University Ready? Task 2 - Reading Like You've Never Read Before
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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.
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تويتر لاستخدام التواصل الاجتماعي
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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.
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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.
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CBI Warm-Up
Warm-up activity used in CBI: Connect Build Integrate workshop presented to TICE faculty on March 10, 2011.
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Activity used in CBI: Connect Build Integrate Part II workshop on practical use presented to TICE faculty on March 15, 2011.
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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.
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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.
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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.
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