Report
Share
Download to read offline
Recommended
Paragraphwriitngchinhqui 120517213551-phpapp01
This document provides guidance on writing effective paragraphs. It defines a paragraph as a group of sentences that develops one main idea introduced in the topic sentence. The topic sentence should not be too general or specific. Supporting sentences give details and facts to develop the main idea. When writing, ask questions and use techniques like facts, examples, descriptions and personal experiences. The document provides examples of paragraphs and gives tips for writing such as exploring ideas, organizing facts, and editing for style, grammar and coherence.
Essay
My first day at Balochistan University of Information, Technology, Engineering & Management Sciences (Buitems) in Quetta, Pakistan was an important and unforgettable event. I got up early, feeling excited but nervous, and took a rickshaw to campus with my elder brother. After my brother left, I asked a senior student for directions to my classroom. In class, I saw students had already arrived and felt strange at first. After class ended, I visited the library, laboratories, and halls on campus before returning home with a sense of pride in choosing this university.
Immigrant student voices
This document summarizes research on immigrant student voices and their perceptions of race, language, and culture. It discusses findings from studies conducted in 2013 and 2015 that interviewed immigrant students at a community college. Many students reported experiences of differential treatment based on their race, language, or culture. Specifically, over 75% in the 2015 study said they faced discrimination. Even students who did not report racial discrimination often did report issues based on language or culture. The document examines students' perceptions before and after immigrating to the United States and correlates their experiences with discrimination to their prior knowledge of racism in America. It discusses implications for pedagogy and making curriculum more inclusive and discusses challenging discriminatory attitudes and systemic inequities.
English and Social Responsibility: Building that Bridge
This document discusses a study on international students' perceptions of race, language, culture and discrimination in the United States. It finds that many students came with negative views of Americans' knowledge and opinions of their home countries and cultures, which often changed positively after studying in the US. However, most students had little awareness of racism and discrimination in America before arriving. The study shows non-white students reported far higher rates of experiencing racial, linguistic and cultural discrimination than white students. It discusses the importance of addressing issues of diversity, inclusion and social justice in education to improve students' experiences and success.
SRT: Celebration of Diversity TESOL 2015
Part of the Diversity & Inclusion Committee's Panel at the International TESOL Convention & Language Expo 2015
Cultural and Linguistic Discrimination TESOL 2015
TESOL International Convention & Language Expo 2015 Research Oriented Session for Intercultural Communication
Applied Diversity
This document discusses applied diversity and multiculturalism in education. It shares reflections from international students who have faced challenges with language barriers and cultural misunderstandings. The author, a Chinese-American educator, ponders how to avoid imposing her own cultural views, the extent of her social responsibilities, and how to make diversity education meaningful in the classroom. She explores creating rapport with students, addressing cultural conflicts respectfully, and using tasks and discussions on cultural topics, myths, poems, and debates to promote tolerance and understanding in beginner to advanced language classes. The author questions whether diversity education is worth the effort and hopes to have an evident impact through both subtle and tangible outcomes.
Linguistic and cultural discrimination of international students references
This document is a reference list for a paper about linguistic and cultural discrimination faced by international students. It contains 22 references to scholarly articles and reports on topics like: prejudice against international students, challenges with cultural adjustment, discrimination based on language and accent, lack of diversity in teaching methods, and mental health impacts of acculturative stress. The references are from academic journals and government sources published between 1992 and 2013.
Recommended
Paragraphwriitngchinhqui 120517213551-phpapp01
This document provides guidance on writing effective paragraphs. It defines a paragraph as a group of sentences that develops one main idea introduced in the topic sentence. The topic sentence should not be too general or specific. Supporting sentences give details and facts to develop the main idea. When writing, ask questions and use techniques like facts, examples, descriptions and personal experiences. The document provides examples of paragraphs and gives tips for writing such as exploring ideas, organizing facts, and editing for style, grammar and coherence.
Essay
My first day at Balochistan University of Information, Technology, Engineering & Management Sciences (Buitems) in Quetta, Pakistan was an important and unforgettable event. I got up early, feeling excited but nervous, and took a rickshaw to campus with my elder brother. After my brother left, I asked a senior student for directions to my classroom. In class, I saw students had already arrived and felt strange at first. After class ended, I visited the library, laboratories, and halls on campus before returning home with a sense of pride in choosing this university.
Immigrant student voices
This document summarizes research on immigrant student voices and their perceptions of race, language, and culture. It discusses findings from studies conducted in 2013 and 2015 that interviewed immigrant students at a community college. Many students reported experiences of differential treatment based on their race, language, or culture. Specifically, over 75% in the 2015 study said they faced discrimination. Even students who did not report racial discrimination often did report issues based on language or culture. The document examines students' perceptions before and after immigrating to the United States and correlates their experiences with discrimination to their prior knowledge of racism in America. It discusses implications for pedagogy and making curriculum more inclusive and discusses challenging discriminatory attitudes and systemic inequities.
English and Social Responsibility: Building that Bridge
This document discusses a study on international students' perceptions of race, language, culture and discrimination in the United States. It finds that many students came with negative views of Americans' knowledge and opinions of their home countries and cultures, which often changed positively after studying in the US. However, most students had little awareness of racism and discrimination in America before arriving. The study shows non-white students reported far higher rates of experiencing racial, linguistic and cultural discrimination than white students. It discusses the importance of addressing issues of diversity, inclusion and social justice in education to improve students' experiences and success.
SRT: Celebration of Diversity TESOL 2015
Part of the Diversity & Inclusion Committee's Panel at the International TESOL Convention & Language Expo 2015
Cultural and Linguistic Discrimination TESOL 2015
TESOL International Convention & Language Expo 2015 Research Oriented Session for Intercultural Communication
Applied Diversity
This document discusses applied diversity and multiculturalism in education. It shares reflections from international students who have faced challenges with language barriers and cultural misunderstandings. The author, a Chinese-American educator, ponders how to avoid imposing her own cultural views, the extent of her social responsibilities, and how to make diversity education meaningful in the classroom. She explores creating rapport with students, addressing cultural conflicts respectfully, and using tasks and discussions on cultural topics, myths, poems, and debates to promote tolerance and understanding in beginner to advanced language classes. The author questions whether diversity education is worth the effort and hopes to have an evident impact through both subtle and tangible outcomes.
Linguistic and cultural discrimination of international students references
This document is a reference list for a paper about linguistic and cultural discrimination faced by international students. It contains 22 references to scholarly articles and reports on topics like: prejudice against international students, challenges with cultural adjustment, discrimination based on language and accent, lack of diversity in teaching methods, and mental health impacts of acculturative stress. The references are from academic journals and government sources published between 1992 and 2013.
Cultural and linguistic discrimination of international students
The document summarizes research from two studies on international students' experiences with discrimination and acculturative stress.
The 2008 study interviewed 5 Japanese students who reported experiencing discrimination, such as being rejected from basketball games by Black Americans and feeling treated like a "baby" by a White professor due to their race and English abilities. All students reported Americans knew little about Japanese culture.
The 2013 study surveyed 56 international students and found most believed Americans had negative views of their home countries prior to arriving. Themes included students' lack of awareness about discrimination and challenges to their acceptance and intelligence while in the US.
University Ready? Task 2 - Reading Like You've Never Read Before
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
University Ready? Re-focusing IEP Students for Success
The document discusses using tasks to help ESL students gain a more realistic understanding of university expectations. It describes three sample tasks addressing the demands of freshman classes that are designed to surprise students with the level of reading, writing, and workload required. The tasks involve comparing IEP expectations to university syllabi and assignments. The document advocates for a task-based approach to language teaching using authentic materials to link classroom language learning to real-world tasks and communication.
Examining the "E": Bringing the plenary themes into focus
A synthesis of the plenary speeches given at TESOL 2011 New Orleans for The International Center for English faculty in our brown bag series TESOL to TICE.
Theory Behind Using Music to Teach English as a Second Language
A presentation about the theory behind using music in the ESL classroom for the Arkansas State University Delta Symposium, presented April 6, 2011.
CBI Part II: Practical
CBI: Connect Build Integrate. Part II of the 2 part workshop presented to TICE faculty on March 15, 2011. This part continues by connecting the theory to practical use of content-based instruction in our program.
CBI Warm-Up
Warm-up activity used in CBI: Connect Build Integrate workshop presented to TICE faculty on March 10, 2011.
CBI Part II Worksheet
Activity used in CBI: Connect Build Integrate Part II workshop on practical use presented to TICE faculty on March 15, 2011.
CBI Part I: Theory
CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.
TICE - Building Academic Language in the Classroom Handout
The document summarizes differences between conversational and academic language. It discusses Cummins' model of basic interpersonal communicative skills (BICS) developing in 2-3 years versus cognitive academic language proficiency (CALP) taking 5-7 years. It also references Cummins' quadrants for context and cognitive demand. The rest of the document provides strategies and activities for developing academic writing, reading, speaking and vocabulary skills with examples such as focusing on content and organization in writing, using think-alouds in reading and avoiding initiation-response-evaluation patterns in speaking.
TICE - Building Academic Language in the Classroom
This document provides suggestions for activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it recommends explicitly teaching the writing process, including brainstorming, outlining, drafting, revising. For reading, it suggests extensive reading of graded texts along with explicit instruction in reading strategies. For speaking, it advises raising students' awareness of differences between academic and conversational English through discussion and analysis of speeches. For vocabulary, it provides ideas for teaching vocabulary through definitions, visual representations, and using corpus tools to find example sentences and collocations. The overall document offers a variety of scaffolding techniques and strategies to develop students' academic language abilities.
Building Academic Language in the ESL Classroom
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.
Building Academic Language in the ESL Classroom
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
More Related Content
More from Elisabeth Chan
Cultural and linguistic discrimination of international students
The document summarizes research from two studies on international students' experiences with discrimination and acculturative stress.
The 2008 study interviewed 5 Japanese students who reported experiencing discrimination, such as being rejected from basketball games by Black Americans and feeling treated like a "baby" by a White professor due to their race and English abilities. All students reported Americans knew little about Japanese culture.
The 2013 study surveyed 56 international students and found most believed Americans had negative views of their home countries prior to arriving. Themes included students' lack of awareness about discrimination and challenges to their acceptance and intelligence while in the US.
University Ready? Task 2 - Reading Like You've Never Read Before
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
University Ready? Re-focusing IEP Students for Success
The document discusses using tasks to help ESL students gain a more realistic understanding of university expectations. It describes three sample tasks addressing the demands of freshman classes that are designed to surprise students with the level of reading, writing, and workload required. The tasks involve comparing IEP expectations to university syllabi and assignments. The document advocates for a task-based approach to language teaching using authentic materials to link classroom language learning to real-world tasks and communication.
Examining the "E": Bringing the plenary themes into focus
A synthesis of the plenary speeches given at TESOL 2011 New Orleans for The International Center for English faculty in our brown bag series TESOL to TICE.
Theory Behind Using Music to Teach English as a Second Language
A presentation about the theory behind using music in the ESL classroom for the Arkansas State University Delta Symposium, presented April 6, 2011.
CBI Part II: Practical
CBI: Connect Build Integrate. Part II of the 2 part workshop presented to TICE faculty on March 15, 2011. This part continues by connecting the theory to practical use of content-based instruction in our program.
CBI Warm-Up
Warm-up activity used in CBI: Connect Build Integrate workshop presented to TICE faculty on March 10, 2011.
CBI Part II Worksheet
Activity used in CBI: Connect Build Integrate Part II workshop on practical use presented to TICE faculty on March 15, 2011.
CBI Part I: Theory
CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.
TICE - Building Academic Language in the Classroom Handout
The document summarizes differences between conversational and academic language. It discusses Cummins' model of basic interpersonal communicative skills (BICS) developing in 2-3 years versus cognitive academic language proficiency (CALP) taking 5-7 years. It also references Cummins' quadrants for context and cognitive demand. The rest of the document provides strategies and activities for developing academic writing, reading, speaking and vocabulary skills with examples such as focusing on content and organization in writing, using think-alouds in reading and avoiding initiation-response-evaluation patterns in speaking.
TICE - Building Academic Language in the Classroom
This document provides suggestions for activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it recommends explicitly teaching the writing process, including brainstorming, outlining, drafting, revising. For reading, it suggests extensive reading of graded texts along with explicit instruction in reading strategies. For speaking, it advises raising students' awareness of differences between academic and conversational English through discussion and analysis of speeches. For vocabulary, it provides ideas for teaching vocabulary through definitions, visual representations, and using corpus tools to find example sentences and collocations. The overall document offers a variety of scaffolding techniques and strategies to develop students' academic language abilities.
Building Academic Language in the ESL Classroom
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.
Building Academic Language in the ESL Classroom
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
More from Elisabeth Chan (14)
Cultural and linguistic discrimination of international students
Cultural and linguistic discrimination of international students
University Ready? Task 2 - Reading Like You've Never Read Before
University Ready? Task 2 - Reading Like You've Never Read Before
University Ready? Re-focusing IEP Students for Success
University Ready? Re-focusing IEP Students for Success
Examining the "E": Bringing the plenary themes into focus
Examining the "E": Bringing the plenary themes into focus
Theory Behind Using Music to Teach English as a Second Language
Theory Behind Using Music to Teach English as a Second Language
TICE - Building Academic Language in the Classroom Handout
TICE - Building Academic Language in the Classroom Handout
TICE - Building Academic Language in the Classroom
TICE - Building Academic Language in the Classroom