Difference between revisions of "Akitsu Koyama"

(About me)
(References and Resources)
 
(24 intermediate revisions by the same user not shown)
Line 1: Line 1:
 
Return to:  
 
Return to:  
[[ETAP 623 Spring 2019 Section 5933 (Byrne)|ETAP 623 Spring 2019 Home]] | [[Akitsu's Minicourse Link]]
+
[[ETAP 623 Spring 2019 Section 5933 (Byrne)|ETAP 623 Spring 2019 Home]] | [[Encouraging Young ESL Students in the USA]]
 
== '''About me'''==
 
== '''About me'''==
  
Line 6: Line 6:
 
[[File:Picture me.jpg|150px|left|]]
 
[[File:Picture me.jpg|150px|left|]]
  
My name is Akitsu Koyama. I was born and raised in Tokyo, Japan. I had a chance to came to the U.S. when I was 16 years old as an exchange student and lived on a horse farm in Kentucky with an American host family for a year. I received my undergraduate degree in International Politics from Aoyama Gakuin University in Tokyo, Japan. I worked as a cabin attendant for ANA(Japanese airline) and Austrian Airline. After getting married and having our kids, I started working as a researcher at ANA Strategic Research Institute and had a class for studying hospitality/International understanding at the University in Japan. I had lived in Lausanne, Switzerland and Dusseldorf, Germany with my family for 2 years. Now I am living in Westchester, N.Y. and this is my second-semester of the CDIT program at UAlbany. I am looking forward to learning new things and bring those to Japanese schools.
+
My name is Akitsu Koyama. I was born and raised in Tokyo, Japan. I had a chance to came to the U.S. when I was 16 years old as an exchange student and lived on a horse farm in Kentucky with an American host family for a year. I received my undergraduate degree in International Politics from Aoyama Gakuin University in Tokyo, Japan. I worked as a cabin attendant for ANA(Japanese airline) and Austrian Airline. After getting married and having our kids, I started working as a researcher at ANA Strategic Research Institute and had a class for studying hospitality/International understanding at the University in Japan. I had lived in Lausanne, Switzerland and Dusseldorf, Germany with my family for 2 years. Now I am living in Westchester, N.Y. and this is my second semester of the CDIT program at UAlbany. I am looking forward to learning new things and bringing those to Japanese schools in the future.
 +
 
 +
 
 +
 
 +
 
 +
 
  
 
== '''My Topic/Purpose''' ==
 
== '''My Topic/Purpose''' ==
 
This course will provide participants with a better understanding of English as a Second Language or English as a New Language students in the U.S.A. and find a way to motivate and support those students.  
 
This course will provide participants with a better understanding of English as a Second Language or English as a New Language students in the U.S.A. and find a way to motivate and support those students.  
The ENL/ESL students who first came to the U.S.A. will face many changes in their lifestyle and the way of communication dramatically. The first year in the U.S.A. is particularly difficult and it is important for them to have someone to help and encourage their English developments. This course will provide educators as well as students’ parents/guardians a way to help and encourage ESL students to support those students.
+
The ENL/ESL students who first came to the U.S.A. will face many changes in their lifestyle and the way of communication dramatically. The first year in the U.S.A. is particularly difficult and it is important for them to have someone to help and encourage not only their English developments but also their motivation and efforts for their school life. This course will provide educators as well as students’ parents/guardians a way to help and encourage ESL students to support those students.
  
 
== '''Learning Outcomes''' ==
 
== '''Learning Outcomes''' ==
Line 16: Line 21:
 
* Define the major problems of ENL/ESL students (Verbal Skills)  
 
* Define the major problems of ENL/ESL students (Verbal Skills)  
 
* Understand the need to address ENL/ESL students’ difficulty (Attitude)
 
* Understand the need to address ENL/ESL students’ difficulty (Attitude)
* Describe common misconceptions and myth (Intellectual Skills)  
+
* Describe common misconceptions and myth of ENL/ESL students (Intellectual Skills)  
* Design their means for helping ENL/ESL students (Intellectual and Motor Skill)
+
* Design their own means for helping ENL/ESL students (Intellectual and Motor Skill)
  
 
== '''Needs Assessment/Analysis of the Learner and Context'''==
 
== '''Needs Assessment/Analysis of the Learner and Context'''==
Line 24: Line 29:
  
 
The lack of understanding diversity in education is crucial whereas racial, ethics, and linguistic diversity is increasing among U.S. Students (Diaz, Pelletier, & Provenzo, 2006). When non-English-speaking students come to the U.S. for the first time, they will face many changes in their lifestyle and the way of communication. As their first concern may be the English developments, not all of ESL/ENL can have support from ESL certificate teachers. It is a critical situation that those ESL/ENL have difficulty in learning and communicating at school without any understanding or support from teachers and parents/guardian. This mini-course will focus on the need to address those ESL/ENL students with appropriate understanding and effective support from classroom teachers and their parents/guardians to support and motivate their learning.   
 
The lack of understanding diversity in education is crucial whereas racial, ethics, and linguistic diversity is increasing among U.S. Students (Diaz, Pelletier, & Provenzo, 2006). When non-English-speaking students come to the U.S. for the first time, they will face many changes in their lifestyle and the way of communication. As their first concern may be the English developments, not all of ESL/ENL can have support from ESL certificate teachers. It is a critical situation that those ESL/ENL have difficulty in learning and communicating at school without any understanding or support from teachers and parents/guardian. This mini-course will focus on the need to address those ESL/ENL students with appropriate understanding and effective support from classroom teachers and their parents/guardians to support and motivate their learning.   
Dias, C. F. (2009). Multicultural Education. In Encyclopedia of the Social and Cultural Foundations of Education (pp. 518-527).
+
 
  
 
'''2. What is to be learned'''
 
'''2. What is to be learned'''
 
   
 
   
 
Participants will learn the importance of the support for ESL/ENL students who come to the U.S. for the first time and are having many difficulties in their everyday school life. By understanding ESL/ENL students’ difficulties and problems in American schools, participants will gain the skills needed to support and motivate ESL/ENL students at schools.
 
Participants will learn the importance of the support for ESL/ENL students who come to the U.S. for the first time and are having many difficulties in their everyday school life. By understanding ESL/ENL students’ difficulties and problems in American schools, participants will gain the skills needed to support and motivate ESL/ENL students at schools.
 +
  
 
'''3. The Learner'''
 
'''3. The Learner'''
  
 
This course is intended for educators at any schools as well as the parents/guardians of ESL/ENL students who come to the U.S.A. for the first time and start going to American schools without sufficient English skills for their grade level.  
 
This course is intended for educators at any schools as well as the parents/guardians of ESL/ENL students who come to the U.S.A. for the first time and start going to American schools without sufficient English skills for their grade level.  
 +
  
 
'''4. Instructional Context'''
 
'''4. Instructional Context'''
  
 
Participants will learn content within this mini-course online completely so that they can choose their location and time for their learning. However, participants will need to have access to a computer with an internet connection to complete this mini-course.
 
Participants will learn content within this mini-course online completely so that they can choose their location and time for their learning. However, participants will need to have access to a computer with an internet connection to complete this mini-course.
 +
  
 
'''5. Exploring the Instructional Problem and Solution'''
 
'''5. Exploring the Instructional Problem and Solution'''
  
 
Because not so many teachers have the experience of living in abroad nor being in the community with the second language, it is not so easy to understand for them to understand of problems and situation for ESL/ENL students. It is important for ESL/ENL students to have someone who understands their problems and feeling to encourage their motivations during their difficult situation. Not only the educator but also their parents/guardians’ supports are crucial. This mini-course will provide the educators and parents/guardians of ESL/ENL students to understand their situation in order to support and assist those students’ learning.
 
Because not so many teachers have the experience of living in abroad nor being in the community with the second language, it is not so easy to understand for them to understand of problems and situation for ESL/ENL students. It is important for ESL/ENL students to have someone who understands their problems and feeling to encourage their motivations during their difficult situation. Not only the educator but also their parents/guardians’ supports are crucial. This mini-course will provide the educators and parents/guardians of ESL/ENL students to understand their situation in order to support and assist those students’ learning.
 +
  
 
'''6. Goals of Mini-Course'''
 
'''6. Goals of Mini-Course'''
Line 58: Line 67:
 
== '''Task Analysis''' ==
 
== '''Task Analysis''' ==
  
 +
'''Purpose'''
 +
 +
In this course, participants will be able to understand the situation of young English as a Second Language/ English as a New Language students in the U.S.A. in order to help and motivate their learning.
 +
 +
 +
'''Unit One: Understand ENL/ESL Students'''
 +
 +
* Given the provided narrative information on ENL/ESL students, the participants will be able to identify at least five major common problems of ENL/ESL students
 +
 +
* Given the provided narrative information on ENL/ESL students, the participants will be able to define the importance of the support from educators and parents/guardians for ENL/ESL students.
 +
 +
* Given the provided narrative information on ENL/ESL students, the participants will be able to clarify at least three common misconceptions and myths of those students which prevents understand the difficulties of ENL/ESL students.
 +
 +
 +
'''Unit Two: Design your support for ENL/ESL Students'''
 +
 +
* Given the provided narrative information on ENL/ESL students, the participants will be able to identify the main difficulty and problems of ENL/ESL students to design your assistant for those students.
 +
 +
* Given the provided narrative information on ENL/ESL students, the participants will be able to find at least two means to support ENL/ESL students to design your assistant for those students. 
 +
 +
* Given the provided narrative information on ENL/ESL students, the participants will be able to evaluate their means to support ENL/ESL students to have better support for those students.
 +
 +
 +
'''Essential Prerequisites'''
 +
 +
* The participants should have the ability to utilize an online Wiki course.
 +
 +
* The participants can identify narrative and instructions.
 +
 +
 +
'''Supportive Prerequisites'''
 +
 +
* The participants are intrinsically motivated
 +
 +
* The participants will desire to help ENL/ESL students.
 +
 +
* The participants are open mind to take different actions.
 +
 +
* The participants have a positive attitude for communicating with ENL/ESL students.
  
 
== '''Curriculum Map''' ==
 
== '''Curriculum Map''' ==
  
 +
Please click on the link below to view my curriculum map.
 +
 +
[[https://drive.google.com/file/d/1CBWtB5dqyL4O4yUyqEhZ4CbLquKlMif_/view?usp=sharing|The Curriculum Map]]
  
 
== '''References and Resources''' ==
 
== '''References and Resources''' ==
 +
 +
5 Struggles for ELL Students, and How We Can Help – Little Sponges. (2017, November 2). Retrieved from https://www.little-sponges.com/index.php/2017/11/02/5-struggles-ell-students-can-help/
 +
 +
Blueprint, K. (2014). For English language learners and students with disabilities special considerations in relation to common core standards. K12 Blueprint A Planning Resource for Personalizing Learning. Retrieved from https://www.k12blueprint.com/sites/default/files/CCSS-for-ELL-and-Students-with-Disabilities.pdf
 +
 +
Dias, C. F. (2009). Multicultural Education. In Encyclopedia of the Social and Cultural Foundations of Education (pp. 518-527).
 +
 +
English Language Learners: Culture, Equity and Language [Video file]. (2012, January 20). Retrieved from https://www.youtube.com/watch?v=5HU80AxmP-U&feature=youtu.be
 +
 +
Gonzalez, J. (2018, September 21). 12 Ways to Support English Learners in the Mainstream Classroom. Retrieved from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/
 +
 +
Haynes, J. (n.d.). Challenges for ELLs in Content Area Learning. Retrieved from http://www.everythingesl.net/inservices/challenges_ells_content_area_l_65322.php
 +
 +
Hosp, J. L., Hosp, M. K., Howell, K. W., & Allison, R. (2014). The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making. New York, NY: Guilford Publications.
 +
 +
Kilman, C. (2009). Lonely Language Learners? Teaching Tolerance, (35). Retrieved from http://www.tolerance.org/magazine/spring-2009/lonely-language-learners
 +
 +
Meskill, C. (2009). Teaching and learning in real time: Media, technologies, and language acquisition (2nd ed.). Houston, TX: Athelstan.
 +
 +
New York State United Teachers. (2015, August 6). Fact Sheet No. 15-16: Debunking the Myths of English Language Learners. Retrieved from https://www.nysut.org/resources/all-listing/2015/august/fact-sheet-debunking-the-myths-of-english-language-learners
 +
 +
Penn State College of Education. (n.d.). How can I support ELLs in my classroom? — Penn State College of Education. Retrieved from https://ed.psu.edu/pds/elementary/intern-resources/esl-handbook/supporting-ells
 +
 +
The Realities of Culture Shock & What to Do about Them [Video file]. (2015, December 16). Retrieved from https://www.youtube.com/watch?v=jJKsczipyLI&feature=youtu.be
 +
 +
TEFL. (2014, September 14). 7 Useful Tips for Teaching ESL To Children. Retrieved from https://www.eslbase.com/teaching/teaching-esl-children
 +
 +
VALPARAISO UNIVERSITY. (n.d.). American Culture & Culture Shock. Retrieved from https://www.valpo.edu/international/living-in-the-u-s/u-s-culture/american-culture-culture-shock/

Latest revision as of 11:16, 10 May 2019

Return to: ETAP 623 Spring 2019 Home | Encouraging Young ESL Students in the USA

About me

Picture me.jpg

My name is Akitsu Koyama. I was born and raised in Tokyo, Japan. I had a chance to came to the U.S. when I was 16 years old as an exchange student and lived on a horse farm in Kentucky with an American host family for a year. I received my undergraduate degree in International Politics from Aoyama Gakuin University in Tokyo, Japan. I worked as a cabin attendant for ANA(Japanese airline) and Austrian Airline. After getting married and having our kids, I started working as a researcher at ANA Strategic Research Institute and had a class for studying hospitality/International understanding at the University in Japan. I had lived in Lausanne, Switzerland and Dusseldorf, Germany with my family for 2 years. Now I am living in Westchester, N.Y. and this is my second semester of the CDIT program at UAlbany. I am looking forward to learning new things and bringing those to Japanese schools in the future.




My Topic/Purpose

This course will provide participants with a better understanding of English as a Second Language or English as a New Language students in the U.S.A. and find a way to motivate and support those students. The ENL/ESL students who first came to the U.S.A. will face many changes in their lifestyle and the way of communication dramatically. The first year in the U.S.A. is particularly difficult and it is important for them to have someone to help and encourage not only their English developments but also their motivation and efforts for their school life. This course will provide educators as well as students’ parents/guardians a way to help and encourage ESL students to support those students.

Learning Outcomes

Participants will be able to:

  • Define the major problems of ENL/ESL students (Verbal Skills)
  • Understand the need to address ENL/ESL students’ difficulty (Attitude)
  • Describe common misconceptions and myth of ENL/ESL students (Intellectual Skills)
  • Design their own means for helping ENL/ESL students (Intellectual and Motor Skill)

Needs Assessment/Analysis of the Learner and Context

1. Instructional Problems

The lack of understanding diversity in education is crucial whereas racial, ethics, and linguistic diversity is increasing among U.S. Students (Diaz, Pelletier, & Provenzo, 2006). When non-English-speaking students come to the U.S. for the first time, they will face many changes in their lifestyle and the way of communication. As their first concern may be the English developments, not all of ESL/ENL can have support from ESL certificate teachers. It is a critical situation that those ESL/ENL have difficulty in learning and communicating at school without any understanding or support from teachers and parents/guardian. This mini-course will focus on the need to address those ESL/ENL students with appropriate understanding and effective support from classroom teachers and their parents/guardians to support and motivate their learning.


2. What is to be learned

Participants will learn the importance of the support for ESL/ENL students who come to the U.S. for the first time and are having many difficulties in their everyday school life. By understanding ESL/ENL students’ difficulties and problems in American schools, participants will gain the skills needed to support and motivate ESL/ENL students at schools.


3. The Learner

This course is intended for educators at any schools as well as the parents/guardians of ESL/ENL students who come to the U.S.A. for the first time and start going to American schools without sufficient English skills for their grade level.


4. Instructional Context

Participants will learn content within this mini-course online completely so that they can choose their location and time for their learning. However, participants will need to have access to a computer with an internet connection to complete this mini-course.


5. Exploring the Instructional Problem and Solution

Because not so many teachers have the experience of living in abroad nor being in the community with the second language, it is not so easy to understand for them to understand of problems and situation for ESL/ENL students. It is important for ESL/ENL students to have someone who understands their problems and feeling to encourage their motivations during their difficult situation. Not only the educator but also their parents/guardians’ supports are crucial. This mini-course will provide the educators and parents/guardians of ESL/ENL students to understand their situation in order to support and assist those students’ learning.


6. Goals of Mini-Course

The primary goal of this mini-course is for educators and parents/guardians of ESL/ESL students to have a better understanding of ESL/ENL students’ difficulties and their situation in order to help and support those ESL/ENL students at American schools.

Performance Objectives

Course-level objectives

  • Given information on ENL/ESL students, participants will be able to identify the major problems of those students.
  • Given examples of ENL/ESL students, participants will be able to evaluate the effectiveness of the support for the major student’ difficulty.
  • Given examples of ENL/ESL students, participants will be able to clarify common misconceptions and myth of those students.
  • Given examples of support for ENL/ESL students, participants will be able to design their own assistants for those students.

Task Analysis

Purpose

In this course, participants will be able to understand the situation of young English as a Second Language/ English as a New Language students in the U.S.A. in order to help and motivate their learning.


Unit One: Understand ENL/ESL Students

  • Given the provided narrative information on ENL/ESL students, the participants will be able to identify at least five major common problems of ENL/ESL students
  • Given the provided narrative information on ENL/ESL students, the participants will be able to define the importance of the support from educators and parents/guardians for ENL/ESL students.
  • Given the provided narrative information on ENL/ESL students, the participants will be able to clarify at least three common misconceptions and myths of those students which prevents understand the difficulties of ENL/ESL students.


Unit Two: Design your support for ENL/ESL Students

  • Given the provided narrative information on ENL/ESL students, the participants will be able to identify the main difficulty and problems of ENL/ESL students to design your assistant for those students.
  • Given the provided narrative information on ENL/ESL students, the participants will be able to find at least two means to support ENL/ESL students to design your assistant for those students.
  • Given the provided narrative information on ENL/ESL students, the participants will be able to evaluate their means to support ENL/ESL students to have better support for those students.


Essential Prerequisites

  • The participants should have the ability to utilize an online Wiki course.
  • The participants can identify narrative and instructions.


Supportive Prerequisites

  • The participants are intrinsically motivated
  • The participants will desire to help ENL/ESL students.
  • The participants are open mind to take different actions.
  • The participants have a positive attitude for communicating with ENL/ESL students.

Curriculum Map

Please click on the link below to view my curriculum map.

[Curriculum Map]

References and Resources

5 Struggles for ELL Students, and How We Can Help – Little Sponges. (2017, November 2). Retrieved from https://www.little-sponges.com/index.php/2017/11/02/5-struggles-ell-students-can-help/

Blueprint, K. (2014). For English language learners and students with disabilities special considerations in relation to common core standards. K12 Blueprint A Planning Resource for Personalizing Learning. Retrieved from https://www.k12blueprint.com/sites/default/files/CCSS-for-ELL-and-Students-with-Disabilities.pdf

Dias, C. F. (2009). Multicultural Education. In Encyclopedia of the Social and Cultural Foundations of Education (pp. 518-527).

English Language Learners: Culture, Equity and Language [Video file]. (2012, January 20). Retrieved from https://www.youtube.com/watch?v=5HU80AxmP-U&feature=youtu.be

Gonzalez, J. (2018, September 21). 12 Ways to Support English Learners in the Mainstream Classroom. Retrieved from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/

Haynes, J. (n.d.). Challenges for ELLs in Content Area Learning. Retrieved from http://www.everythingesl.net/inservices/challenges_ells_content_area_l_65322.php

Hosp, J. L., Hosp, M. K., Howell, K. W., & Allison, R. (2014). The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making. New York, NY: Guilford Publications.

Kilman, C. (2009). Lonely Language Learners? Teaching Tolerance, (35). Retrieved from http://www.tolerance.org/magazine/spring-2009/lonely-language-learners

Meskill, C. (2009). Teaching and learning in real time: Media, technologies, and language acquisition (2nd ed.). Houston, TX: Athelstan.

New York State United Teachers. (2015, August 6). Fact Sheet No. 15-16: Debunking the Myths of English Language Learners. Retrieved from https://www.nysut.org/resources/all-listing/2015/august/fact-sheet-debunking-the-myths-of-english-language-learners

Penn State College of Education. (n.d.). How can I support ELLs in my classroom? — Penn State College of Education. Retrieved from https://ed.psu.edu/pds/elementary/intern-resources/esl-handbook/supporting-ells

The Realities of Culture Shock & What to Do about Them [Video file]. (2015, December 16). Retrieved from https://www.youtube.com/watch?v=jJKsczipyLI&feature=youtu.be

TEFL. (2014, September 14). 7 Useful Tips for Teaching ESL To Children. Retrieved from https://www.eslbase.com/teaching/teaching-esl-children

VALPARAISO UNIVERSITY. (n.d.). American Culture & Culture Shock. Retrieved from https://www.valpo.edu/international/living-in-the-u-s/u-s-culture/american-culture-culture-shock/