tag:blogger.com,1999:blog-30367444280804607892024-02-20T03:16:54.260-05:00 Wen's Language WorldWelcome to my cyber space!WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.comBlogger39125tag:blogger.com,1999:blog-3036744428080460789.post-49878819088108051142017-08-27T16:44:00.001-04:002017-08-27T16:56:18.618-04:00Developmental Psychotherapy<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/zgkgfliYUCs" width="560"></iframe><br />
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Please visist:<br />
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<a href="http://www.drcachildress.org/asp/Site/Developmental/index.asp">http://www.drcachildress.org/asp/Site/Developmental/index.asp</a><br />
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<li><a href="http://www.drcachildress.org/asp/admin/getFile.asp?RID=25&TID=2&FN=pdf" style="font-family: Cambria; font-size: 14pt;">Communicating With Children </a></li>
<li><a href="http://www.drcachildress.org/asp/admin/getFile.asp?RID=20&TID=2&FN=pdf" style="font-family: Cambria; font-size: 14pt;">6 Brain Systems </a></li>
<li><a href="http://www.drcachildress.org/asp/admin/getFile.asp?RID=21&TID=2&FN=pdf" style="font-family: Cambria; font-size: 14pt;">Emotion Systems </a></li>
<li><a href="http://www.drcachildress.org/asp/admin/getFile.asp?RID=24&TID=2&FN=pdf" style="font-family: Cambria; font-size: 16pt;">Developmentally Supportive Parenting</a></li>
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BY: <span style="font-family: Cambria;">C.A. Childress, Psy.D., 2012</span><br />
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WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-32126046356134998202017-08-27T16:29:00.000-04:002017-08-27T16:29:57.477-04:00Developmental Milestones<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-fgiI0TLJG20/WaMppkx4OYI/AAAAAAAAAo4/U6JXk341eKQNEzn_FypuaENx18fedIqfgCLcBGAs/s1600/developmental%2Bmilestones.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1028" data-original-width="1600" height="256" src="https://1.bp.blogspot.com/-fgiI0TLJG20/WaMppkx4OYI/AAAAAAAAAo4/U6JXk341eKQNEzn_FypuaENx18fedIqfgCLcBGAs/s400/developmental%2Bmilestones.jpg" width="400" /></a></div>
<span style="background-color: white; color: #222222; font-family: sans-serif; font-size: 14px;">Some age-related development periods and examples of defined intervals are: </span><br />
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<li><a class="mw-redirect" href="https://en.wikipedia.org/wiki/Newborn" style="background-image: none; color: #0b0080; font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Newborn">newborn</a><span style="background-color: white; color: #222222; font-family: sans-serif; font-size: 14px;"> (ages 0–5 weeks); </span></li>
<li><a href="https://en.wikipedia.org/wiki/Infant" style="background-image: none; color: #0b0080; font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Infant">infant</a><span style="background-color: white; color: #222222; font-family: sans-serif; font-size: 14px;"> (ages 5 weeks – 2 years); </span></li>
<li><a href="https://en.wikipedia.org/wiki/Toddler" style="background-image: none; color: #0b0080; font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Toddler">toddler</a><span style="background-color: white; color: #222222; font-family: sans-serif; font-size: 14px;"> (ages 3-4 years), </span></li>
<li><span style="background-color: white; color: #222222; font-family: sans-serif; font-size: 14px;">play ager/Grade schooler (ages 5–12); </span></li>
<li><span style="background-color: white; color: #222222; font-family: sans-serif; font-size: 14px;">Early </span><a class="mw-redirect" href="https://en.wikipedia.org/wiki/Adolescent" style="background-image: none; color: #0b0080; font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Adolescent">adolescent</a><span style="background-color: white; color: #222222; font-family: sans-serif; font-size: 14px;"> (ages 13–15), </span></li>
<li><span style="background-color: white; color: #222222; font-family: sans-serif; font-size: 14px;">Late adolescent (ages 16-19).</span></li>
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<a href="https://en.wikipedia.org/wiki/Child_development_stages">https://en.wikipedia.org/wiki/Child_development_stages</a><br />
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<a href="https://www.cdc.gov/ncbddd/actearly/milestones/index.html">https://www.cdc.gov/ncbddd/actearly/milestones/index.html</a><br />
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<a href="https://www.cdc.gov/ncbddd/actearly/milestones/milestones-in-action.html">https://www.cdc.gov/ncbddd/actearly/milestones/milestones-in-action.html</a><br />
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<br />WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-64969295847022558972017-08-27T15:54:00.000-04:002017-08-27T16:19:20.292-04:00Working with Toddlers<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/_S0-3i9c4Ns" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/BdzlTyknaH8" width="560"></iframe>WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-87386674389840883822017-08-27T15:51:00.000-04:002017-08-27T15:51:46.384-04:00language development<iframe width="560" height="315" src="https://www.youtube.com/embed/s9shPouRWCs" frameborder="0" allowfullscreen></iframe>WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com1tag:blogger.com,1999:blog-3036744428080460789.post-25398813374603043672014-09-23T23:09:00.002-04:002014-09-23T23:09:39.299-04:00Classroom Expression <iframe allowfullscreen="" frameborder="0" height="85" marginheight="0" marginwidth="0" scrolling="no" src="http://sunnyguowen.podomatic.com/embed/frame/posting/2014-09-23T19_38_24-07_00?json_url=http%3A%2F%2Fsunnyguowen.podomatic.com%2Fentry%2Fembed_params%2F2014-09-23T19_38_24-07_00%3Fcolor%3D43bee7%26autoPlay%3Dfalse%26width%3D440%26height%3D85%26objembed%3D0" width="440"></iframe><br />
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Classroom Expression<br />
1<span class="Apple-tab-span" style="white-space: pre;"> </span>Hello! <span class="Apple-tab-span" style="white-space: pre;"> </span>你好!<span class="Apple-tab-span" style="white-space: pre;"> </span>Nǐ hǎo!<br />
2<span class="Apple-tab-span" style="white-space: pre;"> </span>Hello everyone! <span class="Apple-tab-span" style="white-space: pre;"> </span>大家好!<span class="Apple-tab-span" style="white-space: pre;"> </span>Dàjiā hǎo!<br />
3<span class="Apple-tab-span" style="white-space: pre;"> </span>Hello teacher! <span class="Apple-tab-span" style="white-space: pre;"> </span>老师好!<span class="Apple-tab-span" style="white-space: pre;"> </span>Lǎoshī hǎo!<br />
4<span class="Apple-tab-span" style="white-space: pre;"> </span>It's time for our class. Let's start.<span class="Apple-tab-span" style="white-space: pre;"> </span>上课。<span class="Apple-tab-span" style="white-space: pre;"> </span>Shàngkè.<br />
5<span class="Apple-tab-span" style="white-space: pre;"> </span>Class is over!<span class="Apple-tab-span" style="white-space: pre;"> </span>下课。<span class="Apple-tab-span" style="white-space: pre;"> </span>Xiàkè.<br />
6<span class="Apple-tab-span" style="white-space: pre;"> </span>Open the book. <span class="Apple-tab-span" style="white-space: pre;"> </span>打开书。<span class="Apple-tab-span" style="white-space: pre;"> </span>Dǎkāi shū.<br />
7<span class="Apple-tab-span" style="white-space: pre;"> </span>I will say it, and please lesson carefully. <span class="Apple-tab-span" style="white-space: pre;"> </span>我说,你们听。<span class="Apple-tab-span" style="white-space: pre;"> </span>Wǒ shuō, nǐmen tīng.<br />
8<span class="Apple-tab-span" style="white-space: pre;"> </span>Please tell me. <span class="Apple-tab-span" style="white-space: pre;"> </span>请跟我说。<span class="Apple-tab-span" style="white-space: pre;"> </span>Qǐng gēn wǒ shuō.<br />
9<span class="Apple-tab-span" style="white-space: pre;"> </span>Please say it again.<span class="Apple-tab-span" style="white-space: pre;"> </span>再说一遍。<span class="Apple-tab-span" style="white-space: pre;"> </span>Zàishuō yībiàn.<br />
10<span class="Apple-tab-span" style="white-space: pre;"> </span>Look at the blackboard. <span class="Apple-tab-span" style="white-space: pre;"> </span>看黑板。<span class="Apple-tab-span" style="white-space: pre;"> </span>Kàn hēibǎn.<br />
11<span class="Apple-tab-span" style="white-space: pre;"> </span>Is that right or not?<span class="Apple-tab-span" style="white-space: pre;"> </span>对不对?<span class="Apple-tab-span" style="white-space: pre;"> </span>Duì búduì?<br />
12<span class="Apple-tab-span" style="white-space: pre;"> </span>Right. <span class="Apple-tab-span" style="white-space: pre;"> </span>对。<span class="Apple-tab-span" style="white-space: pre;"> </span>Duì.<br />
13<span class="Apple-tab-span" style="white-space: pre;"> </span>Good! <span class="Apple-tab-span" style="white-space: pre;"> </span>很好!<span class="Apple-tab-span" style="white-space: pre;"> </span>Hěn hǎo!<br />
14<span class="Apple-tab-span" style="white-space: pre;"> </span>Great! <span class="Apple-tab-span" style="white-space: pre;"> </span>太好了!<span class="Apple-tab-span" style="white-space: pre;"> </span>Tài hǎole!<br />
15<span class="Apple-tab-span" style="white-space: pre;"> </span>Understand? <span class="Apple-tab-span" style="white-space: pre;"> </span>懂不懂?<span class="Apple-tab-span" style="white-space: pre;"> </span>Dǒng bù dǒng?<br />
16<span class="Apple-tab-span" style="white-space: pre;"> </span>Understand. <span class="Apple-tab-span" style="white-space: pre;"> </span>懂了。<span class="Apple-tab-span" style="white-space: pre;"> </span>Dǒngle.<br />
17<span class="Apple-tab-span" style="white-space: pre;"> </span>Is there a problem? <span class="Apple-tab-span" style="white-space: pre;"> </span>有没有问题?<span class="Apple-tab-span" style="white-space: pre;"> </span>Yǒu méiyǒu wèntí?<br />
18<span class="Apple-tab-span" style="white-space: pre;"> </span>No problem. <span class="Apple-tab-span" style="white-space: pre;"> </span>没问题。<span class="Apple-tab-span" style="white-space: pre;"> </span>Méi wèntí.<br />
19<span class="Apple-tab-span" style="white-space: pre;"> </span>There, you can say that again? <span class="Apple-tab-span" style="white-space: pre;"> </span>有,您能再说一遍吗?<span class="Apple-tab-span" style="white-space: pre;"> </span>Yǒu, nín néng zàishuō yībiàn ma?<br />
20<span class="Apple-tab-span" style="white-space: pre;"> </span>Goodbye!<span class="Apple-tab-span" style="white-space: pre;"> </span>再见!<span class="Apple-tab-span" style="white-space: pre;"> </span>Zàijiàn!<br />
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WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-19266116288947230772014-09-23T23:02:00.001-04:002014-09-23T23:11:15.804-04:00 Survival Chinese Expressions<iframe allowfullscreen="" frameborder="0" height="85" marginheight="0" marginwidth="0" scrolling="no" src="http://sunnyguowen.podomatic.com/embed/frame/posting/2014-09-23T19_20_02-07_00?json_url=http%3A%2F%2Fsunnyguowen.podomatic.com%2Fentry%2Fembed_params%2F2014-09-23T19_20_02-07_00%3Fcolor%3D43bee7%26autoPlay%3Dfalse%26width%3D440%26height%3D85%26objembed%3D0" width="440"></iframe>
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<span style="mso-fareast-language: ZH-CN;">Survival Chinese Expressions</span></div>
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1<span class="Apple-tab-span" style="white-space: pre;"> </span>Sorry!<span class="Apple-tab-span" style="white-space: pre;"> </span>对不起!<span class="Apple-tab-span" style="white-space: pre;"> </span>Duìbùqǐ!</div>
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2<span class="Apple-tab-span" style="white-space: pre;"> </span>Sorry!/Excuse me!<span class="Apple-tab-span" style="white-space: pre;"> </span>不好意思!<span class="Apple-tab-span" style="white-space: pre;"> </span>Bù hǎoyìsi!</div>
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3<span class="Apple-tab-span" style="white-space: pre;"> </span>It's okay. / Never mind.<span class="Apple-tab-span" style="white-space: pre;"> </span>没关系!<span class="Apple-tab-span" style="white-space: pre;"> </span>Méiguānxì!</div>
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4<span class="Apple-tab-span" style="white-space: pre;"> </span>It's okay. / Never mind.<span class="Apple-tab-span" style="white-space: pre;"> </span>没事儿!<span class="Apple-tab-span" style="white-space: pre;"> </span>Méishì er!</div>
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5<span class="Apple-tab-span" style="white-space: pre;"> </span>Thank you!<span class="Apple-tab-span" style="white-space: pre;"> </span>谢谢!<span class="Apple-tab-span" style="white-space: pre;"> </span>Xièxiè!</div>
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6<span class="Apple-tab-span" style="white-space: pre;"> </span>You are welcome!<span class="Apple-tab-span" style="white-space: pre;"> </span>没问题!<span class="Apple-tab-span" style="white-space: pre;"> </span>Méi wèntí!</div>
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7<span class="Apple-tab-span" style="white-space: pre;"> </span>You are welcome!<span class="Apple-tab-span" style="white-space: pre;"> </span>不客气!<span class="Apple-tab-span" style="white-space: pre;"> </span>Bú kèqì!</div>
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8<span class="Apple-tab-span" style="white-space: pre;"> </span>Excuse me! (When you want to pass someone)<span class="Apple-tab-span" style="white-space: pre;"> </span>劳驾… <span class="Apple-tab-span" style="white-space: pre;"> </span>Láojià…</div>
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9<span class="Apple-tab-span" style="white-space: pre;"> </span>Excuse me...Could I ask... </div>
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(When you want to ask a question)<span class="Apple-tab-span" style="white-space: pre;"> </span>请问…<span class="Apple-tab-span" style="white-space: pre;"> </span>Qǐngwèn…</div>
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10<span class="Apple-tab-span" style="white-space: pre;"> </span>What is this?<span class="Apple-tab-span" style="white-space: pre;"> </span>这是什么?<span class="Apple-tab-span" style="white-space: pre;"> </span>Zhè shì shénme?</div>
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11<span class="Apple-tab-span" style="white-space: pre;"> </span>My Chinese is not so good.<span class="Apple-tab-span" style="white-space: pre;"> </span>我的中文不好。<span class="Apple-tab-span" style="white-space: pre;"> </span>Wǒ de zhōngwén bù hǎo.</div>
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12<span class="Apple-tab-span" style="white-space: pre;"> </span>I don't understand it.<span class="Apple-tab-span" style="white-space: pre;"> </span>我不懂。<span class="Apple-tab-span" style="white-space: pre;"> </span>Wǒ bù dǒng.</div>
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13<span class="Apple-tab-span" style="white-space: pre;"> </span>Could you repeat it?<span class="Apple-tab-span" style="white-space: pre;"> </span>请再说一遍。<span class="Apple-tab-span" style="white-space: pre;"> </span>Qǐng zàishuō yíbiàn.</div>
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14<span class="Apple-tab-span" style="white-space: pre;"> </span>How do you say "…" in Chinese?<span class="Apple-tab-span" style="white-space: pre;"> </span>“…"中文怎么说?<span class="Apple-tab-span" style="white-space: pre;"> </span>“…"Zhōngwén zěnme shuō?</div>
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15<span class="Apple-tab-span" style="white-space: pre;"> </span>What does "…" mean?<span class="Apple-tab-span" style="white-space: pre;"> </span>"…"是什么意思?<span class="Apple-tab-span" style="white-space: pre;"> </span>…Shì shénme yìsi?</div>
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16<span class="Apple-tab-span" style="white-space: pre;"> </span>Please give me…<span class="Apple-tab-span" style="white-space: pre;"> </span>请你给我…<span class="Apple-tab-span" style="white-space: pre;"> </span>Qǐng nǐ gěi wǒ…</div>
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17<span class="Apple-tab-span" style="white-space: pre;"> </span>Please tell me…<span class="Apple-tab-span" style="white-space: pre;"> </span>请你告诉我…<span class="Apple-tab-span" style="white-space: pre;"> </span>Qǐng nǐ gàosù wǒ…</div>
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18<span class="Apple-tab-span" style="white-space: pre;"> </span>Is it okay?<span class="Apple-tab-span" style="white-space: pre;"> </span>…,好吗?<span class="Apple-tab-span" style="white-space: pre;"> </span>…, Hǎo ma?</div>
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19<span class="Apple-tab-span" style="white-space: pre;"> </span>How is that? <span class="Apple-tab-span" style="white-space: pre;"> </span>…,怎么样?<span class="Apple-tab-span" style="white-space: pre;"> </span>…, Zěnme yàng?</div>
WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-88853252909639598602014-05-10T22:06:00.000-04:002014-05-10T22:06:42.594-04:00Third Space in Pedagogy<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px;">
<span style="border: 0px; font-family: inherit; font-size: 13px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: Calibri; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">I enjoyed reading Dialogical Imagination of (Inter)cultural Spaces: Rethinking the Semiotic Ecology of Second Language and Literacy Learning by Kostogriz, in Hall’s book. I am very impressed by unique concept of third space in pedagogy, which I found rather interesting and applicable to conduct culturally responsive practices in my future teaching.</span></span></span></div>
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<a href="http://3.bp.blogspot.com/-e4-4yQokXaY/U27aexelKOI/AAAAAAAAAfc/k0OzARSknPs/s1600/Unknown.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-e4-4yQokXaY/U27aexelKOI/AAAAAAAAAfc/k0OzARSknPs/s1600/Unknown.jpg" height="200" width="200" /></a></div>
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<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px;">
<span style="border: 0px; font-family: inherit; font-size: 13px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: Calibri; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">Nowadays the classroom is more like a mosaic, where students’ cultural and linguistic background, strengths, needs, and interests tend to be highly diverse. Hence, to meet this diversity, it is of great importance for educators to construct such a third space for learners’ meaning-and identity- making process with democratic features and social transformation. In this third space, everybody get involved and everybody learns. I think this idea is quite innovative, because it changes the ways in which literacy learning is organized in multicultural classrooms. The author emphasizes the material-semiotic sphere of the third space pedagogy and the cultural-semiotic diversity requires a semantically rich learning environment by using all the social, cultural, and linguistic resources of its participants. In this way, the learners can bring their cultures to the classroom and the classroom is a place where embraces diverse cultures, which provide students multiple means to learn and know the world from multiple perspectives.</span></span></span></div>
<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px;">
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<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px;">
<span style="border: 0px; font-family: inherit; font-size: 13px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: Calibri; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">I am thinking about an example about how to construct a third space in an ESL classroom. Probably, we can conduct an activity to ask each student to share and introduce an idiom from their own country. As we know, idioms usually have their own cultural and historical origins, which reflect particular cultures in terms of their values, beliefs, traditions, customs, etc. They can give example of when, where, how, and why they use them with certain situational contexts. In this way, students may reflect their own cultures first and bring them to the classrooms. They can learn from other cultures within this co-constructed third space in the classroom, where they can find the similarity and disparity among cultures as well. Hence, their knowledge is social-culturally constructed and this process of knowing is dialogical.</span></span></div>
WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-25747117022250969972014-05-10T21:24:00.000-04:002014-05-10T21:24:28.643-04:00Cultural Deversity & Intercultural Dialogism<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px; text-indent: 21pt;">
<span style="border: 0px; font-family: 'Times New Roman', serif; font-size: 13px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">Communication in a Pluralistic Society and Dialogism as a Way of Life in Shields’ book are pretty straightforward, which help me to understand the key terminologies in Bakhtinian conceptual scheme, like heteroglosia, pluralism, dialogue, and relationship. <span style="border: 0px; font-family: inherit; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"> </span></span></span></div>
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<span style="border: 0px; font-family: inherit; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: 'Times New Roman', serif; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">Under the trend of globalization, cultural diversity has become a prevalent issue, which</span> <span style="border: 0px; font-family: 'Times New Roman', serif; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">exists in the world, a society, or an institution. The heteroglosia among cultures via intercultural dialogue, is essential to promote the coexistence and harmony among various cultural groups. It is of great importance to give voices to them, thus making it possible for other people to know, to respect, and to understand other cultures, which is a way to maintain the diversity among cultures. However, once coin has two sides. Intercultural dialogue may also lead to cultural assimilation. Through acculturation, people from various cultural groups are very likely to adapt to the mainstream culture and hence lose their unique cultural heritages and original cultural practices to certain extent.</span></span></div>
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<span style="border: 0px; font-family: 'Times New Roman', serif; font-size: 13px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">The relationship and dialogues interrelate and interact each other. For example, good dialogues promote positive relationship and the relationship between the interlocutors influences their dialogues as well, vice versa. In addition, I like the concept of inner dialogue. For individuals, it is significant to open their ears and eyes to listen and see the world, enabling them to open their minds. The inner dialogue helps them to examine their positions through multiple perspectives and angles, which is like a reaction, generating new thoughts in a dynamic way.</span></span></div>
WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-60152865110030974812014-05-10T21:15:00.001-04:002014-05-10T21:19:28.865-04:00Heteroglossia and Novel<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; line-height: 21px; margin: 0cm 0cm 10pt; outline: 0px; padding: 0px;">
<span style="border: 0px; font-family: inherit; font-size: 13px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: Calibri; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">It is interesting to examine the relationship between the nature of language in novel from Bakhtinian <span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">heteroglossia</span> <span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">perspective and its applied values.</span></span></span></span></div>
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<span style="border: 0px; font-family: inherit; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: Calibri; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">In</span> <span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">John Holcombe (2012)’s Discourse in the Novel, the author explained heteroglossia as the multi-layered nature of language and he also pointed out that a novel consists of a variety of voices with their different community of discourse. The speeches in a dialogue can not only shape a vivid image about the contexts, but also build avenues for readers to know the inner world of the characters involved and the connections among them. I am thinking about my personal learning experience as an English major student when I was in the college. We read Oxford Bookworms Series when we were freshmen. I think it was fun and helpful, because the exposure to the authentic input and the engaging plots makes language learning meaningful.</span></span></span></div>
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<span style="border: 0px; font-family: inherit; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: Calibri; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">Reading novels has been regarded as one of the best ways for language learners to improve their literacy. I think Bakhtinian <span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">heteroglossia can</span>maximum the outcomes of reading novels in foreign language learning and teaching. First, it helps learners to improve their speech skills. The characters demonstrated various speech genres under certain social-cultural contexts, and what they say reflects their experiences, motivations, thoughts, and demeanor. Hence, language learners may have a chance to learn how they people talk in the novel and they can gradually express their intention more effectively by using the appropriate manners. Second, it helps learners to improve communication skills. The discourse input in novels expose readers to an authentic language environment, where they activate their brains to conversation mode. They may learn how to understand the interlocutor accurately, how to deliver their messages appropriately, and keep the conversation flow back and forth. Last but not least, it helps readers to develop logic thinking skills. Reading a novel, readers may find the connections and conflicts among the characters. Also, they may</span> <span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">question and</span> <span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">reason why so-and-so decided to say something in certain way, which requires deeper thinking by considering the contexts and relationships between the interlocutors. In sum I think Bakhtinian<span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">heteroglossia perspectives have lots of practical values in foreign language teaching classrooms, which can guide our future curriculum designing.</span></span></span></span></div>
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<span style="border: 0px; font-family: inherit; font-size: 13px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: Calibri; font-size: small; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">Friends, if you are a language teacher, how will you use Bakhtinian<span style="border: 0px; font-family: inherit; font-size: 16px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">heteroglossia approach to</span> teach reading?</span></span></div>
WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-22850604422600380442014-05-10T21:07:00.000-04:002014-05-10T21:09:23.301-04:00About Authenticity<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px;">
<span class="hwc" style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; color: #333333; font-family: 'Times New Roman', serif; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">From Bakhtin’s perspective, communication is a dynamic and dialogic meaning-making process. It is situated in certain social-historical contexts, where languages act as cultural means to mediate thoughts among individuals. Hence, the feature of real language I think is authenticity.</span></span></span></div>
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<span class="hwc" style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; color: #333333; font-family: 'Times New Roman', serif; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">On one hand, authentic language is context-dependent, which is influenced by the specific social and historical factors of the circumstance where people are situated. For example, Chinese people say 恭喜发财(Gong Xi Fa Cai, which means wish you to be prosperous in the coming year.)to each other during the Lunar New Year, which is one of the most common New Year wishes 2014 is the year of the horse in Chinese animal zodiac and lots of people will use some idioms with “horse”, 马(Mǎ), to send family members and friends good wishes, such as一马当先,马到成功 (yi ma dang xian, ma dao cheng gong). Taking the lead and achieving success, horses 马,Mǎ is a perfect combination of power and beauty, which represents speed and strength in Chinese culture. Even Chinese people regards horses as the dragon on the earth. In sum, the utterance of “恭喜发财, 一马当先,马到成功!” is unique due to the cultural-historical context: the lunar new year and the year of the horse, so people use these idioms to express good wishes to the interlocutor.</span></span></div>
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<span class="hwc" style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; color: #333333; font-family: 'Times New Roman', serif; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">On the other hand, the individuals make the languages they use authentic. You mean hear "Gong Xi Fa Cai" (pronunced like "gong she fa tsigh" in English) in Mandarin and "Gong Hey Fat Choy" in Cantonese during the lunar new year in China. Even though the pronunciations are a little different, both are written the same way: 恭喜发财. Mandarin Chinese is the official language in China, which is regarded as the standard and prestigious means of communication. However, there are eight major dialects as well. Hence, don’t be surprised if you hear Chinese people from different parts of China talk differently. Probably, people from one side of the mountain might speak a totally different dialect than the people from the other side of the mountain. Dialects represent the local culture and shapes the locals’ identity. When people meet each other, they might use the mandarin with their own accents to greet each other and then they might discuss the topics they are both interested in, which is shaped by each individual’s perspective. Since people all have different life experiences, their perspectives are valuable because of the uniqueness of their personal understandings towards life.</span></span></div>
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<span class="hwc" style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; color: #333333; font-family: 'Times New Roman', serif; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;"><span style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">All in all, the authenticity of language relies on both the cultural-historical context and the perspectives of individuals within in it.</span></span></span></div>
WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-23571074006909189312014-05-09T18:49:00.003-04:002014-05-10T21:09:49.006-04:00Literature, History, and Ideology I find it interesting to investigate the relations among literature, history, and ideology.<br />
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It is meaningful to understand historical context in the time a piece of literature was created when pursuing the deeper understanding of the literature. Historical context is the political, social, cultural, and economic setting in a given period of time. The cultural historical contexts influence the language, content, and style of the writing. Literature comes from life, and it is like a mirror, which reflect the world and the life of people in certain historical situations.<br />
When we read the work of Shakespeare, our teacher introduced the historical background of time of Queen Elizabeth and its leading naval and commercial power of the Western world. London was the cultural and economic center, whose dramatists and poets were among the best of the day. Shakespeare lived in that time and his works represent the world around him at that time. Elizabethan Age reminds me about Tang Dynasty (618–907 AD), which was the most prosperous periods in Chinese history. It was also the heyday of classical Chinese poetry. I love reading poems and Du Fu was my favorite poet in that time. His poetry covered politics, social problems, and even his own personal family life.<br />
We are influenced by the ideologies from the literature we read and the information we perceived. Sometimes the government control the media through censorship, and the news and the books we read are biased to a certain degree. When we heard the perspectives from other ideologies, we feel the propaganda might be like brain-washing to a certain degree. I think the best way to learn about the world is to read from various views with their authentic understandings and then we can make a judgement and construct our own ideologies maybe..WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-77550148831190994572014-05-09T18:43:00.002-04:002014-05-10T21:16:37.268-04:00Humor and Satire – The Art of Language<div align="left" class="MsoNormal" style="background-color: white; border: 0px currentColor; font-family: "Lucida grande", Arial, Verdana, sans-serif; font-size: small; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px; text-indent: 21pt;">
<span style="border: 0px currentColor; font-family: Arial, sans-serif; font-size: 10pt; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">Humor is the art of language.</span> <span style="border: 0px currentColor; font-family: Arial, sans-serif; font-size: 10pt; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">It plays a positive role in education, which can create a healthy relationship and relaxing atmosphere in the classroom. It can lower the stress and affective filter in learning and hence promote learning outcomes. As a learner, I appreciate the professors’ witty remarks in their feedbacks, which is a tacit skill necessary in successful instruction I think. Unlike robots, teachers are real people, who have emotions and creativity. Their responses to students is so dynamic and context-dependent that they cannot be pre-programed and normalized with a mundane pattern. With a sense of humor, teachers can present the art of teaching.</span><br />
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<span style="border: 0px currentColor; font-family: Arial, sans-serif; font-size: 10pt; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">I think it is a great idea to add the carnival element in our instruction. Maybe it sounds crazy to educational professionals who believe that teaching and learning is a serious matter. Education is a critical issue but educators can also educate in a delightful way. According to Bakhtin, “a carnival sense of the world possesses a mighty life-creating and transforming power, an indestructible vitality” (Shields, p. 98). Successful teaching should conduct an enjoyable learning experience to students, where they can play a part in and develop with passion and creativity.</span></div>
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<span style="border: 0px currentColor; font-family: Arial, sans-serif; font-size: 10pt; font-style: inherit; margin: 0px; outline: 0px; padding: 0px;">Humor is an attitude and an approach to life, which can be discovered and experienced everywhere. Like humor, satire is another powerful language genre. We learned Chekhov’s The Man in a Case in middle school, which helped us to understand irony in literature. I appreciate the parodic way the author portray the characters in the story and his sardonic humor and pungent satire stirred me profoundly. I was also impressed by the end of the story in O'Henry's The Cop and the Anthem, which gave me a sharp contrast to what I expected.</span></div>
WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-91744774597079729082014-05-09T18:28:00.000-04:002014-05-09T18:44:39.489-04:00Mastering Academic English<div class="MsoNormal" style="background-color: white; border: 0px; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px;">
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As an international graduate student, one of the challenges I am facing is to meet the writing demands. I read Braxley’s article about mastering academic English. I feel lots of the issues addressed in this article are same as I have experienced.</div>
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For example, I have tense problem in my English writing and I talked with my American friends about it. One of them said, “I've read Chinese and people of other cultures have trouble processing things related to timing and sequences because of the way tenses are used in their languages.” It is true that in Chinese we do not have inflection –ed to change the verb to show past tense. Hence, in order to use the correct tenses, we have to pay attention to it and double check the forms of the verbs we use after we write our papers. Another American friend said, “I don't really think about tenses too much unless I'm switching between tenses and have to keep things straight.” I think the language we use shapes our mind. I find that Americans tend to think and express themselves in a logical manner and a clear structure. They are usally direct to the point and give reasons or details to support their points. However, we, Chinese like to make lots of foreshadowing before giving our positions. Chinese readers can get the messages between the lines. However, English readers often found the purpose of our writing unclear. Hence, when we write in English, I should shake my "Chinese speaker" habits and think more like an English speaker.When we write scholarly articles in English, we should definitely write grammatically correct English. However it is not enough. In order to sound scholarly, we should pay attention to three other main things I think: writing style, structure, and format. The style and register of our language is very important. For example, I wrote “The mom usually talked with the kid in Chinese at home.” The editor changed my sentence into “The mother usually talked with the child in Chinese at home.” “Mother and child” are more formal than “mom and kid. We should be aware of the word we choose. In addition, we also should follow the structure for academic writing - topic sentence and supporting details are tied up in a coherent and cohesive manner - making meaning flow in a logical way. Also, I just realize good writing is not to show large amounts of vocabulary and advanced grammar. It is how we can help the audience understand our ideas in an effective and efficient manner with less confusion and uncomfortableness. Personally, I would appreciate something easy to follow, something succinct and straightforward, and something practical and constructive to the field. We should also use the right citation format, like APA, which is the norm in academic field.<br />
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Last but not least, we should also write with a good reader awareness, since writing is a form of communication. Hence, reader awareness is fundamental in any type of writing. Sometimes we are too hesitate in expressing ourselves, but we did not ask ourselves who the audience are - whether they are professors, doctoral students, administrators, teachers, parents, clinicians, or other professionals - or whom we are writing for. We should think about these questions before, during and after our writing.</div>
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WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-223302686846382462014-05-09T17:31:00.002-04:002014-05-10T12:00:11.521-04:00Language, Culture, and Self<div class="MsoNormal" style="background-color: white; border: 0px; margin: 0cm 0cm 0pt; outline: 0px; padding: 0px;">
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I enjoyed reading Marchenkova’s chapter on language, culture, and self, which helped me to rethink the relationship among them and how they influence each other and the applied meaning in foreign language instruction.</div>
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Language, culture, and self are inter-related as a whole and dialogues are socially constructed, dynamic, and situated in specific contexts. For example, holidays are an essential part of a culture. When teaching preschoolers about Valentine’s Day, we discussed whom we love during the circle time. Then, children can write notes and cards to friends and parents. Even English language learners can get a chance to express themselves by using the target language in such a meaningful context. In this way, they can form positive relationships with peers and get involved in the classroom community.<br />
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<a href="http://1.bp.blogspot.com/-0ogs2WKGjWY/U25M_owIJ2I/AAAAAAAAAeI/tPHJE_XmPGM/s1600/photo-49.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-0ogs2WKGjWY/U25M_owIJ2I/AAAAAAAAAeI/tPHJE_XmPGM/s1600/photo-49.JPG" height="400" width="266" /></a></div>
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Here is another story about language and culture, which I want to share. When I first came here, I heard an American mother called her son over the phone. After the call, she said “I love you!” I was kind of shocked, because it is not very common in Asian culture. I watched the video clip on youtube called Asian Parents and the Awkward "I Love You"http://www.youtube.com/watch?v=rUPxlBeugjU. I think it is true that in most cases Asian parents do not say “I love you” as much as American parents, which does not mean that they do not like their children. It is actually influenced by the high-context Asian communication style. They cook for the family and pay the tuition for the children. They do lots of things for the children. They just do not say these tree words. They might think we have already know they love us so they do not need to say it explicitly. When American parents send children to school, they give their children hugs and kisses and say, “Love you and have fun!” On the contrary, Asian parents might help children put on the bagpack and say, “Behave well and study hard!” The same context, they dialogues are very different. I am sure the parents from both cultures both love their children. However, just the ways they express themselves are different.<br />
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I like her statement on page. 174, “the purpose of teaching second and foreign language us to make communication among people and cultures possible.” As language teachers, we should think about this goal in our lesson planning. To be specific, we should not only introduce the language items in the language, but also to introduce the culture of it. In addition, we should always try our best to give students authentic input and give them opportunities to communicate with people from the target culture.</div>
WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-69830193872929966122014-04-12T22:04:00.000-04:002014-06-22T01:05:12.443-04:00toolsDictionaries:<br />
http://www.zdic.net<br />
http://www.mdbg.net<br />
http://www.chinese-dictionary.org<br />
http://www.yellowbridge.com<br />
http://www.chineseetymology.org/<br />
http://www.yellowbridge.com/chinese/character-stroke-order.php?searchChinese=1&word=火<br />
http://www.archchinese.com/chinese_english_dictionary.html?code=56fd<br />
http://justlearnchinese.com/chinese-radical-show-–-“grass”-radical-11/<br />
http://justlearnchinese.com/all-chinese-radicals-from-chinese-radical-show-on-one-page/<br />
<br />
<a href="http://www.youtube.com/watch?v=3HBrQqZWmjY#t=35">How to learn Chinese fast</a> by Chris Parker<br />
<ul>
<li>Beginner's courses: FSI Mandarin, Pimsleur, Assimil, Teach Yourself</li>
<li>My course: <a class="yt-uix-redirect-link" dir="ltr" href="http://fluentinmandarin.com/content/membership-options-page/" rel="nofollow" target="_blank" title="http://fluentinmandarin.com/content/membership-options-page/">http://fluentinmandarin.com/content/m...</a></li>
<li>Lingoes dictionary software: <a class="yt-uix-redirect-link" dir="ltr" href="http://www.lingoes.net/" rel="nofollow" target="_blank" title="http://www.lingoes.net/">http://www.lingoes.net/</a></li>
<li>Dictionaries for Lingoes: <a class="yt-uix-redirect-link" dir="ltr" href="http://www.lingoes.net/en/dictionary/dict_cata.php?cata=1.zh-CN&lang=&order=0" rel="nofollow" target="_blank" title="http://www.lingoes.net/en/dictionary/dict_cata.php?cata=1.zh-CN&lang=&order=0">http://www.lingoes.net/en/dictionary/...</a></li>
<li>Dimsum: <a class="yt-uix-redirect-link" dir="ltr" href="http://www.mandarintools.com/dimsum.html" rel="nofollow" target="_blank" title="http://www.mandarintools.com/dimsum.html">http://www.mandarintools.com/dimsum.html</a></li>
<li>Wenlin: <a class="yt-uix-redirect-link" dir="ltr" href="http://www.wenlin.com/" rel="nofollow" target="_blank" title="http://www.wenlin.com/">http://www.wenlin.com/</a></li>
<li>Pleco: <a class="yt-uix-redirect-link" dir="ltr" href="https://www.pleco.com/" rel="nofollow" target="_blank" title="https://www.pleco.com/">https://www.pleco.com/</a></li>
<li>Arch Chinese: <a class="yt-uix-redirect-link" dir="ltr" href="http://www.archchinese.com/chinese_english_dictionary.html?code=56fd" rel="nofollow" target="_blank" title="http://www.archchinese.com/chinese_english_dictionary.html?code=56fd">http://www.archchinese.com/chinese_en...</a></li>
<li>Sogou Pinyin: <a class="yt-uix-redirect-link" dir="ltr" href="http://pinyin.sogou.com/" rel="nofollow" target="_blank" title="http://pinyin.sogou.com/">http://pinyin.sogou.com/</a></li>
<li>Anki: <a class="yt-uix-redirect-link" dir="ltr" href="http://ankisrs.net/" rel="nofollow" target="_blank" title="http://ankisrs.net/">http://ankisrs.net/</a></li>
<li>Chinesepod Pinyin chart: <a class="yt-uix-redirect-link" dir="ltr" href="http://chinesepod.com/tools/pronunciation" rel="nofollow" target="_blank" title="http://chinesepod.com/tools/pronunciation">http://chinesepod.com/tools/pronuncia...</a></li>
<li>Jukuu: <a class="yt-uix-redirect-link" dir="ltr" href="http://www.jukuu.com/" rel="nofollow" target="_blank" title="http://www.jukuu.com/">http://www.jukuu.com/</a></li>
</ul>
<br />
other websites:<br />
http://deardimsum.wordpress.com/suggest-what-to-learn/<br />
<br />
<br />WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-9242081520432411892014-02-25T23:19:00.000-05:002014-02-25T23:19:33.735-05:00Asperger Presentation -- Recorded PPT V2 This is a class presentation for LAI 574, Fall 2014, By LI WingKi and GUO Wen.<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/6HvP47TfZ6E" width="500"></iframe><br />WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-8624639442202235802014-02-13T00:35:00.001-05:002014-02-13T00:40:58.325-05:00Response to Intervention (RTI)<iframe src="http://prezi.com/embed/womtt990bkwf/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined" width="500" height="400" frameBorder="0" webkitAllowFullScreen mozAllowFullscreen allowfullscreen></iframe>WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-12346280758517345432012-12-03T10:29:00.002-05:002014-04-30T03:42:10.334-04:00My First Podcast -- A Literature Review on Web 2.0<iframe allowfullscreen="allowfullscreen" frameborder="0" height="85" marginheight="0" marginwidth="0" scrolling="no" src="http://sunnyguowen.podomatic.com/embed/frame/posting/2012-12-02T19_52_40-08_00?json_url=http%3A%2F%2Fsunnyguowen.podomatic.com%2Fentry%2Fembed_params%2F2012-12-02T19_52_40-08_00%3Fcolor%3Da05fe2%26autoPlay%3Dfalse%26width%3D440%26height%3D85%26objembed%3D0" width="440"></iframe>
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Welcome to <a href="http://sunnyguowen.podomatic.com/?fb_action_ids=374678129290260&fb_action_types=og.likes&fb_source=aggregation&fb_aggregation_id=288381481237582">my Podcast Station</a>.<br />
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Literature Resource </div>
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<ul>
<li><b style="text-align: justify;"><span style="font-family: "Book Antiqua"; font-size: 10pt;">Anderson</span></b><span style="font-family: 'Book Antiqua'; font-size: 10pt; text-align: justify;">, Paul. <a href="http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf">What is 2.0</a>?
Retrieved August 20, 2009</span></li>
<li><b style="text-align: justify;"><span style="font-family: "Book Antiqua"; font-size: 10pt;">Hargadon, </span></b><span style="font-family: 'Book Antiqua'; font-size: 10pt; text-align: justify;">Steve. <a href="http://www.stevehargadon.com/2008/03/web-20-is-future-of-education.html">Web
2.0 is the Future of Education</a> (blog post)
Retrieved January 3, 2010.</span></li>
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This week, we have read these two articles of Web 2.0, which is "the future of education". We are getting familiar with services, applications, features, and educational values in Web 2.0. I love reading them, because they are very informative and illuminating. This podcast is a literature review about them. I think I still need more time to digest and develop them...Thank you for listening...<br />
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New thoughts on Web 2.0 from Bakhtinian view<br />
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<span lang="EN-US"><span style="font-family: Calibri;"><span style="font-size: small;">With the development of internet, the way
people perceive and generate information has greatly changed. For example,
since the advent of web 2.0 services, like blogs, youtube, and social networks,
people not only can get information online, but also become more connected.
Dialogues in this digital age harness the power of the learning community with a
blending of world views. Users have become more and more in charge of the
information sharing, evaluation, and creation process and the networks enable
them to interact and have all sorts of communication on this open cyber arena.
Individuals act as agents, participating in the learning activities and
constructing new knowledge in a more personalized way. In addition, these
participant-generated information are available 24/7 and open to those who have
the access to the internet, hence making it possible for readers to experience
the heteroglossia in this changing world and consolidate, integrate, and
synthesize a complex unity from a hybrid of utterances.<o:p></o:p></span></span></span></div>
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WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-4177820637130104222012-12-01T17:27:00.003-05:002012-12-03T10:37:50.408-05:00Using Podcasts in Language Classrooms<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://en.wikipedia.org/wiki/Podcast" style="color: #333333; line-height: 20px;">Podcasts</a><span style="color: #333333;"><span style="line-height: 20px;"> can be used in language classrooms</span></span></span></span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: -webkit-left; text-indent: -10px;"> in the way of integrating </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 23px; text-align: -webkit-left; text-indent: -10px;">the four main language skills (listening, reading, speaking, and writing)</span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: -webkit-left; text-indent: -10px;">. </span><br />
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<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: -webkit-left; text-indent: -10px;">In listening and speaking class, by employing podcasts, teachers can help students to</span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: -webkit-left; text-indent: -10px;"> </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-align: -webkit-left; text-indent: -10px;"><span style="color: #333333;"><span style="line-height: 20px;">improve note-taking and discussion skills. When they listen the first time, students need to</span></span></span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: -webkit-left; text-indent: -10px;"> listen and write down as much information as they can according to what they hear. They can listen again, when they need to pay special attention to </span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: -webkit-left; text-indent: -10px;">catch the key words and try to make an outline of the podcast</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-align: -webkit-left; text-indent: -10px;"><span style="color: #333333;"><span style="line-height: 20px;">. Teachers can also design certain</span></span></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;"> transcripts completion</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-align: -webkit-left; text-indent: -10px;"><span style="color: #333333;"><span style="line-height: 20px;"> worksheets as scaffolding to help students to capture the</span></span></span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: -webkit-left; text-indent: -10px;"> missing information. Then, </span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;">s</span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;">tudents will be required to compare the notes they took in groups and </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-align: -webkit-left; text-indent: -10px;"><span style="color: #333333;"><span style="line-height: 19px;">e</span></span></span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;">ach group needs to give definition of the key/new concepts from the podcasts or reading material. </span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;"> Hence, their speaking skills will be improved as well when exchanging their notes. </span><br />
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<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;">In reading and writing class, teachers can use a podcast as a prompt, after which students will be given some other relevant reading materials of the same topic as the podcast's. Hence, students can get an reinforcement in understanding the theme based on the context of what they have heard and read. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-align: -webkit-left; text-indent: -10px;"><span style="color: #333333;"><span style="line-height: 19px;">Also, teachers can design a series of questions involved </span></span></span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;">higher order of thinking, like </span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;">analyzing</span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 19px; text-align: -webkit-left; text-indent: -10px;"> the reason and offering solutions, etc</span><span style="background-color: white; text-align: -webkit-left; text-indent: -10px;"><span style="color: #333333; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 19px;">. For example, in a group discussion section, students will be asked to state their opinion by using the facts or expressions from the podcast or reading material to support their views. In the end, students will be required to summarize what they learned from the podcast and reading material. </span></span></span><br />
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<span style="background-color: white; text-align: -webkit-left; text-indent: -10px;"><span style="font-family: Arial; text-align: center; text-indent: 0px;">Here is a practice of using podcast in teaching Listening and Speaking: </span></span><b style="color: #0000f6; font-family: Arial; text-align: left; text-indent: -96px;"><a href="http://www.eslpod.com/website/show_podcast.php?issue_id=1849600#">Dining at a Restaurant</a>.</b><br />
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<!--[if !supportLists]--><span style="font-family: 'Times New Roman';"> </span>I.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="font-family: Arial; mso-bidi-font-weight: bold;">Listen to <a href="http://ec.libsyn.com/p/c/1/1/c118dacf68cc92b7/ESLPod12n.mp3?d13a76d516d9dec20c3d276ce028ed5089ab1ce3dae902ea1d01cd8333d3c85b3315&c_id=1825291">the podcast </a>carefully
and take note.</span><o:p></o:p></div>
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<span style="font-family: Times New Roman;"> </span>II.<span style="font-family: 'Times New Roman';"> </span><span style="font-family: Arial; mso-bidi-font-weight: bold;">Compare notes with your partner (Pair Work) and make an outline together.</span><o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: 'Times New Roman';"> </span>III.<span style="font-family: 'Times New Roman';"> </span><span style="font-family: Arial;">Answer the questions according to your notes:</span></div>
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<ol>
<li><span style="font-family: Arial; text-indent: -1in;"> Why did the author go to the restaurant </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-indent: -1in;">called </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-indent: -1in;">Il Fornaio?</span></li>
<li><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-indent: -1in;"> How is the hostess like? Explain why do you think so by using the information from the podcast.</span></li>
<li><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-indent: -1in;"> Draw a picture of the </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-indent: -1in;">silverware</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-indent: -1in;"> set up.</span></li>
<li><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-indent: -1in;"> What did the author and his friend order for drinks?</span></li>
<li><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-align: -webkit-auto; text-indent: 0px;"> What appetizer did the author consider as a must?</span></li>
</ol>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1in; text-align: left; text-indent: -1in;">
<i style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><br /></i></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1in; text-align: left; text-indent: -1in;">
<!--[if !supportLists]--><span style="font-family: 'Times New Roman';"> </span>IV.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="font-family: Arial; mso-bidi-font-weight: bold;">Peer interview </span><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->1.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="font-family: Arial;">Who does the
cooking in your family/ house? </span><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->2.<span style="font-family: 'Times New Roman';">
</span><!--[endif]-->What is your favourite food?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.75in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->a.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="color: #1d1d1d; font-family: Arial;">How
often you eat it </span><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.75in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->b.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="color: #1d1d1d; font-family: Arial;">How
the food is made </span><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.75in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->c.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="color: #1d1d1d; font-family: Arial;">Whether
you make it yourself </span><o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.75in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->d.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="color: #1d1d1d; font-family: Arial;">Why
it is your favourite food.</span><o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 102pt; text-align: left; text-indent: 3pt;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.25in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->3.<span style="font-family: 'Times New Roman';">
</span><!--[endif]-->How often do you eat out?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->4.<span style="font-family: 'Times New Roman';">
</span><!--[endif]-->What is your favourite restaurant?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.75in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->a.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="color: #1e1e1e;">Where the restaurant was</span><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.75in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->b.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="color: #1e1e1e;">Why you chose this restaurant</span><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.75in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->c.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="color: #1e1e1e;">What type of food you ate in this restaurant</span><o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.75in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="color: #282828;">d.<span style="font-family: 'Times New Roman';">
</span></span><!--[endif]--><span style="color: #1e1e1e;">What you enjoyed about this place</span></div>
<div class="MsoNormal" style="margin-left: 0.75in; text-align: left;">
<br /></div>
<div class="MsoNormal" style="margin-left: 1.25in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]-->5.<span style="font-family: 'Times New Roman';">
</span><!--[endif]--><span style="font-family: Arial;">Many people say
that cooking and eating at home is better for the individual and the family
than eating out in restaurants or canteens. Do you agree or disagree?</span><o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 0.5in; text-align: left;">
<br /></div>
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<div style="text-align: left;">
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</div>
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<o:p></o:p></div>
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<!--EndFragment--><br />
<!--EndFragment-->WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com2tag:blogger.com,1999:blog-3036744428080460789.post-55465918310515521572012-11-17T22:42:00.000-05:002012-11-18T17:01:08.529-05:00ePals -- Global Community Where Learners Connect<div class="" style="clear: both; text-align: center;">
<a href="http://www.epals.com/index.php"><span style="color: black; font-family: inherit;"><img border="0" src="http://2.bp.blogspot.com/-mh2wETeM57k/UKhWG4YtA8I/AAAAAAAAAYg/Q01-NIYxokc/s1600/newlogo.png" /></span></a></div>
<div style="text-align: -webkit-auto;">
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<span style="font-family: inherit;"><br /></span></div>
<span style="font-family: inherit;"><span style="background-color: white; text-align: -webkit-center;">To "Safely Connect With Classrooms Around the World for Collaborative, Project-Based Learning", </span><span style="background-color: white; text-align: -webkit-center;"><a href="http://www.epals.com/index.php">ePals</a> has built a global community of </span><span style="background-color: white;"><span style="line-height: 20px;">social learning networks, making it possible to enhance students' engagement and raise their global awareness through collaboration. </span></span></span><br />
<span style="background-color: white;"><span style="font-family: inherit; line-height: 20px;"><br /></span></span></div>
<span style="font-family: inherit;"><span style="line-height: 20px;">To start with, we can find a classroom and match the students according to their age group, location, first language, etc,</span><span style="line-height: 20px;"> enabling them to "break" the wall of traditional classroom, and invest their efforts to collaborate with students from different corners of the world to accomplish their projects. Hence, more and more students can become members in this global learning center and get engaged in this </span><span style="line-height: 20px;">cultural exchange</span><span style="line-height: 20px;"> community. Through participation, they can not only share resources, but also contribute and complete projects </span><span style="line-height: 20px;">as a team. Also, in this global community, learning happens 24/7 and beyond the physical boundary of the traditional classrooms.</span></span><br />
<span style="font-family: inherit;"><span style="line-height: 20px;"><br /></span><span style="line-height: 20px;">After </span><span style="line-height: 20px;">establishing</span><span style="line-height: 20px;"> an account on ePals, we can start a new project or join a project. Since students from different parts of the world can be connected, they can interpret an issue through multiple angles. It can give each individual participant a wider perspective and an open mind through intercultural dialogue, making it possible for them to have friends all over the world, through which their cross-cultural communication skills can be improved to a large extent. I find the</span><a href="http://en.community.epals.com/culture_center/teachers_corner/default.aspx" style="line-height: 20px;"> cultural center</a><span style="line-height: 20px;"> fascinating, where we can find a wide range of cultural projects. For example, we can let students to create a </span><a href="http://en.community.epals.com/culture_center/b/culture_center_activities/archive/2012/05/03/create-your-cultural-profiles.aspx" style="line-height: 20px;">cultural profile</a><span style="line-height: 20px;"> or </span><a href="http://en.community.epals.com/culture_center/b/culture_center_activities/archive/2012/05/03/what-s-in-your-lunchbox.aspx" style="line-height: 20px;">make </a><span class="last first" style="background-color: white; text-align: left;"><a href="http://en.community.epals.com/culture_center/b/culture_center_activities/archive/2012/05/03/what-s-in-your-lunchbox.aspx">make a video of their daily lunch routine</a>. Moreover, I think it would be beneficial for students to get a sense of </span><span style="background-color: white; text-align: left;">accountability as </span><span style="background-color: white; text-align: left;">global citizens, if we could put the </span><a href="http://en.community.epals.com/epals_cares/default.aspx" style="text-align: left;">Global Citizens unit</a><span style="background-color: white; text-align: left;"> into our teaching practice</span><span style="background-color: white; text-align: left;">, where students can know more about the outside world by exploring the facts about certain counties or global issues. For instance, we can let students to do this </span><span style="background-color: white; letter-spacing: -1px; line-height: 1em; text-align: left;"><a href="http://en.community.epals.com/epals_cares/b/global_citizens_activities/archive/2012/05/10/global-community-country-investigation.aspx">Global Community Country Investigation</a>, in which students can have a closer look at the </span><span style="background-color: white; text-align: left;">social, cultural, political, economic and physical aspects of their chosen countries.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; text-align: left;"><br /></span>
</span><br />
<span style="font-family: inherit;"><span style="background-color: white; text-align: left;"><br /></span>
</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-a6VAzuIfb9M/UKhWOUUOxmI/AAAAAAAAAYo/CXbJhe9j8lk/s1600/ePals+button.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: black; font-family: inherit;"><img border="0" height="261" src="http://4.bp.blogspot.com/-a6VAzuIfb9M/UKhWOUUOxmI/AAAAAAAAAYo/CXbJhe9j8lk/s320/ePals+button.jpg" width="320" /></span></a></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: inherit;"><br /></span></div>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><span style="line-height: 20px;">We can use ePals in EFL classrooms at different</span><span style="line-height: 20px;"> grade levels. For example, if we teach</span><span style="line-height: 20px;"> American holidays</span><span style="line-height: 20px;"> to a group of middle school </span><span style="line-height: 20px;">students in China, we can initiate a project with students from America (</span><span style="background-color: white;"><a href="http://www.epals.com/show-profile.php?id=a0b7ef47-cccd-4b87-9674-fdd733592431">Jennifer Nypert's students</a> for example)</span><span style="line-height: 20px;">, who have been brought up in the target culture. We can assign our students a task and let them to conduct a questionnaire or interview with the cultural partners and make a summary about the American traditions in terms of holidays according to the response from the partners. Plus, we can let the students from both classrooms to make a compare and contrast between two cultures together and present and publish their works via other social media, like Prezi or class Voice Thread. </span></span><br />
<span style="font-family: inherit;"><span style="line-height: 20px;"><br /></span><span style="line-height: 20px;">If we teach English speakers Chinese in an American high school, we can use ePals to build connections with a group of students in China (</span><a href="http://www.epals.com/show-profile.php?id=67928a7b-3a62-4931-b051-35ee215ace7a">Peter Scott's class </a><span style="background-color: white;">for example)</span><span style="line-height: 20px;">. We can design a series of cultural activities together. For example, we can let our students to do an examination of the Education systems in both countries. In this study, they need to do a research first to have certain background knowledge on the schooling system in the target culture. Then, they need to make a survey or conduct an interview with their partners to get a closer image of the given topic according to their partners' response. After they analyze the data they collected, they will be required to write a report and make a presentation on Prezi/ googledocs and share the link on class blogs. Hence, by completing this project, our students can not only get more authentic input from the interlocutors but also get more opportunities to use the target language, thus enabling them to improve their proficiency and communicative skills as a whole. Through interaction, students from both classrooms can learn new cultural knowledge from their partners.</span></span>WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com2tag:blogger.com,1999:blog-3036744428080460789.post-24877967566472932572012-11-11T14:21:00.001-05:002012-11-18T17:02:47.633-05:00Garden Walk Buffalo 2012 -- A practice of Using Animoto in Teaching<object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" height="243" id="vp1IhlLC" width="432"><param name="movie" value="http://static.animoto.com/swf/w.swf?w=swf/vp1&e=1352683509&f=IhlLCZsaohOceLZvZ6oXcg&d=38&m=b&r=360p&volume=100&start_res=360p&i=m&options="></param>
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Make your own <a href="http://animoto.com/">slideshow</a> at Animoto.<br />
<br />
<div style="text-align: center;">
Life a like a journey where our hearts wander.</div>
<div style="text-align: center;">
Let's hug the tree, kiss the sunshine and smell the flower.</div>
<div style="text-align: center;">
Delightful blooms fill our eyes and minds.<br />
Let's take pictures, keeping the sweet memories fresh and last forever.</div>
<br />
This is a demonstration of employing Animoto in the language classroom. We went to the Garden Walk with a group of ESL students this summer in Buffalo. I think this video could have been used as a writing prompt after they came back, which might strike a chord and offer certain inspirational sparks to them to retrieve the shared memories and synthesize something original. They may find themselves engaged and motivated in the writing process. Eventually, they can create something to share with others because they experienced it together in such a beautiful occasion.<br />
<br />
A good writer should be a good observer and observation enables students to think about the life and the world around them. Hence, they can learn and get new ideas from what they see and what they experience. This animated slides show with music was design to create a relaxing learning environment for the students to be engaged in the thinking and writing process about the how they like the Garden Walk. Also, students would be required to create their own Animoto show by using the pictures they took.<br />
<br />
I think observation-based learning makes it possible for students to discover and explore their life. Thus, they can think and build the connection with their existing schema to form new understanding about the world. Each individual has different perspective and angle to see the world; hence they may have different interpretation about the same topic. In other words, they may hold various opinions, draw different conclusions, have different findings. As teachers, we can let them to work together to contribute as a whole to create a much more comprehensive image about certain topic.<br />
<br />
Similarly, we can also implement Animoto.com to create other video clips to introduce holiday traditions in certain country. Alternatively, they can introduce some cultural elements in their home countries, like clothes, food, etc. Also, we can make let students to write a memoir since they were young.WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com0tag:blogger.com,1999:blog-3036744428080460789.post-60433069506040454982012-11-11T14:20:00.001-05:002012-11-18T17:02:30.358-05:00Using Voicethread in Teaching<object height="360" width="480"><param name="movie" value="https://voicethread.com/book.swf?b=3675352"></param>
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<br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b><i style="background-color: #b4a7d6;">(Note: Please click my icon to listen to the instruction first, and then listen to your classmates' comments. You need to come up with new ideas which are different from others. Thank you!)</i></b></span><br />
<br />
This is a practice of using Voicethread in language classrooms. I regarded it as a discussion forum for brainstorming, inviting students to contribute together to figure out an action plan to tackle the given problem. I think <a href="https://voicethread.com/">voice thread</a> can be largely used in speaking class. For example, we can raise some hot topics or popular phenomena around the world, like globalization or study abroad, and let students to analyze the reasons of them. Likewise, we can let them to further evaluate the pros and cons of them. We can also conduct a debating activity via it, in which we can raise certain controversial issues and let students to take a stand and defense themselves.<br />
<br />
I also find my classmates' Voice Thread very interesting. In <a href="http://voicethread.com/share/3675403/">Julia's work</a>, she initiated a book review seminar, where students can share their favorite characters in the books they have read. I like it, because I think her practice is extremely suitable for readers' workshop or reading conference when we teach reading. In <a href="https://voicethread.com/share/3672158/">Ning's work</a>, she created a cultural workshop and opened a window for students to know Chinese culture, also enabling students to make a compare and contrast with their own culture. In <a href="https://voicethread.com/share/3678420/">Alicia's work</a>, she also made us to be aware of the cultural differences on school settings between countries. I like Ning's and Alicia's works, because they can raise students' cultural awareness through talking about specific cultural elements. Following their teaching modes, we can employ and develop more cultural topics for students to examine and present. I think students would like it and learn a lot from this activity.<br />
<br />
<br />
Since it is an audio-visual presentation recorded in advanced and retrievable with the access to the Internet regardless of the limitation of time and space, it can be used to a large extent both inside and outside language classrooms.WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com3tag:blogger.com,1999:blog-3036744428080460789.post-44214098585406819282012-11-03T22:37:00.000-04:002012-11-18T17:03:08.962-05:00A Practice of Storybook<object height="250" width="450"><param name="movie" value="http://www.pimpampum.net/bookr/bookr_blog.swf"></param>
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<br />
<span style="font-family: Times, Times New Roman, serif;">I made this storybook by using Bookr
and Flickr images to tell a funny story. I planned to present certain scenario with dialogues, which is funny. After having an idea of the story, I was trying to figure out how Bookr works but I found it difficult to find the pictures that I want when I made this storybook. I tried my best to search different key words and evaluate all the pictures I saw and selected the best relevant ones. Also, when I turned back and I lost my data, so I have to redo it again. Maybe what I learned is how to try new methods and do new things through error and trials and keep on trying and never give up.</span><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<span style="font-family: Times, Times New Roman, serif;">I would like to ask my students to create storybooks to tell jokes from their culture, because humors are culturally-embeded. Other students can give feedbacks or comments to the story. Alternatively, they can tell a fable or illustrate an idiom or proverb. Hence, they can appreciate the values in other cultures or find the relevancy among cultures. The linguistics objective is to enable students to describe a scenario by using a second language in a meaningful context. The pedagogical objective is to give students an opportunity to appreciate the humor and value in other culture by reading other students' jokes, fables and idioms.</span>
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<!--StartFragment--><!--EndFragment-->WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com1tag:blogger.com,1999:blog-3036744428080460789.post-91726079539349967282012-11-02T02:48:00.001-04:002012-11-18T17:02:10.317-05:00Educational Implications of Digital Storylines<span style="font-family: Times, Times New Roman, serif;">Since we were young, we have been fascinated in reading storybooks, because the engaging scenarios and characters are so vivid that offers us lots of enjoyable reading and unforgettable learning experience. Also, the well-illustrated pictures always have a magic to lead our thoughts to another world, making it possible for us to spread the wings of imagination. Hence, we can use story-lines in our teaching to enhance study language skills, especially digital story-lines, since computer sciences are booming to such a large extent that we can not avoid the trend involving techonolgies in any way in modern education. It is a practical avenue for L2 educators and learners to present their ideas and voices.</span><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-79jNfibYrzU/UJZ2PDVH5tI/AAAAAAAAAYM/I8LFNPtJ3QU/s1600/Screen+shot+2010-02-11+at+4.57.59+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-79jNfibYrzU/UJZ2PDVH5tI/AAAAAAAAAYM/I8LFNPtJ3QU/s1600/Screen+shot+2010-02-11+at+4.57.59+PM.png" /></a></div>
<br />
<a href="http://net.educause.edu/ir/library/pdf/ELI7021.pdf" style="font-family: 'Book Antiqua'; font-size: 10pt;">7 Things You Should
Know About Digital Storytelling</a> gives us a comprehensive view about the rationale of using digital story-lines<span style="font-family: Times, 'Times New Roman', serif;">, in which the author pointed out that "The storyteller then assembles rich media to support the ideas and emotions in that script, including music or other audio effects, personal or public-domain images, animations or video, and other electronic elements." Hence, compared with the traditional storybook, digital story telling can apply the element of multi-media, like pictures, musics, and other visual effects, enabling students to enjoy a verbal, visual and audio feast when reading digital stories. We also read </span><a href="http://digitalstorytelling.coe.uh.edu/" style="font-family: Times, 'Times New Roman', serif;">The
Educational Uses of Digital Storytelling</a><span style="font-family: Times, 'Times New Roman', serif;"> i</span><span style="background-color: white; font-family: Times, 'Times New Roman', serif;">n class. "<span style="line-height: 18px; text-align: left;">Digital Storytelling is the practice of using computer-based tools to tell stories.</span><span style="line-height: 18px; text-align: left;"> " and the author gives us lots of inspiring ideas about the topics that can be used in the class room - </span></span> "historical events, life in one's own community or life in other corners of the universe."<br />
<span style="background-color: white; font-family: Times, 'Times New Roman', serif;"><br /></span>
<span style="background-color: white; font-family: Times, 'Times New Roman', serif;">As future L2 teachers, we can design a series </span><span style="font-family: Times, 'Times New Roman', serif;">of interactive activities and practical projects inside and outside the classrooms by using the digital story-lines. For example, we can let students to</span><br />
<span style="font-family: Times, Times New Roman, serif;">1) describe a familiar place, like school or hometown</span><br />
<span style="font-family: Times, Times New Roman, serif;">2) describe a person, like teacher, friend or family members.</span><br />
<span style="font-family: Times, Times New Roman, serif;">3) describe an object that is special for you.</span><br />
<span style="font-family: Times, Times New Roman, serif;">4) describe an unforgettable experience</span><br />
<span style="font-family: Times, Times New Roman, serif;">5) tell a joke</span><br />
<span style="font-family: Times, Times New Roman, serif;">6) tell a fable</span><br />
...<br />
<br />
<div style="text-align: center;">
<b>Teaching Plan</b></div>
<div style="text-align: center;">
<b><br /></b></div>
<b>Students Profile: </b>International ESL adult learners / High Intermediate level<br />
<br />
<b>Topic: </b>Describing a familiar place<br />
<br />
<b>Teaching objectives: </b><br />
1) Linguistic goal:<br />
<ul>
<li>To be able to describe a place that is very familiar to the students, like hometown or school</li>
<li>Scrutinize specific cultural symbols or elements in that place, like buildings, transportation, people, signature products, etc.</li>
</ul>
2) Pedagogical goal:<br />
<ul>
<li>Logical Chain: Expanding ideas and following a series of patterns to describe certain topics</li>
<li>Emotional factors: students will be motivated to describe something from their culture either school or the city they come from, because warm affection will be attached in it and the affective filter can be lowered down. </li>
</ul>
3) Cultural goal:<br />
<ul>
<li>Being aware of one's own culture </li>
<li>Trying to appreciate others' cultures</li>
</ul>
<div>
<b>Teaching procedure:</b></div>
<div>
<ul>
<li>choosing a topic</li>
<li>initiating an outline </li>
<li>selecting suitable pictures</li>
<li>creating a digital storybook</li>
<li>sharing it on class Twitter account</li>
<li>giving comments on classmates' works</li>
</ul>
<div>
<b>Assessment:</b></div>
<div>
<ul>
<li>The number of pages (Minimum: 6pages)</li>
<li>Pictures (quantity and quality)</li>
<li>Texts (quantity and quality)</li>
<li>Writing conventions and mechanics (grammar, spelling, capitalization, etc.)</li>
<li>Participation (posting on time and giving comments on others' work)</li>
</ul>
</div>
</div>
WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com3tag:blogger.com,1999:blog-3036744428080460789.post-90319546791723848352012-10-23T21:32:00.002-04:002012-10-29T01:07:26.521-04:00Digital Games: Entertainment or Education?<span style="background-color: white;"><span style="color: dimgrey; font-family: Arial, sans-serif; font-size: 14px; line-height: 20px;">Whether digital games can be applied in L2 classrooms has long been a controversial issue among teachers and scholars. Some people think playing video games is a time-consuming entertaining practice, which might also increase the likelihood of making the kids more aggressive, while others maintain that certain video games of educational value can be employed in instructional settings. For example, <a href="http://en.wikipedia.org/wiki/Serious_game">serious games</a> may facilitate students' learning, enabling them to solve problems and acquire certain knowledge or skills while playing. Similarly, <a href="http://en.wikipedia.org/wiki/Strategy_game">strategy games</a> ask for tactics and decision-making skills to win either individually or collectively</span><span style="color: dimgrey; font-family: Arial, sans-serif;"><span style="font-size: 14px; line-height: 20px;">. Hence, I think digital games are not 100% an evil. As teachers, we need to figure out the suitable genre and theme for the students to target our teaching objectives, if we want to employ cyber games in our classroom. </span></span></span><br />
<span style="background-color: white;"><span style="color: dimgrey; font-family: Arial, sans-serif;"><span style="font-size: 14px; line-height: 20px;"><br /></span></span></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-jYITHnsjTgU/UIddLIDFbZI/AAAAAAAAALk/TVkNICSy7y8/s1600/how-it-works.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="207" src="http://4.bp.blogspot.com/-jYITHnsjTgU/UIddLIDFbZI/AAAAAAAAALk/TVkNICSy7y8/s400/how-it-works.jpg" width="400" /></a></div>
<span style="background-color: white; color: dimgrey; font-family: Arial, sans-serif; font-size: 14px; line-height: 20px;"><br /></span>
<span style="background-color: white; color: dimgrey; font-family: Arial, sans-serif;"><span style="font-size: 14px; line-height: 20px;">I have tried </span><a href="https://www.superbetter.com/" style="font-size: 14px; line-height: 20px;">SUPERBETTER</a><span style="font-size: 14px; line-height: 20px;"> (recommenced in <a href="http://www.gamesforchange.org/lab/%20f">Game for Change</a>) f</span></span><span style="background-color: white; color: dimgrey; font-family: Arial, sans-serif; font-size: 14px; line-height: 20px;">or a couple of days which I found a pretty great game for people to stay healthy physically, mentally, emotionally and socially. It really can change one's life little by little through a series of little actions, because there are lots of good ideas and healthy tips in this games, enabling players to transform their attitudes and life gradually. Hence, students can use game strategies to create a super better self. I think this game can be used in my future class room. The theme of the unit is Staying Healthy. </span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-Js8WYP5KRE0/UIdgyJKomvI/AAAAAAAAAL4/uwdS9UL0gXw/s1600/superbetter.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://1.bp.blogspot.com/-Js8WYP5KRE0/UIdgyJKomvI/AAAAAAAAAL4/uwdS9UL0gXw/s400/superbetter.jpg" width="305" /></a></div>
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<span style="background-color: white; color: dimgrey; font-family: Arial, sans-serif; font-size: 14px; line-height: 20px;">The teaching objectives is that students need to be able to use <a href="http://www.visualnotetaking.net/sketchnotes-of-jane-mcgonigal-keynote-at-sxsw">visual notes</a> or diagrams (clusters for example), to illustrate different aspects in terms of staying healthy according to this game. Also, they should be able to collect and prioritize detailed suggestions from the game for maintaining physical, mental, emotional and social resilience. The </span><span style="color: dimgrey; font-family: Arial, sans-serif;"><span style="font-size: 14px; line-height: 20px;">linguistic teaching objective is to be able to use past tense to demonstrate their old habits and use present tense to say the change they do. As for the functional perspective, students need to be able to give suggestions by using functional phrases and structures. </span></span><br />
<span style="color: dimgrey; font-family: Arial, sans-serif;"><span style="font-size: 14px; line-height: 20px;"><br /></span></span><span style="color: dimgrey; font-family: Arial, sans-serif;"><span style="font-size: 14px; line-height: 20px;">I will give the students a rubric and all the requirements in terms of the format for the visual aid, grammar especially using the correct tenses to show the contrast between the past and present, vocabulary relating health issue, coherence and cohesion in presenting a systematic topic, functional phrases in giving suggestions will be listed. If the time is limited and students' proficiency level is limited, group work or peer work can be conducted. Hence, self-assessment and peer assessment can be applied. </span></span><br />
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<span id="altHeadline" style="margin: 0px; padding: 0px;"><span style="font-size: small;">Suggested video: <a href="http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html">Jane McGonigal: Gaming can make a better world</a></span></span></h1>
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<span style="background-color: #eaf0f4; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 13px;"><br /></span><span style="background-color: white; color: dimgrey; font-family: Arial, sans-serif; font-size: 14px; line-height: 20px;"></span>WENhttp://www.blogger.com/profile/12642560227424427949noreply@blogger.com2