It guides participants through the expository and argumentative essays, provides discussion of writing conventions — grammar, paragraph construction and essay development, diction, stylistic choices, punctuation, mechanics, and common documentation styles. American Language, Culture and Society. This course focuses on the multifaceted and complex relationship between American language and culture - how each shapes and reflects the other.
Participants will learn how language use simultaneously reflects cultural values and serves to create and reinforce these values. Many of the examples to be considered are from American English in the United States but the principles to be studied are the same for all human languages in cultures all over the world.
The course also examines the relationship between American language and society — how language and society interact. The general question to be discussed is what determines who among speakers can say what to which other speakers. The course considers a variety of topics, all of which demonstrate how cultural characteristics and attitudes are constructed by and manifested through language use in society.
Higher Education in America. This course offers opportunities for participants to become familiar with current administrative systems of higher education in America, educational philosophies, demographic trends, patterns of funding, undergraduate and graduate curriculum design and new areas of academic study, governance models, program assessment, and accreditation.
The course will include discussions of current issues such as access and equity, faculty roles and responsibilities, academic specialization and general education.
Administrators and professors with expertise in various fields of American higher education are invited as guest lecturers on selected topics. During the course, participants are given opportunities to discuss issues with course faculty, guest speakers and exchange ideas. Teaching through Technology and Innovative Practices.
Technology is an integral part of our lives and all levels of education. This course focuses on integrating technology into various curricula and enables participants to use technology-integrated strategies and models that are proven to be successful. As more and more technological resources become available, it is necessary that instructors become aware of how those resources might be used to enhance teaching and learning.
Guidelines for implementation of technology in the classroom setting will be discussed. Participants will also get a glimpse of how technology will impact future learning. Thus, participants will be able to become creative in evaluating how technology can improve teaching and student learning. Academic and Research Presentation in English.
This course instructs participants to write a presentation targeting a specific audience; to select appropriate content and language; to create an effective message, and to develop a logical presentation structure.
Participants will design presentation visuals through the utilization of a variety of tools such as overhead projectors, slide projectors, and PowerPoint.
Though there are possibilities for co-teaching, the ELTs are often treated as teaching aides. Most importantly, the push-in service often prioritizes learning content itself over using content to develop language skills.
Instead, the ELTs co-plan to share strategies that scaffold instruction and facilitate interaction with the tasks. ELTs can also attend classes to co-teach and model language-friendly practices. Teachers who practice Sheltered Immersion believe that everyone is a teacher of language and that all content teachers have to explicitly teach how language is used in their specific discipline.
Most importantly, this model proposes that learning language and content can go hand-in-hand. Content topics provide the context not just to learn language — but to use it. Many schools, especially in secondary schools, find it difficult to adopt a Sheltered Immersion model because content teachers want to delegate language instruction to the ELTs. Furthermore, some schools might not have enough funding to pay for continuous training that is recommended for the Sheltered Instruction model.
This model is effective with ELs from primary to secondary school because home languages are seen as instructional tools not barriers to learning. Students who learn in the United States do need to learn English to be successful and participatory members of society, but English proficiency can still exist alongside home-language mastery.
The home language is seen as a tool to develop critical thinking and communication skills. Dual Language programs work best when there are enough faculty members who are bilingual in English and the target language.
Unfortunately, this pool of teachers is quite small. It does not work for a school that serves students who speak a variety of languages, which characterizes most schools districts in the U. The English Language Specialist Program also remains on pause for all in-country programming.
However, the Specialist Program continues to accept applications for its virtual programming. Are you looking for a new challenge or life changing career move? The Fellow application is now open!
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