German document has ever been found which refers to an extermination program.” (523.) After taking a holocaust course and watching videos of the Nuremberg trials and the many people sorting through thousands of Nazi documents‚ makes me question how someone could believe this. On that same page‚ the author goes on to say “the prisoners of Auschwitz dined to symphony music and there was an Olympic pool at Auschwitz.” (523.) After seeing the pictures‚ movies‚ documentaries‚ and in-person accounts of what
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Learning ESL/EFL Considerable attention has been devoted in recent theories of second language acquisition to learners ’ background knowledge. One of the important theories of learning is called schema theory‚ which has used in many studies as it has a great unique impact. This is because of its influence on perception and learners ’ memory. The significance of schematic knowledge is now widely acknowledged in foreign language teaching and many researches in the schema-oriented area of ESL/EFL teaching
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Harmful effects and implications of accent discrimination Harmful effects on ESL learners As concluded by Munro (2003)‚ accent discrimination has played a negative effect on many situations. Some of the most common cases include discrimination in hiring process‚ in employment‚ and even resulting in harassments. As a harmful result‚ second language users are facing negative forces that may cause them to question beyond the issue. One example is these learners start questioning their own characteristics
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The main characters of the book are Reyna and her older sister Mago and her older brother Carlos. She has two half siblings Betty and Leonardo‚ but they are not as close to her as Mago and Carlos. When Reyna was two years old‚ her father named Natalio left their hometown of Iguala in Mexico to find work in El Otro Lado to build his dream house for his family. However‚ two years later her father told her mother Juana‚ to come to Los Angeles to help him make money for his dream house. Reyna‚ Mago‚
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S.‚ I didn’t know any of English. I didn’t learn English much that I couldn’t even speak and write. At that time‚ I improved most because I studied most to get normal score. Therefore‚ I can speak‚ even write. I just got A in the ESL class and I passed it. Now‚ I’m in ESL for help‚ but I believe‚ Also‚ I pushed myself in Korea to ready for the challenge. Thus‚ usually‚ I thrive in a challenge environment. It is fact that people choose either study or play by environment. People who is in library
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English as a Second Language (ESL) instructors‚ and first language (L1) composition instructors. First‚ Generation 1.5 students‘ oral proficiency may blind the students‚ as well as the people who want to help them‚ to the disconnect between their oral proficiency and their writing abilities. Complicating Generation 1.5 students‘ situation further‚ L1 composition instructors may not know how to approach Generation 1.5 students‘ grammatical and lexical problems. In turn‚ ESL instructors may have difficulty
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PART ONE JOURNAL Source: Puspalata C Suppiah‚ Sathiyaperba Subramaniam‚ & Angelina Subrayan @ Michael. (2011). From trash to treasure: grammar practice for the Malaysian ESL learners. Canadian Social Science‚ 5‚ 167-175. [pic] SECTION A INTRODUCTION The changes of method and methodological approach to teaching language in the West have also influenced the language teaching approach in Malaysia. In Malaysia‚ The English Language Program for the primary
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In the essay "Polite but Thirsty‚" Yaping Tang describes her experience as well as the Chinese students’s experience when they first arrive in The United States. The purpose of her writing this essay is to give the ESL teachers who work with Chinese students a comprehensive and more judicious look about the differences between Chinese and American cultures. She explains cultural adjustment process and culture shock in terms of five different customs between the Chinese and American cultures: name
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being able to find an appropriate grammar text for the pre- and in-service teachers enrolled in these classes. The students in these courses have represented a variety of teaching backgrounds: ESL and EFL teachers‚ native and non-native speakers of English‚ and mainstream content-area teachers with ESL students in their classes‚ to name a few. Some of these students have had a strong knowledge of English grammar‚ but often have difficulties in applying their knowledge to real-life discourse. Other
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‘Ethnic Style In Classroom Discourse’ by Charlene J. Sato The purpose of this study is to characterize Asian and Non-Asian patterns of classroom interaction. Participants in this study were two groups of university students enrolled in intermediate ESL courses and their teachers. Of 31 students‚ 19 were Asians. Significant differences between the Asians and non-Asians were found regarding to the frequency of turn-taking. Group one were 15 Asians and 8 non-Asians. Teacher was the researcher herself
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