about a series of half-day continuing professional development (CPD) sessions in London during the summer of 2016 focused on supporting teachers and school leaders working with English as an additional language (EAL) students. The CPD sessions will be led by specialists and cover topics such as developing EAL assessment, planning language development in multilingual classrooms, working with new English learners, and literacy development. Session dates and costs are provided.
Cynthia Björk is an experienced educator and consultant with expertise in culturally diverse education settings from early childhood through adulthood. She has extensive experience developing innovative coaching models and building educator capacity to support culturally relevant programs. Björk has worked in a variety of roles including as an independent consultant, classroom teacher, staff developer, and principal consultant.
The document summarizes the contents and components of the Fly High 7 project, an English language curriculum for 7th grade students in Portugal. It includes a student textbook organized into 6 units covering vocabulary, reading, listening, speaking, writing and grammar lessons. It also provides teachers with digital learning resources, planning tools, study guides and assessments to support student learning. The goal is to develop students' English communication skills through engaging and interactive materials that consider different learning styles and needs.
Materials development is an important part of teacher education programs and language learning. Traditionally, teacher education focused on transmitting theoretical knowledge with little practical experience, leaving a gap between what teachers knew and what they could do. Currently, programs take a competency-based approach that balances theoretical and practical knowledge. Participating in materials development can increase teachers' awareness, creativity, and self-reflection by providing concrete experiences to link theory and practice. It is also important for researchers, applied linguists, and practicing teachers as a way to stimulate innovation and professional development. Materials development should be a compulsory part of language teacher preparation.
Revised version of design, production, application and analysis of tblt march...Clara Clavijo Encalada
This research work emerged from the need to create a handbook for Hospitaity Students at the University of Cuenca since there is a lack of didatic material which will aid participants to acquire the target language to become embassadors of their home country and to provide useful information in the areas of Tourism, Hotel Industrty and Gastronomy.
1. The Language Flagship program aims to create global professionals with superior language proficiency through intensive language instruction, cross-disciplinary courses, internships, and capstone programs abroad.
2. The program faces administrative challenges in coordinating students from different departments and providing long-term support, as well as pedagogical challenges in developing advanced language skills and content-based curriculum.
3. Innovations include housing the program in a centralized administrative unit, pooling campus resources, engaging cross-disciplinary faculty, and adopting flexible and multiple entry points into the program combined with content-based, individualized, and performance-based language instruction.
Joanne Boyle has over 25 years of experience in education, including teaching English, delivering TESOL and other language programs, and coordinating educational initiatives in Australia and overseas. She currently works as a teacher and trainer at Monash College and Crown College, where she designs and delivers IELTS, literacy, and English for workplace courses. Previously, she was a program manager and trainer at Chisholm Institute, where she coordinated TESOL programs, established successful online courses, and developed relationships with external partners.
Developing Classroom Material to Encourage Integrated Skill TeachingPaulus Widiatmoko
This document discusses developing classroom materials to encourage integrated skill teaching. It proposes a framework with four strands: meaning focused input, meaning focused output, language focused learning, and fluency practice. It also discusses theories of language acquisition from scholars like Krashen, Long, Ellis and Swain to support an approach integrating receptive and productive skills. An example topic unit is provided that uses speaking as the main skill and incorporates language focus, input, output and practice. The conclusion emphasizes considering various factors like theoretical frameworks and learning contexts.
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
O documento discute a definição de divulgação científica e argumenta que: (1) A divulgação científica não pode ser definida por um único tipo de texto, mas sim por uma variedade de textos que circulam na sociedade; (2) A divulgação científica não é uma atividade recente, mas sim ocorre desde o surgimento da ciência moderna no século XVIII, quando cientistas já escreviam livros e realizavam demonstrações públicas para divulgar o conhecimento; (3) A distinção
The document discusses the rise of English as a global language. It attributes this to Britain's colonial expansion which spread English around the world from the 15th-19th centuries. As the US emerged as a superpower in the 20th century, it reinforced English's role globally. English became entrenched through political, economic, technological, and cultural developments and is now the primary language of domains like education, media, and international relations.
English has become the dominant global language due to British colonial expansion and American economic power in the 20th century. It fulfills the role of a global language by being widely used for international communication in domains like business, academia, politics and pop culture. While a global language has benefits like being a lingua franca, it also threatens linguistic diversity and minority languages. The future of English is uncertain, but it is currently in a unique position of being learned more widely as a second or foreign language than as a native tongue.
The future of english as a global languageCantitinha
The document discusses the past, present, and potential future of English as a global language. It outlines how English spread through British colonialism and American economic dominance. While English currently dominates domains like education, business, and pop culture, its future is uncertain as other languages and cultures gain influence. Regional languages may replace English, or it could remain a lingua franca. English teaching professionals have a role to teach the language respectfully without threatening other identities.
I created these PowerPoint slides for a presentation I delivered during an internship at the Public Affairs Section of the U.S. Embassy in Korea. The audience was a group of Korean university students who
visited the Embassy to learn more about the United States.
Universities with existing IEPs are being targeted by corporate educational services providers for partnerships, resulting in credit-bearing matriculation pathway programs for international students who still require ESL support. In this colloquium, directors of various university-based IEPs in the United States share perspectives vis-à-vis their university-developed alternatives to corporate partnership models.
This document discusses various aspects of developing an effective language course, including determining the rationale, entry and exit levels, content selection, scope and sequence, structure, and instructional blocks. Specifically, it addresses choosing a syllabus framework based on factors like beliefs, research, practice, and trends, and considers options like grammatical, lexical, functional, situational, topical, competency-based, skill-based, task-based, and text-based approaches or an integrated model. The goal is to plan a coherent course progression from simple to complex by selecting, sequencing, and structuring content into teachable modules and units.
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
Running head ELL CLASSROOM OBSERVATION16ELL CLASSROOM OBSE.docxsusanschei
Running head: ELL CLASSROOM OBSERVATION 1
6
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
Comments:
Interaction
16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
17. Grouping configuration support language and content objectives of the lesson
18. Sufficient wait time for student responses consistently provided
19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
Comments:
Practice & Application
20. Hands-one materials and/or manipulatives provided for students to practice using new content knowledge
21. Activities provided for students to apply content and language knowledge in the classroom
22. Activities integrate all language skills (i.e., readi ...
Julia Zabala & Cristina Perez-Guillot: Designing a Language Programme Based o...eaquals
The document discusses designing an English language program for Administrative and Service Staff (ASS) at the Universitat Politècnica de València based on a needs analysis. Focus groups with ASS identified needs for speaking skills for interacting with international visitors, writing emails and documents, and telephone support. A proposed framework includes classroom instruction, online modules focusing on formulaic language and task-based activities, and a shared terminology resource. The tailored program aims to be motivational, time and cost effective, and practical for improving ASS English skills and the internationalization of the university.
Classroom Practices for English Learners (ELs) InstructionMegan Berger
Standards-based instruction for English learners involves aligning content, language, and performance standards. It creates high expectations and meaningful learning contexts framed around what and why students need to learn. Teachers should familiarize themselves with relevant standards and use differentiated instruction, content-based instruction, scaffolding and thematic units to meet student needs. Assessment of English learners should be multidimensional, involving formal and informal methods like portfolios and classroom observations in addition to standardized tests.
This document advertises and provides details about a series of half-day continuing professional development (CPD) sessions in London during the summer of 2016 focused on supporting teachers and school leaders working with English as an additional language (EAL) students. The CPD sessions will be led by specialists and cover topics such as developing EAL assessment, planning language development in multilingual classrooms, working with new English learners, and literacy development. Session dates and costs are provided.
Cynthia Björk is an experienced educator and consultant with expertise in culturally diverse education settings from early childhood through adulthood. She has extensive experience developing innovative coaching models and building educator capacity to support culturally relevant programs. Björk has worked in a variety of roles including as an independent consultant, classroom teacher, staff developer, and principal consultant.
The document summarizes the contents and components of the Fly High 7 project, an English language curriculum for 7th grade students in Portugal. It includes a student textbook organized into 6 units covering vocabulary, reading, listening, speaking, writing and grammar lessons. It also provides teachers with digital learning resources, planning tools, study guides and assessments to support student learning. The goal is to develop students' English communication skills through engaging and interactive materials that consider different learning styles and needs.
Materials development is an important part of teacher education programs and language learning. Traditionally, teacher education focused on transmitting theoretical knowledge with little practical experience, leaving a gap between what teachers knew and what they could do. Currently, programs take a competency-based approach that balances theoretical and practical knowledge. Participating in materials development can increase teachers' awareness, creativity, and self-reflection by providing concrete experiences to link theory and practice. It is also important for researchers, applied linguists, and practicing teachers as a way to stimulate innovation and professional development. Materials development should be a compulsory part of language teacher preparation.
Revised version of design, production, application and analysis of tblt march...Clara Clavijo Encalada
This research work emerged from the need to create a handbook for Hospitaity Students at the University of Cuenca since there is a lack of didatic material which will aid participants to acquire the target language to become embassadors of their home country and to provide useful information in the areas of Tourism, Hotel Industrty and Gastronomy.
1. The Language Flagship program aims to create global professionals with superior language proficiency through intensive language instruction, cross-disciplinary courses, internships, and capstone programs abroad.
2. The program faces administrative challenges in coordinating students from different departments and providing long-term support, as well as pedagogical challenges in developing advanced language skills and content-based curriculum.
3. Innovations include housing the program in a centralized administrative unit, pooling campus resources, engaging cross-disciplinary faculty, and adopting flexible and multiple entry points into the program combined with content-based, individualized, and performance-based language instruction.
Joanne Boyle has over 25 years of experience in education, including teaching English, delivering TESOL and other language programs, and coordinating educational initiatives in Australia and overseas. She currently works as a teacher and trainer at Monash College and Crown College, where she designs and delivers IELTS, literacy, and English for workplace courses. Previously, she was a program manager and trainer at Chisholm Institute, where she coordinated TESOL programs, established successful online courses, and developed relationships with external partners.
Developing Classroom Material to Encourage Integrated Skill TeachingPaulus Widiatmoko
This document discusses developing classroom materials to encourage integrated skill teaching. It proposes a framework with four strands: meaning focused input, meaning focused output, language focused learning, and fluency practice. It also discusses theories of language acquisition from scholars like Krashen, Long, Ellis and Swain to support an approach integrating receptive and productive skills. An example topic unit is provided that uses speaking as the main skill and incorporates language focus, input, output and practice. The conclusion emphasizes considering various factors like theoretical frameworks and learning contexts.
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
This document describes a curriculum designed to help international students in a Masters course develop strong academic literacy skills in English. It focuses on scientific report writing through integrating language learning with the course content. Students read scientific articles, present research, and write a literature review and consultancy report. Close attention is paid to language development at all levels. The curriculum is designed using Content and Language Integrated Learning principles to simultaneously develop conceptual understanding and English proficiency. This intensive preparation ensures students master professional scientific reporting skills within a semester.
National Curr English Feb 2011 QSA Strategic Directions WorkshopPatWagnerTCEO
The document provides an overview of a workshop on implementing the Australian Curriculum for English. It discusses key principles like making clear learning goals for students and giving teachers flexibility. It describes the curriculum's organization by strands, content descriptions, and achievement standards with annotated student work samples. Challenges in supporting teachers' implementation are addressed, such as providing resources and understanding differences from existing curricula.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
Mai Aish is an experienced EFL lecturer and academic coordinator seeking a teaching position. She has over 10 years of experience teaching English courses at the university level. Her professional experiences include part-time positions teaching EFL at AUC and El Galalah University, content creation at ALMENTOR, and serving as an academic coordinator and English mentor in other roles. Mai holds a PhD in TEFL methods from Cairo University and is skilled in curriculum design, assessment, and educational technology.
CCRS, ELs, and the Changing Roel of the ESL EducatorJohn Segota
The development of College- and Career-Ready Standards (CCRS) presents a new educational paradigm in the United States. However, many questions remain about the impact upon English learners (ELs) and English as a Second Language (ESL) educators. This presentation highlights the work of TESOL International Association in exploring this issue, and examines the changing role of ESL educators in this new era that presents opportunities for ESL and bilingual specialists. Presentation from the 2016 International Literacy Association Conference.
Similar to Internationalization, WAC, and L2 Writers tesol vfinal (20)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Internationalization, WAC, and L2 Writers tesol vfinal
1. Internationalization, WAC, and L2 Writers:
Program Agendas and Curricular Innovation
Karyn Mallett, Anna Habib, Ghania Zgheib, Nicole Sealey
March 23, 2013 | TESOL Presentation | Dallas, TX
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2. Abstract
In this presentation, data and implications derived
from a mixed-method longitudinal research
project on undergraduate L2 writers are presented
in order to substantiate the claim that small, high-
profile programs can provide institutional space
and incentive to build a WAC-like, ESL-ready
curriculum to support a growing body of
linguistically-diverse L2 writers.
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3. K. Mallett & Zgheib, G. (To appear). Campus Internationalization: A
Center-based Model for ESL-ready Programs. In M. Cox & T. Zawacki
(eds.) WAC and Second Language Writers: Research towards
Linguistically and Culturally Inclusive Programs and Practices. Digital
Book Series, WAC Clearinghouse. Urbana, NCTE.
CAMPUS
INTERNATIONALIZATION:
A CENTER-BASED MODEL FOR
ESL-READY PROGRAMS
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4. Figure 2. Ten year Overall International Enrollment at Mason
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5. Center for International Student Access
(CISA)
ACCESS BRIDGE
Provisionally admitted Provisionally admitted
freshman graduate students
Mostly general education EAP courses + graduate
courses + language support - courses – (18-21 credits)
28 credits
Comprehensive first-year Introduction to graduate study
experience and professionalization
Includes language, advising, Includes language, advising,
and acculturation to US and acculturation to US
education system education system
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7. ACCESS Program Structure
Curricular Co-curricular
• Enhanced English Composition • Advising
(6)
• Public Speaking + Language • Peer Support
Support (4)
• World History + Language • Tutoring
Support • Living Learning
• American Cultures (4)
Community
• Introduction to Research Methods
(3) • Co-curricular &
• Mathematics (3-4) Extracurricular Activities
• Freshman Seminar (2)
• Major Course(s) (2-4) • Service-Learning
• English Grammar (as needed) (3)
Outcomes
Self-Efficacy/
Linguistic Skill Academic Performance
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Acculturation
8. ACCESS Enrollment Data
Year Projected Actual
Enrollment Enrollment
Headcount Headcount
2010-2011 20 22
2011-2012 60 57
2012-2013 ---- 90
80
2013-2014 100 125
----
2014-2015 120 150
----
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9. Team: TESOL/Applied Linguistics + Composition + WAC
ENGLISH 121/122: ENHANCED
ENGLISH COMPOSITION
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10. “ESL-ready” Curriculum Building Process
ENGLISH 121/122
AAC&U ENGH ??? Lang
QEP-SaS 101 Program
Gen Ed Course CEFR
WAC Goals B2
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12. “ESL-ready” Curriculum Building Process
COMM 100/PROV 103
AAC&U COMM ??? Lang
Gen Ed 100 Program
Course CEFR
Goals B2
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14. “ESL-ready” Curriculum Building Process
HIST 125/PROV 104
AAC&U HIST ??? Lang
Gen Ed 125 Program
Course CEFR
Goals B2
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15. “ESL-ready” (Matsuda, P.K., 2001)
“In order to provide adequate writing instruction for all students,
including second-language writers, all WAC programs must
become "ESL ready"; that is, everyone involved in WAC
initiatives--including WAC administrators, writing consultants and
writing fellows as well as faculty across the disciplines who use
writing in their courses--needs to recognize the presence of second-
language writers, to understand their characteristics and needs, and
to prepare themselves for the challenge of addressing the needs of
those students. To practice WAC, then, is to practice ESL. Yet,
ultimately, second-language writers are not the only ones who
benefit from the efforts to develop more inclusive WAC programs.
Such efforts can, in the long run, contribute to the further
democratization of U.S. higher education for all kinds of students.”
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17. WAC, L2 Writing, and ESL/Applied Linguistics specialists
collaboration
Task CISA Director & Staff ELI/CISA WAC Director English Composition
Assistant Director for Language Program Director &
Development & ELI Language English Faculty Teaching
Support Course Faculty CISA Courses
Providing students with a wide variety of co-curricular, extra-
curricular, and complementary programming, including
ACCESS-specific student and faculty orientations, Peer
Learning Partners, academic advisors, cultural excursions,
Living Learning Community activities, etc.
Development of new content-based English for Academic
Purposes (EAP) curricula/materials to support two general
education courses (PROV 104 to support World History and
PROV 103 to support Public Speaking) specifically for
ACCESS students.
Development and revisions of co-taught, stretched, and
enhanced English 121-122 specifically for ACCESS students.
Hiring, staffing, and observations of all ACCESS faculty.*
Conducting training sessions for CISA faculty across the
disciplines on approaches to written feedback on multilingual
writers’ work.
Assessing and reporting on language proficiency (initial,
midyear, and exit) for all enrolled ACCESS students.
CISA Faculty Committees to determine and revise program-
wide academic and language policies as well as major
curricular and programmatic changes (e.g., Curriculum
Committee, Language Acquisition Committee, Advisory
Committee, etc.). Innovative – Diverse - Entrepreneurial - Accessible
18. Faculty and Student Perceptions of Writing Expectations
THE RESEARCH PROJECT
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19. Research Questions
1) How do ACCESS students’ perceptions of their academic,
linguistic, and cultural experiences compare with ACCESS-
affiliated faculty perspectives on teaching multilingual students
across the ACCESS-included disciplines?”
a) Are the writing-support structures and resources that we had collaboratively put
in place perceived by both participant groups as helpful? Why or why not?
a) Is teaching in the ACCESS program pedagogically challenging and/or rewarding
for faculty? Why or why not? If yes, in what ways?
2) How does a language supported approach to
internationalization open doors for participating faculty and L2
writers that WAC institutionalized practices may have
inadvertently closed in the past?
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20. Participants
Students Faculty
18 undergraduate 7 faculty members
91% international classification 1 History, 1 Communication, 1
70% male Anthropology, 1 Higher
59% Gulf region Education, 1 English, 2
TESOL/AL
70% spoke Arabic as L1 4/7 no prior formal pedagogical
48% former IEP students training
35% interested in business, 25% Each elected to teach in ACCESS
in engineering, 10% in global 6/7 had prior overseas living
studies; remainder undeclared experience
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21. Data Collected
Data Collection Number of Frequency of
Participants data collection
Student interviews 18 3
Faculty interviews 4 1
Student surveys 22 14
Faculty surveys 7 14
Classroom observations 5 4
Samples of student writing 21 3
Samples of faculty feedback on student writing 21 3
Student focus groups 21 3
Student entrance, mid-year, and exit language 21 3
proficiency tests
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22. Benefits & Challenges for Faculty
Teaching in ACCESS Program
• ACCESS faculty reportedly developed more thoughtful, reflective
pedagogical practices
• Composition and language faculty were more concerned with transfer
of learning and student development beyond the writing/language
class; other content faculty were not
• Content faculty reported “relief” to have a language specialist with
whom to collaborate when assessing student work and preparing
curriculum/materials
• Content faculty did not recognize or anticipate student confusion over
course- and/or faculty-specific writing expectations
• Content faculty reportedly struggled to provide feedback on student
writing
• Academic faculty reported an emerging sensitivity to the needs of
multilingual students and L2 writers
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23. Faculty Struggle to Provide Written
Feedback
• When asked about the importance of grammatical accuracy for success in their
course on the week 8 survey, 66.7% of faculty said that accuracy was “very
important,” 16.7% said “important” and 16.7% said “somewhat important.”
• 83.3% requested additional professional development in the form of a workshop on
providing effective feedback on student written work.
• Though most feedback on student writing included one or mixed forms of sentence-
level feedback, end comments addressed issues related to the content, organization,
development, or support of ideas throughout the students’ writing.
• “And so when I gave an assignment and the students wrote something, I said [to
myself], “Oh, well I need to judge this for their thinking rather than how they’re
writing it.” So that was a big adjustment for me and I found myself, like, getting
together with grammar books and making sure I was trying to review the correct
markings…and I really struggled with this idea of, you know, … that this class is
about really just being thoughtful and applying what you're learning and more
experiential stuff. So I didn’t want to cross their thinking by making lots of edits on
their papers, but I felt like they needed that because they’re still working on
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[accuracy].” (End of the year interview)
24. Emerging Awareness of L2 Writer
Needs
“Frankly [teaching in ACCESS] was more work that I’m
used to. I don’t mind that, but that’s the difficult part. I
mean, I had more students turning in drafts of papers.
I’ve always had a policy where students could turn in
drafts, but frankly, American students turn in maybe
10%. But these kids, some of these kids were turning in
three or four drafts each. I was [also] trying to put more
into the organizational clarity of the course, and it was
work. I think it was good for me to have that, so I’m not
complaining, but it was work.”
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25. Benefits to ACCESS Students of a
Language-supported Program
• Students reached the program language requirements
• Students reported awareness of curriculum innovation, the
majoring claiming the English class as the most useful
• Students felt satisfied with the ACCESS program, but
requested more/longer language-support classes and more
co-taught classes
• Students were satisfied with their language progress, but
frustrated with the pace of the progress overall
• Students were completely unaware of how/why faculty
had different expectations/requirements for their writing
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27. Emerging Awareness of Self as Writer
“I’m a whole different person right now …. Something
changed me here. I just, I really changed here, this
year. I’ve become, like, I work harder. I just think …
more honestly and do things more, not just
honestly, but just from the bottom-up. I write what I
think is right. At home, I just write things because I
have to do it. A lot of things have changed me
here, but something has to do with writing.”
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28. Implications
Program Revision
• 3-pronged approach to program revision, including: faculty
development, materials development and curriculum and
transfer of learning beyond the course
• Pre-semester faculty training extended to include workshop
on approaches to feedback on student writing, including
CWF (Ferris, 2009)
• Potential expansion to transfer population
L2 Writing
- The need for ACCESS faculty to clarify writing
expectations aligns with the WAC (Thaiss and
Zawacki, 2006) and L2 Writing (Gentil, 2011), supporting
the recommendation that faculty can and should
purposefully guide students’ early awareness of differing
purposes and expectations for student writing across
disciplines. Innovative – Diverse - Entrepreneurial - Accessible
29. Internationalization Opens Doors to
Innovative Curricula & Programs for L2
Writers
“In the end, by working together on these smaller
programs designed specifically for recruited multilingual
students who generally pay high tuitions and for whom
the university is strategically invested, there is potential to
establish a well-connected team of writing experts and an
ESL-ready model program structure that is
comprehensive, realistic, and transferrable to other
contexts across the university. Further, the institutional
energy that goes into developing these programs should
open the door to wider conversations about the language
and writing needs of multilingual students across
campus.”
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30. References
Bevis, T. B. & Lucas, C. J. (2007). International Students in American Colleges and Universities: A History. New York, NY:
Palgrave Macmillan.
Cox, M. (2011, December 21). WAC: Closing doors or opening doors for second language writers? Across the Disciplines, 8(4).
Retrieved August 17, 2012, from http://wac.colostate.edu/atd/ell/cox.cfm
Ferris, D. R. (2009). Response to student writing: Implications for second language students. NY: Routledge.
Gentil, G. (2011).A Biliteracy Agenda for Genre Research. Journal of Second Language Writing, 20, 6-23
Haworth, K. (April 1997). Report Urges Colleges to Inspire Students and Improve Teaching. Chronicle of Higher Education:
A14.
James, M. A. (2009) “Exploring Learning Transfer in L2 Writing Education.” Presentation at Symposium of Second Language
Writing. Tempe, AZ. Available at http:www.public/asu.edu/~mjames6/index.html.
Leki, I. (2003a). A challenge to second language writing professionals: Is writing overrated? In Barbara Kroll (Ed.), Exploring
the dynamics of second language writing (pp. 315- 332). Cambridge, England: Cambridge University Press.
Matsuda, P. K. (1999). Composition studies and ESL writing: A disciplinary division of labor. College Composition and
Communication, 50, 699-721.
Matsuda, P. K. (2001). Opening statement: Academic.writing forum: Connecting WAC and ESL? Retrieved August 29, 2012,
from http://wac.colostate.edu/aw/forums/fall2001/
Matsuda, P. K. (2006). The myth of linguistic homogeneity in U.S. college composition. College English, 68(6), 637-51.
Matsuda, P. K. & Jablonksi, J. (2000). Beyond the L2 metaphor: Towards a mutually transformative model of ESL/WAC
collaboration. AcademicWriting: Interdisciplinary Perspectives on Communication Across the Curriculum.
Retrieved from http://wac.colostate.edu/aw/articles/matsuda_jablonski2000.pdf
McLeod, S., & Miraglia, E. (2001). Writing across the curriculum in a time of change. In S. H. McLeod, E. Miraglia, M. Soven,
& C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum
programs (pp. 1-27). Urbana, Illinois: NCTE.
McLeod, S. H. (2008). The future of WAC - Plenary Address, Ninth International Writing Across the Curriculum Conference,
May 2008 (Austin, Texas). Across the Disciplines,5. Retrieved August 28, 2012, from
http://wac.colostate.edu/atd/articles/mcleod2008.cfm
Thaiss, C. & Zawacki, T. M. (2006). Engaged writers and dynamic disciplines: Research on the academic writing life.
Portsmouth, NH: Heinemann. Walvoord, B. E. F. (1997). In the long run: A study of faculty in three writing-
across- the-curriculum programs. Urbana, Illinois: National Council of Teachers of English.
Zawacki, T. M. (2010). “Researching the local/writing the international: Developing culturally inclusive WAC Programs and
Practices." Presentation at IWAC Conference: Bloomington, IN. Available at
http://www.iub.edu/~wac2010/zawacki.shtml
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31. Thank you!
SLIDES AVAILABLE AT
http://cisa.gmu.edu/2013/03/tesol1/
Nicole Sealey
Director, CISA
nsealey@gmu.edu
Karyn Mallett
Assistant Director, English Language Institute
Assistant Director, Language Development, CISA
kmallet1@gmu.edu
Anna S. Habib
English Course Coordinator and New Faculty Leader, CISA
ahabib@gmu.edu
Ghania Zgheib
Core Instructor/English, Acad Purposes Specialist, English Language Institute
gzgheib@gmu.edu
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32. REFERENCE SLIDES
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33. Program Sustainability: A Three-
Pronged Approach
Curriculum
alignment
Course
Coordinators
Faculty Materials
training development
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34. Program Sustainability: 1st Prong
Scales/Rubrics:
• CEFR
– Listening
– Speaking
– Reading
– Writing
– Grammar
– Vocabulary
• SaS (3 categories)
– Discovery of Scholarship
– Scholarly Inquiry
• AAC&U (14 categories)
– Creative Thinking
– Information Literacy
– Written Communication
– Reading
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35. Program Sustainability: 1st Prong
• General Education Learning Outcomes: Foundational Goals (4 categories)
– Written Communication Goal
– Oral Communication Goal
– Quantitative Reasoning Goal
– Information Technology Goal
• Departmental Course Learning Outcomes (e.g., English 121/122)
– learn about the conventions of reading and writing in the U.S. academic context
– develop strategies for reading and analyzing advanced nonfiction texts in popular and scholarly
– sources
– learn strategies for summarizing and synthesizing arguments in secondary sources
– develop strategies to help you use writing as a tool for exploring and reflecting on your own ideas
– continue to develop your vocabulary, syntax, and editing skills so that your writing meets the
– expectations of U.S. academic readers
– practice your ENGH speaking and conversation skills
– employ a range of strategies for note-taking and engaging with sources
– learn strategies for drafting and revising your writing
– work collaboratively to provide and receive feedback on writing
– expand your understanding of your own abilities and challenges as a writer, so that you can continue to improve your
writing throughout your studies
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Editor's Notes
Nicole & Karyn – intro selves, positions, and that we’re representing four of us…
Karyn – the purpose of our talk
Karyn: The data reported in this presentation is detailed in a forthcoming article cited here. In the time that we have with you, we will focus on two aspects of the article: 1) the outline of the center-based model for internationalization we have at George Mason University, including the center structure, programs offered, and key curricular innovations, specifically those tied to writing; and within this context, we will explain 2) one research project through which we sought to answer the question “How do ACCESS students’ perceptions of their academic, linguistic, and cultural experiences compare with ACCESS-affiliated faculty perspectives on teaching multilingual students across the ACCESS-included disciplines?” This presentation (and this article) focus on data that address writing instruction, including surveys, interviews, and analyses of samples of student writing and faculty feedback.
Nicole – brief overview of CISA, the center
Karyn – This concordance chart is used here to help explain the ACCESS student language requirements for admission and successful completion of the program. (Explain chart)
Nicole -- Program structure and courses – Students earn 28 credits in a structured program which uses research-informed approaches to transition international students. Structured program outcomes: Increased linguistic skill = to entrance requirements, develop strong self-efficacy and acculturate to western educational culture, perform at a satisfactory level academically.
Nicole – We are going to go back and talk about the ACCESS curriculum, but first here is some enrollment data to clarify the size of the program and the growth projects for the program.
Karyn: The team
Karyn – Innovative approach to language supported internationalization #1: curriculum mapping and building for 121/122
Nicole: The team
Nicole: Innovative approach to language-supported internationalization: curriculum mapping and building #2
Karyn: The team
Nicole: Innovative approach to language-supported internationalization: curriculum mapping and building #3
Karyn: So, considering the curriculum building process and the integrated language instruction, what we have effectively done is to build language pedagogy into courses, using CBI for EAP. WAC, English, Comm, and History were each involved in the process from the very beginning, offering them the opportunity to learn about the process/approach to language learning/teaching. (Note: for those outside of composition/WAC, this experience was actually their first real pedagogical training of any kind.)
Karyn/Nicole? – Further, during years 2 and 3 of the ACCESS program, those foundational faculty have become course coordinators, now helping to introduce/mentor new faculty as well as revise the initial curriculum as needed. Finally, all faculty who teach with CISA, whether they teach language-supported courses like those mentioned here or not, receive a wide range of faculty development opportunities (including a 2 day orientation, meetings with course coordinators, faculty observation and feedback processes, and brown bag lunch series). Through each of these initiatives, faculty across the curriculum are trained to work with L2 writers. And on that note, we’d like to turn to the research project that we conducted and some findings relevant to WAC, L2 Writing/Writers, and Internationalization.
Karyn – **for handout** For a list of additional ways WAC/CISA/ENG/AL work together to support a vision of an “ESL ready” model for campus internationalization, refer to your handout.
Nicole – and now we would like to move on to the research project…
Karyn – To address our central, driving question (#1), we conducted two concurrent studies, one focused on ACCESS students’ perceptions of their own academic, linguistic, and cultural experiences and one focused on ACCESS-affiliated faculty perspectives on teaching multilingual students across the ACCESS-included disciplines. The goal of the longitudinal research was to gather data to inform program revision and to provide writing-related fields with some thoughts regarding the broader question, #2.
Karyn – here are the participants (briefly)Participants for the student - focused study included 18 undergraduate students enrolled in the pilot year of the CISA ACCESS program at George Mason University, 91% of whom were classified as international students by the university. Of these,70% were male, 59% hailed from a Gulf nation, and 70% spoke Arabic as a first language.Forty-eight percent had attended the ELI prior to matriculation into the ACCESS program. Thirty-five percent were interested in studying business, 25% engineering, and 10% global studies. The remaining participants were undeclared majors by the end of the ACCESS year. Faculty participants included seven faculty members teaching courses in which ACCESS students were enrolled (i.e. courses were either ACCESS -exclusive, sheltered courses or open, lecture - style classes in which the ACCESS students were integrated among other enrolled freshmen). Faculty came from a range of academic disciplines, including history, communications, anthropology, higher education, English, and ESL. Three of the seven participants were English Department and ESL faculty; the remaining four faculty had no prior formal training in teaching multilingual writers. Each of the participating faculty members had elected to teach in the ACCESS program, which included faculty orientation and training on teaching L2 writers provided through CISA. Further, each of the participating faculty members had some form of prior cross-cultural experience (e.g. living/traveling overseas, studying abroad in college, participating in the Fulbright program in another country, etc.).
3-pronged approach to program revision, including: faculty development, materials development and curriculum alignmentFaculty expectations for student writing (including an explanation of why/how those expectations are determined by the discipline, the department, or the individual instructor) should be made more transparent to students. All ACCESS faculty should focus on transfer of learning beyond the course, generating opportunities for students to consider where/how/why to apply what they are learning beyond the course of instructionPre-semester training extended to include workshop on approaches to feedback on student writing, including CWF (Ferris, 2009)
“While we fully agree with Matsuda (2009), we note that, even among those WAC, L2 Writing, and ESL/Applied Linguistics faculty most keen to collaboratively construct an ESL-ready program, developing such a comprehensive WAC platform takes time, incentive, and funding. The questions are many (e.g., should collaboration take place at the committee or program level and in what form?), the task is particularly difficult (i.e., preparing faculty across the disciplines to confidently incorporate more meaningful writing in their classes and comfortably assume a more linguistically-complex set of students), and the incentive for ESL-ifying WAC may not be obvious to many or even most. Further, one must question the sustainability of collaborative efforts, given faculty/administrator turnover and institutional support (or lack thereof) for the ongoing maintenance, revision, and/or expansion of faculty development trainings, campus outreach, collaborative research projects, resource-development, etc. Still, the goal seems worth the challenge given the potential for making a positive impact across campus. But how and where to get started?”
*For handout*
Anna – background information and rationale for three-pronged approach As the program grows, sustainability becomes the main priority. CISA has prioritized the following three program aspects, which will we briefly describe. Curriculum alignment, faculty training and materials development are happening concurrently and recursively– if we start with curriculum alignment for example, that process, which we will describe shortly, results in the development of course and program materials, which are then used to inform faculty training. If we take a look at faculty training first, which happens at the beginning of each semester, that experience results in faculty from across the program working together on curriculum alignment, which then by extension highlights the emerging need for specialized course and program materials. Because of the complexity of this process, CISA has designated course-coordinators to represent the student and faculty needs in each course and to help streamline the process.
Nicole – talk about the general project of integrating 5 scales/rubrics (e.g. academic cross-course alignment and student development). In other words, why even do this?
Anna – in addition to the rubrics Nicole just discussed, we are, of course, also incorporating the Gen-Ed and department goals into the course design. What you see here are examples from the ENGH course since I am the course coordinator representing the ENGH faculty. Not only are the core ACCESS courses aligning the courses with these five rubrics/scales, but the course coordinators are also working together to scaffold instruction among the courses and encourage transfer. This is mostly happening by way of a final capstone project, which I will discuss shortly.