Boosting Chinese ESL Students' Active Participation in Classrooms in the U.S.: A Handbook for Teachers
Date of Graduation
Project/Capstone - Global access
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
International and Multicultural Education (IME)
Dr. Sedique Popal
Dr. Luz Navarrette Garcia
American language schools face a lot of challenges with Chinese students that stem from these students’ cultural beliefs and educational backgrounds. This field project is focused on addressing Chinese ESL students’ biggest learning obstacles in American schools, namely to participate in class and overcome cultural differences. This handbook is for American ESL educators which consists of four key units. In each unit, a specific learning obstacle faced by Chinese students is introduced along with suggestions for certain activities to overcome those challenges. This field project provides an overview of major cultural differences between China and America from a foreign student’s perspective and introduces the four major recommended activities from the handbook: 1) Say Something, 2) Compare Notes, 3) Answer Key Comparison, and 4) Office Hours. Through the use of the handbook, ESL educators can better understand the cultural background of Chinese students and apply the recommended strategies and methods in their teaching. Thereby, the overall performance of the students will improve.
Rhodes, Cuiying, "Boosting Chinese ESL Students' Active Participation in Classrooms in the U.S.: A Handbook for Teachers" (2017). Master's Projects and Capstones. 681.