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Improving ESL Students’ Understanding of Academic Classroom Expectations

Improving ESL Students’ Understanding of Academic Classroom Expectations. Erica Fulton Mounds View Adult Education Lyndale Neighborhood Association ESL Program LAN Summer Institute 2013. English for Academic Purposes. CASAS 236 or TABE 5.0+ Grade Level. My questions.

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Improving ESL Students’ Understanding of Academic Classroom Expectations

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  1. Improving ESL Students’ Understanding of Academic Classroom Expectations Erica Fulton Mounds View Adult Education Lyndale Neighborhood Association ESL Program LAN Summer Institute 2013

  2. English for Academic Purposes • CASAS 236 or TABE 5.0+ Grade Level

  3. My questions • How can I better prepare my students to meet the expectations in an academic classroom? • How can I familiarize them with the ins and outs of an academic classroom? • What challenges do they face when they are trying to navigate classroom documents and written instructions?

  4. Poll the crowd • Get out your cell phones! • www.polleverywhere.com • The number you should text to is 37607. This is the “phone number.”

  5. What do you think will be difficult about following instructions in a college classroom? Student Responses • “We don't know well about the system of colleges in the U.S. Students may have many worries for new school life.” • “In my opinion, different school systems is the most difficult part to understanding instructions.”

  6. Introducing academic course documents • Let’s practice! --A Class Syllabus

  7. Vocabulary: What to pre-teach “Vocabulary can be a big obstacle especially for foreigners.” EAP Student Word Sift • Use it to identify words to pre-teach • Teach students to use it • www.wordsift.com • Academic Word List: http://www.victoria.ac.nz/lals/resources/academicwordlist

  8. Following Instructions on Assignments • Read the assignment twice. • Draw a box around the deadline. Put it in your calendar. • On the top of the paper, write down what you need to turn in and how long it should be. • In your own words, write down the main questions you need to answer. Highlight your questions. • Underline any rules for how your paper should look or where you should turn it in. • Circle anything you don’t understand. Find help so you DO understand.

  9. Unpacking assignment sheets Reading Assignment One (Cullen Bailey Burns at Century College, ENG 90)  Steps: • Read Stanley Fish’s article “Plagiarism is Not a Big, Moral Deal” (posted in D2L content). • Summarize as best you can the case he is making. (One or two solid paragraphs.) • Write a paragraph about the parts of his article that are confusing to you or that you disagree with. Is he being clear? If not, where? Does he lose you along the way? If so, why? Where? How? • Write a short paragraph about what we need to talk about in class so that you can fully understand his argument. • Put this assignment in the D2L dropbox by Sunday, Sept 2 at 11:59 p.m.

  10. What are the obstacles? • Get out your cell phones! • www.polleverywhere.com

  11. Online learning management systems • www.schoology.com • www.engrade.com

  12. Thank you! Erica Fulton, Mounds View Adult Education Lyndale Neighborhood Association erica@lyndale.org

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