A Thai Learner in the Learning Context Essay Example for Free

A Thai Learner in the Learning Context Essay 1. Introduction The Cambridge Certificate in English Language Teaching to Adults (CELTA), offered by the University of Cambridge (ESOL Examinations), is run in over 120 centers around the world and it is considered by many authorities as the most important form of training in the TELF (Teaching English as a Foreign Language) industry. Between 30th of August and 24th of September 2004 I attended the Cambridge CELTA course at English and Computer College (ECC) from Bangkok. Cambridge ESOL is a not-for-profit department of the University of Cambridge. It is part of the Cambridge Assessment Group, Europes largest assessment agency. Cambridge Assessment was established in 1858 as the University of Cambridge local Examinations Syndicate (UCLESS). Cambridge ESOL provides exams and tests covering a large range of subjects and levels with more than 8 million assessments taken every year in over 150 countries. English and Computer College was established in 1990 and is the largest private language school from Thailand, with more than 50 branches spread all over the country. It runs a wide variety of courses from general conversation and grammar to specialized test preparation. It also provides pre-service and in-service teacher training programs for native and non-native speakers of English. During the CELTA course that I attended, the trainers exposed the students (most of them teachers of English themselves) to the principles of effective teaching while the students acquired a range of practical skills for teaching English to adult learners. The course included theory sessions, teaching practice with real students, observation of experienced teachers and completion of a range of practically focused written assignments. The present paper was built upon one of these assignments. It is a case study of a Thai young woman who was a student in my CELTA teaching practice lessons. The paper focuses on the learner in the learning context and identifies specific problems and recommends ways of dealing with the language problems that the interviewed student encountered . The paper ends with the rationale  for the recommended activities and an overall conclusion. 2. Profile of the learner The student I chose to observe and interview was Miss P.R. Her nickname is Nun, and she comes from Thailand. She was 24 years old at the time of the interview in 2004 and graduated from Busayarat Commercial School from Bangkok, with a degree in Computers in 1998. She had been studying English ever since primary school, when she was taught the basics of the English language. In high school, her English teachers focused mainly on vocabulary work, and during her university studies she had a few classes of English every week. She had been studying English by herself and had taken different language courses intensively since 2003. She joined the CELTA English classes at English Computer College in Bangkok on the 30th of August 2004. She attended all the classes, joining her 15 classmates five times a week. Miss P.R. had an outgoing personality. She was always willing to take part in the activities that the teachers prepared for the CELTA English lesson at ECC. The materials used by the teachers during the lessons varied, ranging from visual aids to worksheets, tape recorders, books, and game boards. Each lesson she took part in different writing, reading, listening, or speaking activities, but she also played fun games. When asked, she said that she believed the focus of the English lessons was mainly on speaking skills. She considered the lessons at ECC relaxed, and the students had and wanted to have a lot of fun. She felt that the foreign teachers were friendly and that they all had interesting personalities, which were reflected in their teaching styles. She noticed that the teachers have different accents too. She confessed that some of the teachers talked too fast, and sometimes she had to translate or explain the activities to her classmates. In her opinion, a good teacher should be kind and listen to all the students in the class. She would like teachers to pay more attention to the weak students and have in mind the fact that Thai students are shy and do not like to express their personal feelings. She thought it was a good idea for the teachers to  ³force them [the students] to speak ´ if they [the students] were reluctant to speak up in English. One of the main reasons why she was so outspoken was the fact that she had the chance to speak English outside the classroom with other foreigners too. Her educational background and her motivation were also important factors that built up her confidence. 3. Specific problems Her nationality was also important in her English learning context due to the fact that Thais have a specific mind set regarding languages. During my observations and interview I had noticed that she made frequent mistakes in pronunciation, grammar and vocabulary.

The Nature of Death in Emily Dickinsons Poems Essay -- Poetry Analysi

Emily Dickinson once said, â€Å"Dying is a wild night and a new road.† Some people welcome death with open arms while others cower in fear when confronted in the arms of death. Through the use of ambiguity, metaphors, personification and paradoxes Emily Dickinson still gives readers a sense of vagueness on how she feels about dying. Emily Dickinson inventively expresses the nature of death in the poems, â€Å"I felt a Funeral, in my Brain (280)†, â€Å"I Heard a fly Buzz—When I Died—(465)â€Å" and â€Å"Because I could not stop for Death—(712)†. Emily Dickinson, who achieved more fame after her death, is said to be one of the greatest American poets of all time. Dickinson communicated through letters and notes and according to Amy Paulson Herstek, author of â€Å"Emily Dickinson: Solitary and Celebrated Poet,† â€Å"Writing was the way she kept in touch with the world† (15). Dickinson’s style is unique and although unconventional, it led to extraordinary works of literature. Dickinson lived her life in solitude, but in her solitude she was free to read, write and think which led to her nonconformity and strong sense of individualism. Suzanne Juhasz, a biographer of Dickinson, sums up most critics’ idea of Dickinson ideally: â€Å"Emily Dickinson is at once the most intimate of poets, and the most guarded. The most self-sufficient, and the neediest. The proudest, and the most vulnerable. These contradictions, which we as her readers encounter repeatedly in her poems, are understandable, not parado xical, for they result from the tension between the life to which she was born and the one to which she aspired† (1). Dickinson poured her heart and soul into over 1,700 poems, 600 of which relate to death. Paul J. Ferlazzo, a contributing author of â€Å"Emily Dickinson† write... ...d A. Walton Litz. New York: Charles Scribner’s Sons, 1991. Literature Resources from Gale. Web. 10 Apr. 2011. Hochman, Jhan. â€Å"Critical Essay on ‘I Heard a Fly Buzz—When I Died—‘.† Poetry for Students. Mary K. Ruby. Vol. 5. Detroit: Gale Group, 1999. Literature Resources from Gale. Web. 10 Apr. 2011. Morningstar, Carolyn. â€Å"’Uncertain stumbling buzz’: Carolyn Morningstar explores creative uncertainty in Emily Dickinson’s poetry.† The English Review Feb. 2007: 21+. Literature Resources from Gale. Web. 16 Apr. 2011. Semansky, Chris. â€Å"An overview of Because I Could Not Stop for Death†.† Poetry for Students. Detroit: Gale. Literature Resources from Gale. Web. 9 Apr. 2011. Zarlengo, Kristina. â€Å"Critical Essay on ‘I Heard a Fly Buzz—When I Died—‘.† Poetry for Students. Mary K. Ruby. Vol. 5. Detroit: Gale Group, 1999. Literature Resources from Gale. Web. 10 Apr. 2011.

Child and young persons development

Understand the kinds Of influences that affect CYP's development Criteria Describe with examples the kinds of influences that affect CYP's development including d) background e) health f) environment 3ackground: The children I'll be working With Will come from a wide range Of backgrounds that will have an impact on their development, such as family composition, culture and beliefs etc.If a child iS from a different culture or belief from most of the other children in the class, then here may be certain rules in that belief that may stop them being involved in a play activity the other children may be taking part in. The child may feel excluded and lonely their physical development could be affected but also their social development could be affected. Health: The children and young people come across may have a number of health issues or disabilities.If a child has a disability that restricts them participating n activities this may have an effect not only primarily on their physical development but also their social development. To avod this, the child must be included as best they can and for them to feel valued. Also Is a child is from a low income family they may not nave the correct diet and nutrition to help them to grow. This may also affect their physical development. Environment: The main environments where a CYP develops Will be their school and home. Both at home and atschool if a child is nurtured and given time then they will develop faster and to a higher level.At home whether the CYP is cared for by parents. grandparents or arers then they will be the first people that the child will develop a bond with. Activities such as read too, and with them and letting them know that their opinion matters will help develop positive growth. A child that is sat in front of a computer playing games may not develop and learn key skills as quickly as a child that has lots of interaction with parents/carers, The surrounding area of the home and school can also hav e an effect. Their development will grow if there are libraries. arks, community centres for Sport and other activities. There they will interact With peer and adults developing a range Of skills. criteria describe with examples the importance of recognising and responding to concerns about children and young people's development. Recognising an Issue with a CYP's development Is Important and responding to any concerns is vital! If during work In a school I have a concern about a pupil's development I would first raise It with the class teacher. I may be asked to record my concerns In-case actions are needed to be taken later.I would need to be sensitive to both the child's and their parent's teelngs and even It others have already raised an issue I should still intorm scrTleone senior in the school. An example that may tind of a child's development being compromised could be a pupil that is new to a school that struggles with English as they may have recently moved to the 13K. This could have an effect on not only their intellectual development through not being able to complete the work done in class, but also their social development. If the pupil has trouble Child and young persons development Understand the kinds Of influences that affect CYP's development Criteria Describe with examples the kinds of influences that affect CYP's development including d) background e) health f) environment 3ackground: The children I'll be working With Will come from a wide range Of backgrounds that will have an impact on their development, such as family composition, culture and beliefs etc.If a child iS from a different culture or belief from most of the other children in the class, then here may be certain rules in that belief that may stop them being involved in a play activity the other children may be taking part in. The child may feel excluded and lonely their physical development could be affected but also their social development could be affected. Health: The children and young people come across may have a number of health issues or disabilities.If a child has a disability that restricts them participating n activities this may have an effect not only primarily on their physical development but also their social development. To avod this, the child must be included as best they can and for them to feel valued. Also Is a child is from a low income family they may not nave the correct diet and nutrition to help them to grow. This may also affect their physical development. Environment: The main environments where a CYP develops Will be their school and home. Both at home and atschool if a child is nurtured and given time then they will develop faster and to a higher level.At home whether the CYP is cared for by parents. grandparents or arers then they will be the first people that the child will develop a bond with. Activities such as read too, and with them and letting them know that their opinion matters will help develop positive growth. A child that is sat in front of a computer playing games may not develop and learn key skills as quickly as a child that has lots of interaction with parents/carers, The surrounding area of the home and school can also hav e an effect. Their development will grow if there are libraries. arks, community centres for Sport and other activities. There they will interact With peer and adults developing a range Of skills. criteria describe with examples the importance of recognising and responding to concerns about children and young people's development. Recognising an Issue with a CYP's development Is Important and responding to any concerns is vital! If during work In a school I have a concern about a pupil's development I would first raise It with the class teacher. I may be asked to record my concerns In-case actions are needed to be taken later.I would need to be sensitive to both the child's and their parent's teelngs and even It others have already raised an issue I should still intorm scrTleone senior in the school. An example that may tind of a child's development being compromised could be a pupil that is new to a school that struggles with English as they may have recently moved to the 13K. This could have an effect on not only their intellectual development through not being able to complete the work done in class, but also their social development. If the pupil has trouble

Causes of the American Revolution Essay - 1560 Words

The major factor for the cause of the American Revolution was the ignorance of the British. The irritated colonists were hostile towards the ‘mother country’ of Great Britain as it tried to reconcile with them. Just as a neglected child would have bitter resentment towards its parent once the parent sought action, so were the American colonists. The cause of the American Revolution began when Great Britain stopped paying attention to the colonies, and absorbed into its own affairs, politely ‘ignoring’ the colonies it started. Everything else that triggered the minds of these revolutionaries was the effect caused by Britain’s salutary neglect of the American colonies. When the early settlers came to the newly discovered continent of†¦show more content†¦The French’s Empire was very wast and when the British saw that other nations were benefiting from what they should be benefiting from, they sought to take action, thus triggering the Se ven Years’ (French and Indian) War. Known as the quot;Great War for Empirequot;, the world’s uppermost nations became involved in a battle for control over North America. The British eventually won, gaining full control of the territories that had previously belonged to the French. Great Britain, reestablishing its status, began its conduct over the colonists. After winning the war, it felt it had the right to start controlling the colonies as it pleased. After all, the colonies were the possession of the British, and were entitled to them. Yet the colonists had a different view. By this time, they felt they had no or very little connection with the original ‘mother country’. The early English settlers were long gone and buried. The new generations that came about were not English., but of English descent as well as Dutch, Irish, French, Scots, etc. If the British had paid more attention to the colonists, maybe they would feel a tie to the country, but bec ause the British had neglected them, that tie was cut. The colonists were now Americans, and they were angry. Why did the British think they had the right to interfereShow MoreRelatedThe Revolution : The Cause Of The American Revolution1898 Words   |  8 Pages The American Revolution was the turning point for the colonies that made up the United States today. It was the war that freed the colonists from British control. But what actually caused the American Revolution? Well, there’s no simple answer to that question. In fact, most of the causes acted as if they were dominoes. These events can be categorized in four periods of time or setting. These groups are, Salutary neglect, Mercantilism, Boston, and Unity of protests. Salutary neglect was the ideaRead MoreCauses Of The American Revolution1202 Words   |  5 PagesThroughout history many revolutions took place, ranging from the unremarkable to a truly memorable, as the French revolution, the American Revolution, and th e Bolshevik Revolution, but American revolution took place in 1775-1783. The revolution was different from other revolution because of growing tensions between residents of Great Britain’s 13 North American colonies and the colonial government because American revolution was not like the others. This revolution was not like the others becauseRead MoreCauses Of The American Revolution738 Words   |  3 Pagesas the American Revolution, or the Revolutionary War. The American Revolution was a war between the colonists of America and Great Britain and they were fighting over the independence of America from Britain. 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The American people were faced with multiple acts and taxes that violated and took away their rights. Americans were continuously being taxed after the French and Indian War by acts like the sugar act, the stamp act, the Townshend acts,the tea act, and many more(Hedtke, et al., The Ame rican Saga). Despite all the taxes being placed on the Americans and the thingsRead MoreCauses of the American Revolution953 Words   |  4 PagesEmily Thou Mr. G./ Period 1 September 14, 2012 Causes of the American Revolution The American Revolution began in 1755 as an open conflict between the thirteen colonies and Great Britain. The Treaty of Paris had ended that war in 1783, giving the colonies their own independence. There are many factors contributing to the start of the Revolution, but the war began as the way The Great Britain treated the colonies versus the way the colonies felt they should be treated. For example, the FrenchRead MoreCauses Of The American Revolution886 Words   |  4 PagesThe American Revolution began on April 19, 1775. It was the war between Great Britain and its colonies located in the New World. The colonists, as many historians put it, were like children rebelling against the motherland; however, they had many valid reasons for this revolt, including their desire for freedom and independence. My World History textbook says freedom was falsely promised when the colonists had settled (Krull 868). The more direct causes of this widely known rebellion include taxesRead MoreCaus es Of The American Revolution1344 Words   |  6 PagesAmerican Revolution The causes of the American Revolution go back to the beginning of salutary neglect and the French and Indian War, as well as changes in the thinking of society. The effects of these events and other factors led to pressure within the colonies, ultimately resulting in rebellion. There were five factors to the nature of the American Revolution: The Environment, The Enlightenment, Self-Government, Economic Independence and Colonial Unity. The first factor that led to the AmericanRead MoreCauses Of The American Revolution813 Words   |  4 PagesCauses Before the American Revolution, any imports from England from us had to come in ships owned by the British. Also, we could only sell tobacco and sugar to England. The British took French territory in Canada, east of the Mississippi River, and Spanish Florida which led to the American Revolution. Due to the war, Britain went in debt so, the British government placed taxes on goods so they could make more money. But that’s not all that led to the American Revolution, both the us and the French