A case study on an English language learner in Singapore seen through the lens of Norton's concept of identity, Gee's theory of Discourse, and underpinned by Bourdieu's notions of capital and the right to speak.
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and
teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based
on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to
performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.
Native English Teacher or Non - Native English Teacher?Self-employed
The contentious issue of (non)nativeness remains unanswered.
Nowadays, being an NNEST or NEST should not count but rather teachers' professional capabilities.
The presentation provides a forum for reflection and discussion about NNESTs.
We should value professional and personal qualities over ‘nativeness.’
The skills and qualities that make an effective language teacher are the most significant.
Both ‘NESTs’ and ‘NNESTs’ are expected to be competent teachers, each with excellent professional skills.
What can non-native English-speaking teachers (NNESTs) perform better?
What can native English-speaking teachers (NESTs) manage better?
This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kurt Kohn
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
Global competencies, including mastery of the Chinese language, are highly valued by the world’s leading universities. A panel of experts will address how globally minded students can distinguish themselves in the admission process through an interest in and facility with the Chinese language and culture. Participants will learn about the role of Chinese language skills in the university admission and enrollment process, and will explore resources and tools available to students to demonstrate these competencies, including the SAT® Subject Test in Chinese.
Building Academic Language in the ESL ClassroomElisabeth Chan
ARKTESOL Springdale presentation by Elisabeth Chan of The International Center for English at Arkansas State University October 28, 2010. This presentation discusses the difference between conversation and academic English and includes tips and tricks to help students bridge the gap.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and
teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based
on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to
performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.
Native English Teacher or Non - Native English Teacher?Self-employed
The contentious issue of (non)nativeness remains unanswered.
Nowadays, being an NNEST or NEST should not count but rather teachers' professional capabilities.
The presentation provides a forum for reflection and discussion about NNESTs.
We should value professional and personal qualities over ‘nativeness.’
The skills and qualities that make an effective language teacher are the most significant.
Both ‘NESTs’ and ‘NNESTs’ are expected to be competent teachers, each with excellent professional skills.
What can non-native English-speaking teachers (NNESTs) perform better?
What can native English-speaking teachers (NESTs) manage better?
This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kurt Kohn
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
Global competencies, including mastery of the Chinese language, are highly valued by the world’s leading universities. A panel of experts will address how globally minded students can distinguish themselves in the admission process through an interest in and facility with the Chinese language and culture. Participants will learn about the role of Chinese language skills in the university admission and enrollment process, and will explore resources and tools available to students to demonstrate these competencies, including the SAT® Subject Test in Chinese.
Building Academic Language in the ESL ClassroomElisabeth Chan
ARKTESOL Springdale presentation by Elisabeth Chan of The International Center for English at Arkansas State University October 28, 2010. This presentation discusses the difference between conversation and academic English and includes tips and tricks to help students bridge the gap.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Who are "World Health Without Borders?" - presentation given at a meeting held at the International Occupational Hygiene Association Conference in London, April 2015
Managing Health in Construction – What Good Looks Like Mike Slater
Managing Health in Construction – What Good Looks Like
A presentation made at the Health and Wellbeing event at the NEC Birmingham on 9 March 2016
#breathefreely #bohsworld
El Sistema de Estados Europeos En la Era de Bismarck. La Formación de los principales imperios coloniales. La Conferencia de Berlín (1885 y el Reparto de África
por Rosario de la Torre del Río
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
"Ear, Eye, Undivided Attention": Listening and Responding in a DiscussionETAI 2010
Liz Shapiro
Participants will listen and respond in a short meaningful discussion, acknowledging contributions and offering different points of view. The difficulties of pronunciation and expressing differing points of view for students of diverse linguistic and cultural backgrounds will be addressed through Brain Gym, voice exercises and some simple drawing.
In case you can't book me or attend - here are the training slides.
Speech to Print Approach ie Speech to Spelling, Speech to Reading.
Em
www.facebook.com/readaustralia
www.youtube.com/soundpics
Similar to Understanding the Identity of a Minority ELL in Singapore (20)
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
Using Images from the Web by Sherrie LeeSherrie Lee
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing
A lesson plan for an 80 minute lesson on report writing, particularly on writing the introduction of a report. This lesson plan includes the worksheet and suggested answers, as well as a summary of the presentation slides.
An English for Specific Purposes (ESP) lesson plan on business communications. The lesson focuses on making introductions and exchanging business greetings. Includes small group discussion and roleplay. Used for Grade 11-12 or equivalent students.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
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Understanding the Identity of a Minority ELL in Singapore
1. Understanding the Identity of a
Minority ELL in Singapore
Sher rie Lee
Action Research Project
EDUC526B Capstone in Teaching English Language Learners
University of Southern California. Master of Arts in Teaching (TESOL)
3. Flickr: churl
Polytechnic
Hate writing
BACKGROUND & PROBLEM OF PRACTICE
4. RESEARCH QUESTIONS
How
influ have
ence s
lang d a m ocial re
uage inor latio
lear ity E nshi
ning LL s ps
expe Englis
nt rien h
e ce?
v estm has
er in how
een h and
has b English
hat ing t im e
?
W rn over
i n lea changed
it How wa
s her B
develop ICS and
ed over CALP
time?
Flickr: Alfonsina Blyde
5. METHODOLOGY
15 students wrote
responses to two
prompts on past &
current English
learning experience
6 students
selected for face-
to-face interviews
Rachel was chosen
as case study
6. Flickr: Marc Wathieu
esearch
p hical R
Biogra
Pri
Sec
ITE
Poly
primary Discourse
Data analyzed
according to themes
social relationships investment
NARRATIVE Verified analysis
INQUIRY with Rachel
7. Flickr: bhima
FINDINGS
Primary Discourse = Chinese / working class
Linguistic capital = low value
Limited right to speak
and power to impose
reception during
English lessons
Low investment in language learning
8. stupid
at she said
c learly th
I re member
R: I just remem
ber favoritism.
I: To those wh
o can speak En
R: Yah. … She glish?
ask them to sit
she will keep a near her, then
sking them qu
us, and ask us estions and no
to keep quiet. t
9. Positive social relationships
promoted BICS/CALP
Claimed right to speak and
power to impose reception
Books and blogs for
practicing language skills
FINDINGS
10. … I join
[the] ba
friends. nd, I hav
Actually e a lot of
improve band he
my spea lped me
king of E to
nglish.
me to
urage e.
s enco assag
alway the p
Sh e will o read
up t
stand
Now I am moving a
long with people wh
are good with their o
English language an
it does improve min d
e t oo!
11. FINDINGS
Fear of speaking to proficient
English speakers still lingers
Feels more at ease
when she has the right
to converse in Mandarin
Ambivalent attitude toward
English language learning
Flickr: HaoJan
12. t u se
c anno g
en I writin
d wh my
me n in port
asha ssio t he re
ill be expre ting
Iw
righ t s e di t.
ho i ith i
the one w me w
an d the help] There is
ave to [ a barrie
h commun r when I
icate wit
who spe h p e op le
ak [Eng
especial lish] we
ly those ll, …
an] Ame who [pu
rican ac t on
cent
l
ant but still fee
En glish is import st
a ndarin, not ju
need to use M
speaking English alone.
13. CONCLUSION
Minority ELL has little linguistic
capital with L1 (Chinese)
Social relationships influence
ELL’s right to speak and power to
impose reception
Investment related to
increasing linguistic capital
through reading and blogging
Flickr: rachel_titiriga
14. IMPLICATIONS FOR PRACTICE
Identify minority ELLs
and how to help them
Create opportunities
for them to claim
the right speak
Provide detailed feedback
and model process to more
proficient students
15. Share with teachers within
department / school
Present findings at
conference
Publish in journal
e.g. TESOL Quarterly
DISSEMINATION OF INFORMATION
16. LIMITATIONS
Single case study
cannot be generalized
Reliance on introspective
self-reported data
Identity empowerment is
a long-term process
17. LAST
Identify WORDS
minority ELLs
Hear their
story
Give them
a voice