(Yes) program 2020-presentation
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The Kennedy-Lugar Youth Exchange & Study (YES) Program for 2020-2021 provides opportunities for students to spend an academic year in the United States living with a host family, acquiring leadership skills, and learning about American society and culture. Eligible students must have high academic achievement, flexibility, a commitment to cross-cultural understanding, and be born between August 1, 2003 and August 1, 2005. The application process involves completing an application, providing school grades and identification documents, and has a deadline of November 15, 2019.
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Unit Plan
The document discusses culture and traditions. It defines culture as the attitudes, customs, and beliefs that distinguish one group from another, and traditions as customs passed down through generations. It notes that while people may come from different cultures, there are also many similarities. Food, holidays, clothing, and other aspects of daily life are shaped by one's culture.
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The document discusses whether bilingualism is detrimental by examining two claims: 1) that it can retard the acquisition of a first or second language, and 2) that it can retard cognitive development. For the first claim, an early study found bilingual Hawaiian children had errors in English, but it was criticized for methodological issues. A later study found that narrative skills in English and French were similar for bilingual and monolingual children. Overall, the evidence suggests bilingualism does not negatively impact language development. For the second claim, cognitive tests showed 4-year-old bilingual children performed superior to monolingual children, providing no evidence bilingualism harms cognitive abilities.
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Unit Plan
The document discusses culture and traditions. It defines culture as the attitudes, customs, and beliefs that distinguish one group from another, and traditions as customs passed down through generations. It notes that while people may come from different cultures, there are also many similarities. Food, holidays, clothing, and other aspects of daily life are shaped by one's culture.
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This document discusses students with interrupted formal education (SIFEs). SIFEs may have had their education interrupted in their native country for various reasons such as poverty, disaster, civil unrest, persecution, or strict rules preventing school attendance. They then come to the US and face challenges like gaps in literacy and language skills due to ineffective instruction or instability from frequently changing schools. The best practices for teaching SIFEs include activating prior knowledge, using hands-on learning, controlling new vocabulary, frequent checks for understanding, open-minded assessment, cooperative learning, building on native language skills, and integrated language and content instruction strategies.
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Formal Outline InstructionsDue on Thursday, March 24Upload on Bl.docx
Formal Outline Instructions
Due on Thursday, March 24
Upload on Blackboard and bring to class to discuss with classmates
General Guidelines for Formal Outline:
·
Your outline should clearly communicate your main points and a logical organization.
·
Use complete sentences.
·
Include your sources in the outline when information comes from sources.
·
Include a References page for any sources that you put in the outline
.
·
Should be at least two pages long
,
not including the reference page.
·
Note:
This sample is not a perfect outline, but it will give you a general idea of what I am expecting.
You do not have to have this much detail, but you must use complete sentences and include references to your sources.
Formal Outline Example
I.
Introduction
Hook and/or background on the topic:
a.
Many people struggle with the concept of identity.
b.
It is very important for humans to identify themselves with particular groups or characteristics, because identifications affect their position in society wherever they live.
c.
People need to fully understand their own ethnicities, nationalities, races, religions, or a particular belief in order to find their own identities.
d.
Finding the comfortable identity is more challenging for immigrant children of the United States not because they are too young to identify their ethnicities or nationalities, but because of they identify with two cultures.
e.
They are facing difficulties in the process of choosing their cultures and languages.
T
hesis Statement:
It may be true that prohibiting immigrant children from using their first languages in school is the best way to help the children to develop their English. However, teachers should respect and help students to value their first language because language is part of their identities.
II.
Topic sentence:
Retaining native culture and language help children to shape their identities.
a.
According to Bosher's study it is significant for children immigrants to retain their native culture and language in order to find their identities (601).
b.
They feel isolated even though they acquire perfect English because they are having difficulties in communicating with their native people (Pao,
Wong, and Teuben-Rowe
627).
c.
Bosher discovers that most of participants in her study, who have a strong sense of cultural identification, describe their lifestyles as bicultural and identify themselves as Hmong American (597).
III.
Topic Sentence:
Family attitudes have a big impact on the social identity of immigrant children.
a.
Family attitudes had big impact on developing children’s identities; parents helped their children to have confidence about their native cultures and language, and also taught children to be involved in both cultures (Pao,
Wong, and Teuben-Rowe
626).
b.
Monolingual participants felt a negative impact from both of their cultures because they felt left out from both groups (Pao,
Wong, and Teuben-Rowe
627).
IV.
...
Slide 2
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travel opportunities and better communication facilities have created a situation
in which people from different linguistic and cultural backgrounds need to
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Formal Outline InstructionsDue on Thursday, March 24Upload on Bl.docx
Formal Outline Instructions
Due on Thursday, March 24
Upload on Blackboard and bring to class to discuss with classmates
General Guidelines for Formal Outline:
·
Your outline should clearly communicate your main points and a logical organization.
·
Use complete sentences.
·
Include your sources in the outline when information comes from sources.
·
Include a References page for any sources that you put in the outline
.
·
Should be at least two pages long
,
not including the reference page.
·
Note:
This sample is not a perfect outline, but it will give you a general idea of what I am expecting.
You do not have to have this much detail, but you must use complete sentences and include references to your sources.
Formal Outline Example
I.
Introduction
Hook and/or background on the topic:
a.
Many people struggle with the concept of identity.
b.
It is very important for humans to identify themselves with particular groups or characteristics, because identifications affect their position in society wherever they live.
c.
People need to fully understand their own ethnicities, nationalities, races, religions, or a particular belief in order to find their own identities.
d.
Finding the comfortable identity is more challenging for immigrant children of the United States not because they are too young to identify their ethnicities or nationalities, but because of they identify with two cultures.
e.
They are facing difficulties in the process of choosing their cultures and languages.
T
hesis Statement:
It may be true that prohibiting immigrant children from using their first languages in school is the best way to help the children to develop their English. However, teachers should respect and help students to value their first language because language is part of their identities.
II.
Topic sentence:
Retaining native culture and language help children to shape their identities.
a.
According to Bosher's study it is significant for children immigrants to retain their native culture and language in order to find their identities (601).
b.
They feel isolated even though they acquire perfect English because they are having difficulties in communicating with their native people (Pao,
Wong, and Teuben-Rowe
627).
c.
Bosher discovers that most of participants in her study, who have a strong sense of cultural identification, describe their lifestyles as bicultural and identify themselves as Hmong American (597).
III.
Topic Sentence:
Family attitudes have a big impact on the social identity of immigrant children.
a.
Family attitudes had big impact on developing children’s identities; parents helped their children to have confidence about their native cultures and language, and also taught children to be involved in both cultures (Pao,
Wong, and Teuben-Rowe
626).
b.
Monolingual participants felt a negative impact from both of their cultures because they felt left out from both groups (Pao,
Wong, and Teuben-Rowe
627).
IV.
...
Slide 2
This document discusses different types of bilingual students:
- Balanced bilingual students who are proficient in two languages orally and academically.
- Monolingual students who are fluent in their native language but have limited English exposure and academic skills in English.
- Limited bilingual students who are fluent in their primary language and may be fluent in English conversationally but their academic skills are still developing in both languages.
The document emphasizes that ELL students are diverse and teachers need an individualized approach tailored to each student's unique experiences and needs.
Bilingualism. Unit 2..pptx
The critical period hypothesis states that the first few years of life is the crucial time in which an individual can acquire a first language, and that first-language acquisition relies on neuroplasticity.
So the answer is a) Neuroplasticity.
tompkins_tesina
This document provides an overview of bilingual education in the United States. It discusses the history of bilingual education policy from the colonial period to present day, highlighting key events like the English-only movement in California in the late 20th century. It also summarizes several major national evaluation studies of bilingual education programs. The document examines theories about language acquisition and an influential long-term study on program effectiveness. It concludes by describing the characteristics of effective bilingual education programs and the two-way bilingual education model.
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Communicative language teaching must be intercultural. Cross-cultural
communication is not new: as long as people from different cultures have been
encountering one another there has been cross-cultural communication. Nowadays,
however, the growing globalisation of the world’s economic markets, increased
travel opportunities and better communication facilities have created a situation
in which people from different linguistic and cultural backgrounds need to
communicate with each other more often than ever. Although communication
across cultures has become very important in our age, only a few English teachers are aware of the fact that their task is not only to teach English, but they also have to increase their students’ cross-curricular awareness. The teachers of English as a
foreign language have to teach language with a strong wish of education
changing their students’ attitude towards different cultures and different nations.
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Relations among cultural identity, motivation for language learning, and perceived English language proficiency for international students in the U. S.
Anqi Peng & Meagan M. Patterson
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This document discusses culture in teaching English. It defines culture as including information or factual culture, behavioral culture, and achievement or accomplishment culture. There are three domains of culture: cognitive, pragmatic, and attitudinal. Teachers of English as a foreign language should teach both "big C" culture, which includes historical and artistic achievements, and "small c" culture, which is everyday behavioral culture important for students to understand when in the target country. The goals of teaching culture are to help students understand culturally conditioned behaviors and develop cultural awareness, competence, and empathy. Teachers should integrate cultural learning throughout lessons and recognize that cultural teaching aims to develop understanding, not demand behavior change.
2019 20-ks4-languages-enrichment-curriculum-map
The document provides an overview of the curriculum for a Key Stage 4 Languages Enrichment course at Canons High School. The course aims to help students gain confidence in their own and other languages by looking at the history and development of languages, including how geography and society have influenced languages. Students will examine the origins and cultures of different languages and complete a Foreign Language Leader Award to develop their communication and teaching skills. They will research languages and cultures, present their findings, and have opportunities to teach younger students. The course encourages students to appreciate language diversity and develop 21st century skills.
Advances in bilingual education research.pdf
This document is a collection of research papers on bilingualism and bilingual education. It contains papers in three sections: Language and Culture, Educational Perspectives, and Policy Issues. The first section contains research on language development in bilingual children, code switching, and bicultural identity development. It addresses topics like the acquisition of Spanish phonology by native Spanish-speaking children and the effect of language transfer on bilingual proficiency. The second section focuses on issues for practitioners, including effective bilingual instruction strategies and perspectives on bilingual education from parents, teachers and principals. The third section includes research on projections of bilingual populations and analyses of the political context of bilingual education policy. The collection aims to advance systematic, high
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2012 TESOL Seminar 1: Growing up bilingual in multicultural urban Australia: ...
This document summarizes a presentation on bilingualism and language learning in Australian schools. It discusses the benefits of bilingualism, issues with subtractive bilingualism, and findings from research on children's experiences as bilingual learners. Globalization has led to the dominance of English, threatening minority languages. However, being bilingual builds cultural and linguistic capital. Research highlighted that children view their home language as part of their identity and culture, and view learning additional languages as learning new cultures.
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(Yes) program 2020-presentation
- 1. KENNEDY-LUGAR YOUTH EXCHANGE & STUDY (YES) PROGRAM 2020-2021
- 2. OVERVIEW 1.Studying an academic year in the United States(2020-2021); سنةدراسيةبثانويةأمريكية 2.Living with a host family; العيشمععائلةامريكيةمضيفة 3.Acquiring leadership skills, engaging in activities to learn about U.S. society and values; اكتسابمهاراتالقيادة / االنخراطفيأنشطةللتعرفعلىالمجتمعوالقيماألمريكية 4.Educating Americans about their home country and culture; تعريفاألمريكيينبالبلداألموبثقافته
- 3. ELIGIBILITY 1.A record of high academic achievement; -مستوىجيدمنالتمكنمناللغةاالنجليزية 2.Flexibility,commitment to promoting cross cultural understanding; المرونةوااللتزامبتشجيعالحواروالتفاهمبينالثقافات - 3.Born between August 1st , 2003 and August 1st, 2005; أنيقعتاريخازديادالمترشحبين 1 3002غشت 1و 5002غشت - 4.Studying at “Tronc commun” or “1st Bac” this year; ➔ The program supports students with disabilities and encourages their participation.
- 4. HOW TO APPLY 1.Fill out the Kennedy-Lugar YES application completely; MoroccoYES@amideast.org تعبئةطلبالمشاركةوارسالهالى 2.Provide official school grades for the last three years; تقديمبياناتنقطالثالثسنواتالماضية 3.Provide a passport-sized photo صورةشخصيةبحجمصورةجوازالسفر 4.Provide a birth certificate; عقداالزدياد -Deadline to apply is Friday, November 15, 2019