This document detailed Mr. Soonufat's educational projects as part of his first year engagement in Teach For Malaysia 2015 Fellowship. The last updated version of this document is 6 Oct 2015.
He is passionate about collaborating with agencies in bringing excellent education to his students at SMK LB. If you are interested, please send him a message for the projects that he is doing/ potential projects that we can embark on together!
Look forward in hearing from you.
Linguistic Resistance - Maria Grazia ImperialeRMBorders
Linguistic Resistance:
in search of localized, creative and critical approaches in English language teaching - Maria Grazia Imperiale presentation at Language and the Art of Resistance. IUG 14 April 2015.
This document detailed Mr. Soonufat's educational projects as part of his first year engagement in Teach For Malaysia 2015 Fellowship. The last updated version of this document is 6 Oct 2015.
He is passionate about collaborating with agencies in bringing excellent education to his students at SMK LB. If you are interested, please send him a message for the projects that he is doing/ potential projects that we can embark on together!
Look forward in hearing from you.
Linguistic Resistance - Maria Grazia ImperialeRMBorders
Linguistic Resistance:
in search of localized, creative and critical approaches in English language teaching - Maria Grazia Imperiale presentation at Language and the Art of Resistance. IUG 14 April 2015.
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
Easy and Accessible is the Power of Moodle in our International Online Collaboration.
Working closely with the SUNY Levin Institute, Globalization101.org and SUNY COIL, Instructional Design and International Programs at SUNY Ulster have forged a unique approach to working internationally online. SUNY Ulster and European Humanities University in Belarus collaborated internationally by combining components of media literacy, contemporary world literature and literary analysis with basic ESL composition skills in a Moodle course space. Moodle provides an easily accessible Learning Management System for ALL students, no matter the country, no matter the home LMS.
1. NNESTS AND TEACHING ENGLISH AROUND THE WORLD: ISSUES AND MEASURES Organizers: Aiden Yeh (NNEST-IS) Ke Xu (EFL-IS) NNEST-EFL Intersection Session TESOL 2010, Boston, MA http://nnestefl2010.pbworks.com/
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![Abstract ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)