Class Reflection:

I really appreciated that Dr. Smidt gave a chance to that Korean guy to deliver his presentation in our class. One because that guy seemed really affected by the harsh system of educatioin of his country and this was a way of getting releived from those stress and depression. Second because by hearing about such harsh educational systems, we can realize the value of the educational system in the US and in our own countries. In my country due to the war now we are not having as effecient education system as we had before and has not developed to its highest level as it is here in the US or other countries, but it is based on logic and capacity of the learners. For example, we are never forced to stay in the school or study all the time and we are never asked to memorize things.

Here is a little background about the university where I did my bacholar degree:
Kabul University is located in a big and beautiful campus area east of the city centre. The University was started already in 1931 during the rule of King Nadir Shah, and it played a major role for the development of the Afghan society up to 1979. During the 20 years of Soviet occupation, and civil war, the standard however severely declined, mainly because most proficient scholars fled the country. And for those who remained the isolation from the outside World meant that the development in research stopped completely.
http://www.sasnet.lu.se/kabul3.html

However now I am very hapy that it has been improving since 2002. Now, One thing which makes me feel proud about is that I was one of the seven student-teachers who after the completion of an intensive methodology course for the first time applied some new methodology techniques such as group work and so on in English department freshmen classes. It was very challenging because students never had this experience before and would love to just set and listen to the lecture as it used to be like this.

Reading Reflection: April 6

In this reading, many point struck me, but i will mention three of them here.

I liked the point in MCM which says that since the ESL learners might not have had the enough chance of doing extensive readings in Englilsh, it is less possible that they devolop a profissional writing skill. So it is suggested to teachers to put reading part also in their writing courses syllabus. This to me sounds very effective because it will improve students reading skill as well as writing skill. If the teacher use the reading as the model genre for writing and then scafold it then ask students to produce the writing, it would work much better.

The second point is that as the book, MCM, mentions that it is better if the writing assignments are as a self reflection and revelation of the students experience, I also agree with it because it is the real way writers write something. To ellaborate, I would say that I myself and other writers as well write when they are inspired about something and get a feeling to write about something. Background knowledge is not suffecient to be the motive for writing. we have background knowledge about many things, but we dont write about them. We only write when we really feel to write something. So, I think, as much as possible the chance should be given to the students to choose their topic either personal experience or other topics, but the important things is that the students should feel as a writer and focus on what he wants to pass on to the reader.

The third is point is about that one way of peer reviewing can be to ask the studnets of the higher level to tutore and review the writing assignments of the lower level students and this should be as a formal responsibility of the higher level learner and part of his assignments like the way we are assigned for tutoring in Dr. Lybeck's class. This will help both students in many ways. for example, the higher level studnets will feel responsibility and experience teaching, also learns from the mistakes and errors of the tutee, and the lower level for sure learns alot from his/her tutor and they may also develop a friendship.

Class Reflection:

Responding the question that whether writing is a skill or art, I would say that writing is more of a skill than an art especially in the stage of learning. After someone have learned all those skill necessary for writing, then it takes the form of an art but on the condition that the writer has a gifted talent in writing. Writing can turn to an art more because he will no longer think of mechanics and other organizations techniques and he/she will only focus on implying the meaning in a beautiful, attractive, and clear, finally artistic way.

As I am an artist I love any types of art and I would say that art is the highest level for any skill. In other words, when a skill reaches to its best and peak, it becomes creative and unique. So this is true with not only painting, calligraphy and etc., but also with writing, speaking, acting, sports, dance, and so forth. But not to forget that the first thing that helps it is gifted talent, the second is long term learning, the third is constant practice to turn a skill to an art.

Reading Reflection: March 30

I agree with the fact that it is enormously significant to focus on the mechanics of writing while working with especially beginning level learners. Becuse it not only helps in improving the correct spelling, but also helps in reading comprehension and writing and appropriate pronounciation.

I still have difficulty spelling even simple words. This forsure reminds me of the time when I was a beginning learner of English. When I was learning English in a private school, I was not used to writing and we were not given any writing practices either in class or out of the class except we had to take some extra grammar notes for which we need to write and memorize the rules.

Class Reflection:

I the activity of finding some materials and then thinking of how to apply that in which grade students and then make activities based on that. I think as teacher student we need to do more of these kinds of group works and activities because it gives a real taste of finding materials and applying them in classes. More intersting was that we pretended to be kids and acted out a real class situation.

Reading Reflection: March 23

There were several points that cought my attention but I would like to breifly mention one of them here.

Usually among ESL teachers there is less understanding of how much war can influence one's literacy which can affect second langauage learning as well in the end. I felt happy that the writer of the MCM book mentioned to this reality of some ELLs' life. He says that the process of the ELLs who come from a warzone background might have not had a smoth and uninterupted flow or continuation as a result of which they might have some reading and writing problems even in their first language which can affect second langauge learning as well.

It reminded me of my exprience that at the time of war there was 1 year that we could not go to school because rockets were coming to where we were living in Kabul. So, at the end of the year without having read anything, we took the exams and the school administration helped us all to pass to the next year of school. this was applied to all schools that year, but the war was not over even then.

Thus, war affects the literacy of people and no ESL teacher should be ignorant about the literacy challenges that a student who comes form a warhit country face.

Class Reflection: March 17

One thing which I usually notice whenever I teach here is that although my content of the teaching might be rich and comprehensive, it does not seem to be fan for my audience. There might be several factors behind it. One factor might be that I do not have the skill of creating fanny environment while teaching. Second, it might be becuase my audience are not the real audience who need what I offer them as a lesson. This means they know what I know about teaching and probably even more than me. The third reason might be that I may not give myself enough time to plan before I teach. This means I may not prepare as much as others do. Nevertheless, over all, I have seen a very much progress in my knowlege of teaching, and a saticefactory change in my practice of teaching so far. I would say teaching is more of an art and experience than knowledge or theory.

Reading Reflection: March 16

This weekend and monday was so stressful for me for I had for the presentation of 90 pages of reading and finish UnitPlan. On the one hand, the work was too much. On the other hand, I procrastinated it, so I was over loaded with the work. However, I did it finally. Here I would like to post the outline of the readings that Lillian and I prepared.

Principles for teaching reading skills
1. don’t overlook a specific focus on reading skills
2. use techniques that are intrinsically motivating
3. balance authenticity and readability in choosing texts
4. encourage the development of reading strategies
5. include both bottom-up and top-down techniques
6. follow the SQ3R sequence
7. plan on pre-reading, during-reading, and after-reading phases
8. build an assessment aspect into your techniques


Content Reading and Writing: Pre-reading, During-reading, and Post-reading
Effects of text structure on comprehension and memory/ what is the effect of text structure on comprehension and memory?
1. Cohesive Ties/Signal Words
2. Headings and Subheadings
3. Teaching Text Structure
Strategies to promote reading comprehension
Pre-reading strategies: developing motivation, purpose, and background knowledge/ How to develop motivation for the target reading? What is the role of having a purpose for reading? How can you activate or create background knowledge of students about the topic?
1. Making purposes clear
2. Field trips and films
3. Simulation games
4. Experiments
5. Developing vocabulary before students read a text
6. Structured overviews
7. Preview guides
8. Anticipation guides
During-reading strategies: monitoring comprehension/ How can students monitor their comprehension during reading?
1. Using heading and subheadings
2. Directed reading-thinking activity
3. Vocabulary strategies during reading
4. Using clustering to develop vocabulary in context
5. Jigsaw procedure
6. Learning logs
Post-reading strategies:/ What strategies demonstrate students’ comprehension of a text and what will reinforce the information they have received after the reading?
1. Completing a graphic organizer (e.g., table)
2. Expanding or changing a semantic map created earlier
3. Listening to a lecture and comparing information from the text and the lecture
4. Ranking the importance of information in the text based on a set of sentence providedAnswering questions that demonstrate comprehension of the text, require the application of text material, demand a critical stance on text information, or oblige students to connect text information to personal experience and opinions.

Class Reflection March 2

In today's class, we exchanged some opinions about what should be focused on first, accuracy or fluency. As I also said in class both should be considered in everyday plannings as the students need to receive the target language through modeling and analysing and then imitate it, produce it, and make it second nature through drilling in order to get to the level of fluency.

Also, the peer-review of the final portfolio artifacts was good. It helped me see how I did preparing my first artifact for the assignment. On top of that, I learned about others works which broadens my insight of reviewing and critically reading others works as a teacher. That is all what I could say for this class reflection, sorry if it is short

Reading Reflection March 2

In the H. D. B. (p.324) the author makes and excellent point clear to the readers. It talks about the affect of losing face in uttering something nonsense or incomprehensible in class which is one of the most significant hindrances that learners face. It gives two equivalent quotations of an old poem in my language which says " In the nature of the wise people selling one's self is not a condition. Either say something wise or else keep silence." This and what the book quotes are giving the same message. However, it is not applicable to learning environment at all as the author also implies so. In fact, any learning environment, especially language classrooms are the places where mistakes and errors must be welcomed by the whole class. If a learner do not expose his/her language here, I guarantee that he will never learn a second or foreign language. A process which takes people over a decade to reach to be able to communicate. As there was an English Speaking program where in its introduction it was talking about three principles of learning a language one of which was that learners of a language must swallow their pride in order to succeed in learning the language.

This book also emphasizes that "Our job as teachers is to provide the kind of warm embracing climate that encourage students to speak, however halting or broken their attempts may be." Unfortunately, some emotionally sensitive teachers might not be able to take this point into considerations. Some may say how about advanced level learners or student-teachers like us. I would say it is highly possible that even NN teachers make mistakes or lack some communication shortcomings let a lone those whose learning is in progress.

In regards to children and adult learning differences, it is of great importance to know that children of more kinesthetic than adults are. Children are more dependant on the motivation that are created for them to learn, but adults are self motivated in learning. Children learn things when it makes authentically and practically sense to them whereas adults can learn even through theories. Children do not seek logic behind learning a language, but adults refuse to do so and etc.

Class Reflection Feb 23

In this class, scoring of the NNS was a good practicing of determining the proficiency level of a student based on a holistic rubric.

Moreover, since I have never thought children, whatever see about how to teach young children interests me. So, I liked the idea of using those dolls and pupits for teaching children. It is an authentic and meaningful way of teaching English to children as they are very kinesthitic, and active group of learners.

I am sure it is fun to teach children, but for teachers who are not very much patient it might be very difficult job than to teach adults.

Reading Reflection Feb 23

There are a lot of points that cought my attention, but I would just point out some. First, I liked the introduction of MCM where he mentions most of the difficulties EFL / ESL learners face when they come to an English speaking society. The points were as the reduced forms of speech, contractions, slungs, intonation, and the intensity of interaction with another person while lacking an authentic linguistic, and cultural knowledge about the target community.

In addition, I would like to point out an interesting detail that was mentioned in the P & B book p. 125. it says "However, please keep in mind that no activity should be withheld from any particular student solely on the basis of perceived English language proficiency. It is too easy to misjudge a child's language competence because language performance varies across situations and from week to week as a result of the dynamic and context-specific nature of language proficiency . Moreover, motivation tends to stretch children's performance. Therefore, we recommend that you allow students the choice to take part in more difficult activities according to their interests and desires. " So, the first important point is that the language competency of a learner can be easily misjudged because of the language's dynamic and context-dependant nature. Also, the importance of giving a chance and option to student to participate in the activities of their interests. Otherwise, oral language may not be improved.

Class Reflection F16

In tonights class, I liked the content of Solen's presentation. I think it was helpful for some who have never experienced and listening speaking class like that. However, I have taken such classes before joining my MA program. My classes were really intensive and very useful start for me in the US. We were assigned to go to American events and then speak or write about that. Some other assignments that we had were such as, whaching movies, or listening to NPR stories and write about it. We also had a program of Host family which would connect us to an American family and they would invite us some times and we would talk about culture and other stuffs. In addition, we had conversation partners program. For example, we would get together with an American student and would share food and talk about whatever we would desire. I really enjoyed the time when I was in my preacademic program.

I enjoyed the last phase more which was devoted for students to get into groups and come up with a plan on doing the final portfolios. So, my groupmates and me came up with some good ideas that hopefully will lead us to accomplishing the task. I think a teacher should always devote some class times at the end of a class to facilitate students with their upcoming assignments the was we usually do in this class. It is a clearification of the assignment and a leading point towards doing the assignment. because we got into our group and we decided our

Reading Reflection Feb 16

This weeks reading was interesting, particularly the teaching listening part of MCM book. I think it was the fist time I have found this much extensive information about the history of listening, the imporatance, the details of the categories, and how to teach it to different levels of ESL/ EFL learners.

Throughout the long process of my learning of English, I was never taught listening. This, I believe, was the reason that when I came to the United States, I felt that I do not know English at all although when I was in my country, I believed that I have an advenced level in English. It was a bit hard for native speakers to understand me while it was very diffecult for me to understand them. I was very disappointed about my English skills. Soon then, I realized that this is because of lack of attention in improving the listening skill, which I also believe is the first skill to be introduced to learners as in the way children learn a language.

These chapters are very important and useful for me and that is why I keep all my books and take them to my country so that I can apply them there. I think my actual learning would start then because it would be very practical.

Class Reflection Feb 9

I really liked the activity that we did at the end of the class. The corpus is one of the best athentic resouces that I can use it for life time as a teacher. It facilitates learning the athentically and pragmatically correct use of English words and phrases, idioms, and other strings of words.

In the future, I am planning to assign my students too to look for cirtain phrases, draw conclusions, and present their findings to their classmates so that every one can learn from eachother.

I wishe there was a corpus which would present a source of speaking sound tracks cotegorized based on speech acts or so. This would help EFL students listen and learn the athentic use, pronunciation, and meaning of certain expressions.

Reading Reflection

I like the lexical approuch and I suport it very much. While I was reading, I remembered the time before I come to the US. The ways I was developing my vocabulary were somewhat similar to what is suggested in the book. For example, at the begining of my language learning, I had not idea how to expand my vocabulary, but later on when I was an advanced learner, I had a note book on which I would write whatever new word, I would encounter. I used to watch some English movies, some times listen to English news. while watching, I would carefully listen and copy some times words but usually phrases and even sentences. then, I would guess the meaning from the context and if it was useful I would look it up in the dictionary to make sure that my guess was right. I would write the whole phrase with its context meaning that i guessed, and then I would try to use it. For instance, I saw a videw clip where a reletive of someone said to another that her grandfather died, in response the man said: "I am sorry for your loss" I memorised it and wrote it on my notebook. Another example is "I am pissed off" I learned the meaning of that from a movie, which is nice I think.

This kind of learning language in chunks has several benenfits as the book also supports. First, the learner does not have to learn each word of a phrase or sentence individually. learning in chanks help students learn the athentic language in context. Another benefit is that the learner even if beginner will feel fluency and pride when he used these sentences among his friends. finally, this will give the learner confidence in using his athentic language with native speakers. This las on is very important. Many learners including myself do not talk when they are not sure if they are using the right word with the right meaning and use, so if they have learned it through athentic matterials and in chanks they use it bravely.

Thus, I support learning the language in chunks even from the beginning level. there is no need for a teacher to explain the form or meaning of each word one by one because, these words might be repeted and would be explained in the next levels.

Class reflection

Regarding the cultural things that were discussed, I have many things to say. However, I may touch on some aspect of that. As some one who have been in the US for almost 2 years, I have gained a lot of knowledge about the cultural differences. we have a proverb that "the beauty of a an orchard is as a result of its varous flowers." This also applies to our world if every one had the same characteristics and if every culture were the same, the world would not have been beautiful as it is now. What brings about problems either to a language class or to a community, is because of the luck of understanding of the differernt cultures. Whether it is teacher or friend or classmate, they must be open to respectful to each others behaviours. Every person and every culture is unique, we must be open until we find out the reality of what that culture is then make decision whether to learn from it or to keep away from it.

I have had several very good and open minded American friends, but I also have encountered some who is immersed in a world ingnorance. I personally, have been affended many times by some people who did not have a real understanding of my culture and myself. I try to take it easy because I know that this is because of the misconceptions spread out through the bias media, but what hurts me is that some poeple are so closed minded that they choose to live with their misunderstandings about other culture forever. This points out to me that I dont have a problem as I am open to them but it is their problem as their minds are closed. As a very common example, I am going to mention the following. One of the many questions I have been asked was " do you have jumping board in your country?" another example, "where does Usama live?" and so on.....................

Finally, we have a saying that "when a glass-bowl makes noise, it reflects its quality"

I know I have not touched specific points about culture here, but it implies a lot for those who understand.

Reading Reflection

While I was reading, I was surprised with the content of the MCM. As, last night, my friend and me were discussing the role of culture in learning of the language. We were agreeing on some pointes but disagreed on others. For example, he was saying the Englishe should be taught with culture to every one. I was agreeing that it is important and very effective to teach english with culture; however, the needs of the learners can ditermin how much they need to go deep into English learning. For example, in MCM it says "Although attaining linguistic proficiency is essential for learners to be considered communicatively competent, particularly in the case of ESL learners, this is not sufficient." (p. 443). The point is there are millions of EFL learners who may never need to converse with native speakers or may never have the chance to go to an English speaking community. Thus, they niether may have interest to learn that culture nor they may need to. However as for those who learn English for professional purposes, they must learn English and be aquainted to its culture.