Chinese student leadership program is designed and organized by the office of China Programs to help Chinese students develop their on-campus leadership through leadership workshops, volunteer services, on-campus office tour, welcome events for incoming Chinese students and other on-campus activities. Another purpose of this program is to help these Chinese student leaders to lead other Chinese students to get more involved on campus, and in the local community, and more importantly to be successful outside of classroom.
Drawing Upon Strengths and Interests: Originally from China, Xiao-lin learned English as an adult and now helps young Chinese students in the U. You can learn more about Xiao-lin's own experiences as a student and teacher of English in our From the Heart interview with her!
Introduction ELL teachers face a unique challenge. Not only must we provide sound instruction to students with diverse learning needs, we must provide instruction to students with diverse backgrounds who speak different languages, and whose cultural references may be completely different than ours.
As a Chinese teacher working with Chinese bilingual students and sometimes with students from other countries as wellI would like to share some of my insights about working with Chinese students and parents in the hope that this information can bridge cultural gaps and dispel stereotypes.
Even though these observations are based on my own experiences, it may be helpful to think about these issues as they relate to students from all backgrounds. Some Differences Between Chinese and English Pronunciation Chinese is a monosyllabic language — each Chinese student experience with searching academic has only one syllable, and most of the sounds of Chinese characters begin with a consonant and end with a vowel.
Each character is clearly pronounced, unlike the flow of the sounds of English words. Based on these patterns, some pronunciation challenges that Chinese students face when learning English include: These difficulties may appear in the following kinds of information: Dates In Chinese, dates are written in the order of year, month and day.
So, April 20, would be written in this order: Addresses Addresses and people's names in Chinese are normally written in the reverse order to that of English. So an address on an envelope may look like this: People's Republic of China Province: Last name followed by first name Adjectives In Chinese, adjectives or noun modifiers, no matter how lengthy, usually go before a noun, while in English long attributive phrases or clauses are placed after the nouns they modify.
Instead, they tend to come right before or after the subject of a sentence. That's why my students often forget to use articles before nouns, omit inflectional endings such as "s" or "es" after plural nouns or verbs with third person singular subjects "he", "she", or "it"and incorrectly use verb tenses.
Misuse of simple personal pronouns or possessive personal pronouns In Chinese, male or female personal pronouns, though written with different characters, have the same pronunciation. And pronouns have no inflectional differences in case.
This may account for why Chinese students might say "he" rather than "she" or vice versa, and often use subject and object pronouns interchangeably. Misuse of verb "to be" In Chinese, the verb "to be" remains the same, disregarding whether the subject is "he" or "you" or whether the subject is singular or plural.
And in Chinese, a verb does not change its form according to tenses. Therefore, Chinese students have great difficulties remembering to use the correct form of verb "to be," and often use incorrect forms and tenses of the verb.
Using Literal Translations Even after being corrected many times, my students sometimes still say "Open the light" or "Close the light" when they mean "Turn on the light" or "Turn off the light" because they are translating directly from the equivalent Chinese expressions "Kai Deng" and "Guan Deng".
Building Background Knowledge I have found that my students usually live in a close-knit Chinese community with very little exposure to western culture; their experiences beyond their home and classroom are quite limited due to their parents' busy work schedule and financial conditions.
Perhaps the most significant result of this is that students don't have as much background knowledge from which they can draw when learning vocabulary and content, so I try to provide my students with a variety of direct experiences on a day-to-day basis in order to build background knowledge.
Some of the ways I do this include: Since my students don't have too much interaction with adults who are not Chinese, I invite visitors from different ethnic backgrounds to our class who can talk with them about a wide range of topics.
Not only do they learn about the topics, they have the opportunity to become more comfortable and confident around people of different backgrounds. Some of my visitors include museum docents, scientists, government officials, and college professors.
At our school we have set up reading buddies between our classes, and this year I have gotten a group of American high school students to be field trip buddies on our upcoming trip to a marine sanctuary. When I first told my students that they would be paired up with high school buddies who weren't Chinese, they were very nervous, but this is part of the strategy to broaden their horizons.
Another way of expanding my students' social circle is to have them participate in third-grade science rotation classes. My students join other third-grade students and are taught by a different teacher during each cycle of the science rotation class.
During those classes, my students collaborate with students of different backgrounds, and have a taste of what it is going to be like in fourth grade, when they will be in a mainstream class. In the beginning of a school year, it is impossible to use grade-level Social Studies textbooks to teach my students the subject effectively, so I give my students lots of non-fiction supplementary materials that are suitable for ELL learners.
I start with something they are familiar with, such as hot dogs, chewing gum, hamburgers, coca-cola, blue jeans, baseball, etc. Gradually we move on to historical topics such as the Pony Express and the Gold Rush, as well as American symbols, landmarks, and people.
My students interact with the texts by identifying main ideas and supporting details, and by learning to ask each other questions to demonstrate their learning.
Through these ELL supplementary materials, they learn the organization of non-fiction materials, enlarge vocabulary and background knowledge about American history and culture, and practice academic oral English.Chinese Student Association (CSA) Chinese Student Association (CSA) Hillel is to encourage students to make a lasting commitment to Judaism at a time in their lives when young people are searching for an identity.
By putting on events and enacting legislation to enhance the student experience, the Student Association provides students. experience at PHBS has transformed me into a master of my own destiny. — Taurai Muvunza, Zimbabwe, Master of Finance understanding of Chinese culture through the interaction with local students.
Lastly, the various elective courses you’re searching for academic and extra-curricular excellence in the most energetic city in China, look no. ACADEMIC ADAPTATION AND CROSS-CULTURAL LEARNING EXPERIENCES OF CHINESE STUDENTS AT AMERICAN UNIVERSITIES: A NARRATIVE INQUIRY A thesis presented by Hong Zhang to Chinese undergraduate students’ academic .
Chinese students are flooding into America to obtain their college degrees. It’s in my blood,” a young female Chinese student who was retaking my course told me. will come from academic programs. So it seems we have something of a Faustian bargain: the Chinese students need us for the elite status, the high-paying jobs and the.
Most difficult problems for Chinese students in American Universities With the development of China’s reform and opening up, more and more Chinese students choose . When Chinese students study in the UK, do they become more employable? The graph below shows that the Asia-Pacific region is one of the major contributors to this tide of global student mobility, with students from this region accounting for 53 per cent of all mobile students worldwide in