Language is the reflection of our culture and life.Nowadays, as we live in the global village, we have been using abundant loanwords from foreign languages and keep creating new words to integrate our cultures time to times. Not mention to that in some Asian countries, people are very accustomed to use loanwords from western areas, such as Europe and America. In China and Taiwan , we also like to use loanwords. And in recently, we have been using loanwords more and more. For example, “sofa”(沙發), “copy”(拷貝), “BENZ”(賓士),“Spirite”(雪碧)、“mini”(迷你)、“clone”(克隆基因複製)、 “Taxi” (的士) etc…Also, the advantage of language as the loanword could be easily and semantically transfer into the representation to describe the phenomenon or circumstance which even never appeared in your society in that exotic interpretation of language ,such as “Guanggun” refer to Chinese people they are unmarried or keep single status ; “Fenqing” refer to those furious young generation who against their government.
Video and News resource: http://www.bbc.co.uk/news/magazine-24677113
“Tuhao” (土豪) is the Chinese words specifically to describe people are super rich but somehow shows in the way of tacky and vulgar. BBC also reported this trend as “A new word has suddenly become wildly popular in China – “tuhao” – which loosely translated means “nouveau riche”.”“Tuhao” this new word probably had inference in China in these years that as those young people play online virtual games and possess amount of money and treasures badly, while, in real life most of people in China are struggling for making life with lower social positions. And it is even the slight chance to be in the circle of rich people due to they face the problem as they are amid the widening wealth gap between rich and poor. Originally , “Tuhao” represented in that prosperous time those rich Communists offensively had excessive in self-display or expenditure. For example, we call Chen is perfectly a “tuhao”, as he claims he is the rich businessman and the philanthropist while visiting Taiwan to distribute his money and ethos to people and media publicly. Besides ,Apple’s iPhone 5 s new smart phone also uses “Tuhao gold” version as promotion in Chinese to hit the market.
Language is not merely the tool for communication anymore, it produces and develops a lot of varieties and meanings in our culture whether in the way of “input” (borrowing words) or “output” (lending words). To English speakers, they also take for grantly regard these general Chinese interpretation such as “Kung fu” , “Taichi” “Confusious” or “Fensheui” as their usage of language. Therefore, this kind of trend of integrated exotic language makes people’s communication more flexible and culture into diverse without country barriers as we share the common languages and cultures at the same time.(appirio)
Moreover, we need some special dictionary like COCA (1)and Onelook (2)to specify and distinct those new words or loanwords which we can not look up by our old paper dictionary neither on general Online dictionary .Especially for those people like journalists or scholars they are engaged to make their writing or data as unity while describe the factual event or interpretation. I did the test of loanwords searching both on COCA and Onelook corpus engines and they showed me the exact lexical definition and references below.
(1) Here is one of Online dictionary, COCA.
The Corpus of Contemporary American English (COCA) is the largest freely-available corpus of English, and the only large and balanced corpus of American English. And it is used by tens of thousands of users every month (linguists, teachers, translators, and other researchers). COCA is also related to other large corpora that it has created.
(2) Here is another useful Online dictionary, One Look.
This web site as a search engine for words and phrases which more than 19 million words in more than 1000 online dictionaries are indexed by the OneLook® search engine.
Photo Credit : Ashley School
Ashley C of E Primary School is the school going toward future approaches and sustainable living in the UK. The mission of this school and establishment ,they serves the school as the well-learning environment to provide a happy, caring, Christian environment where children develop independence and self-confidence whilst achieving their full potential.
The school features the series of eco-friendly curriculum and they make kids actively do the practices in life with several approaches and projects. For instance,the first approach ,Kids in Ashley not only learn how to protect the earth and the society , they grow organic foods by them own in the farm of school. In the meanwhile,they learn the benefit of waste could be reused for feeding animals or growing other foods as silage. In the second approach, by each seasonal Green Stall, they sell their foods or homemade produce to school community, such as refreshing home-made cordials, jams ,chutneys, fruits, herbs and vegetables. In the third approach ,since kids they had much knowledge about sustainable developing by doing actions both in school and life.From year 6 ,they have chance to visit The House of Parliament in the UK and give their speeches to authorities about why school should make emphasize on the sustainable living issue into the course book of curriculum. Children in the school has unlimited potential and imagination to explore and discover this changing world and individauls beside coursebooks.The fourth approach is the design of the building , Ashley is rated as the best school in Surrey for energy consumption as they produce renewable energy from solar panels and sourced wood chip biomass boiler. Kids and their family also take part in the energy-saving contest called ‘100 Club Challenges’ held by Ashley in the summer term, and which successful group would be celebrated and certificated in the school assembly.
The monthly values in Ashley School leads students spirits and motivations more active and faithful. (Refer to Ashley School Website)
September 2013 – July 2014
Ashley School is the creative environment for kids to learn and live in the real life curriculum .As the aim of holistic education , students perceive the knowledge and real experiences mentally and physically here.Learning is the endless way whether from very young age or whenever, In Ashley school ,kids are involved in much training work to cultivate their confidence and independence spontaneously , such as kids have their organic vegetables and foods in their lunch while they grow by them own; kids learn how to use the waste, energy efficiently and effectively ;school and teachers guide kids accomplish numerous tasks and solutions ; kids explore their creativity and stimulate their learning desire. Education is neither the tool nor textbook to children , it is the channel connecting future world and approaching children’s dreams. Though the extraordinary experiences and challenges in Ashley ,they understand to keep the society , the world healthy is such significant and try to tell people that we should start to act from ourselves and the communities.(appirio)
Ashley C of E Primary School : http://www.ashleyschool.org.uk/
Surrey KT12 1HX
In my teacher education program, we took the diverse range of courses, in addition to the profession (subject), we also study something related to educational pre-service curriculum with the series of knowledge, attitudes, behaviors and skills. Group Consultation is one of pragmatic courses for student to learn how to deal with some students with special disabilities or mental problems.12/20 I went to one of mental training with teacher, Lin and her research team .She had much experience for that and some individual cases. In recently she has been involving in leading the group of young physical students (basketball ,tennis and other sports) for group mental training which designated by National Sports Affairs Council. To athletes,whether losing or wining the competition ,it is such a big challenge when it comes to a mental or stress adaptation.
I went to Taipei Xin Xing Junior High School with teacher and her team and where is the specialized school gathering most of excellent teen national tennis players around Taiwan. The teacher started the mental training by asking some general questions about tennis, study and life in the beginning. As the students as members naturally give their feedback refer to questions or specific topic though the conversation, they may feel free to release the stress or discover the certain problem. Regarding the common or individual problem they mention, and then the leader makes the group cohesiveness by guiding them to find best solutions or alternatives for their problems. The key of the group consultation is that how the leader as guide goes though the interpersonal communication with their members by each one’s the truest emotional or inspiring sharing. Being the leader the one speaks less in the group but tries to listen and encourage his or her members to speak out their mental feelings. The goal of mental training though sharing is to gain the personal or group improvement either in the mental or physical side. Beside sharing and communicating, the mental activity is another beneficial strategy in the mental training to help members learn and understand their thought and behaviors.
During the typical mental activity, the objective or goal of the activity is set firmly in advance, such as how to help students get into their career plan or make personal improvement for current status. In order to get solutions for personal or group issues, members were asked to think and retrospect some impressive events or time with either the highest mood or lowest mood. They wrote them down as the timeline of life. Through the chart of timeline, they clearly see in which life events effect their emotion most or least, and try to do something to make better on-going or future timeline for career plan or personal improvement. In the similar activity, student also can write down their goals in the small card and following solutions to remind them work hard for their dreams.
In conclusion, the role of leader in a mental therapy is as the guide to offer positive support and listening instead of dominating or giving. Through this experience and practice, beside the therapy, surprisingly I had some acquaintance with the hardship and private issues of tennis training and its field at least. By reason of ethical consideration as group consultation’s latest requirement, it is also prescribed to keep the members issues private afterward as professional job indeed.
We finally had our English class demonstration following our designed syllabus finished in high school .We all take serious and work hard for it,even though two of my partners are well-experienced teachers . We did have few times rehearsals and discussion for watching each other’s teaching errors or defects. There are several mistakes and suggestions are pointed out and mentioned by our instructor after the demonstration. For general review and my personal part :1. less confident during lecturing.The way of my speaking and intonation is not too firm but weak and it may be difficult to draw students’s attentions in class.2. less interaction with students.We may pick random students to answer the question under instructions .They love contest ,try to design some activities with several groups .3.Make the complicated idea simple. Once teach new sentence pattern , given examples to students right away so that they could freely practice or answer your question properly. Use given patterns and ask them to make sentences. 4.Try to create some interesting connection among students and increase their learning motivation on context.For example: The international time zone with time differences is apparently a good example teaching reference for them.With authentic practice by referring to our neighborhood or familiar buildings while asking them sort of preposition questions.5.Poor board writing. The handwriting on board with chalk looks messy and strange without organized and ordered outlines.6.Integration.Though three of us teach different parts around the topic “preposition” , but we should have clear connection and transitions between each session. In conclusion , we have done fairly satisfied with both some general mistakes as well as some positive reactions from students .We know how to improve them now at least after a real trial. we learn each other .Though this teaching experience , I learn how to work with partners and try to figure out the better ,effective solution to help each other.
English Class Demonstration Syllabus Outline 12/12
Teaching Objectives :
- Ensure that sudents can use prepositions and understand the meanings.
- Ensure that sudents can speak English idioms accurately.
- Ensure that sudents can use accurate prepositions for location within pictures .
- Ensure that sudents can point out right location by prepositions.
- Ensure that sudents can read and spell English Time expressions(one, two, three…sixty o’clock,a quarter, half, past and to).
- Ensure that sudents can be active to engage in class activities.
- Ensure that sudents can be active to make sentences.
- Ensure that sudents can be active to answer or react the questions and instructions.
Syllabus (outline version)
- Warm up – By listing a pop song with rap “XX in the house ” ,students may get attentions for topic of preposition before class starts.
- A Part : Numbers and Time expressions.(Peggy)
- B Part: Preposition uses for time.(George)
- C Part: Preposition uses for locations.(Jack)
- Activity and Practice: Handout the worksheets to students during class.
- Class session :45 minutes.
- Materiel reference: Textbook,Internet,personals.
- Student information : 7 th grades , 30 people.
- Teaching style :lecturing ,activities,grouping,sharing,presentation.
- Teaching equipment:Projector,PC,Speaker,Internet,blackboard.
- Learning requirement:arrange seats by groups and hand out worksheets.
Free presents prepared for encouraging student to engage in class activities more.
- Teaching review and resource: DV recording ,class observation with given evaluation form and one professional instructor during teaching.
Class Demonstration Project, Week 6
We have a big challenge in this week. Two friends and I design one English class for class demonstration in high school by next week. Firstly, we contact the teacher who teaches in that class to ensure our teaching context is appropriate and suitable for their learning level of English. We are also asked to make comprehensive analysis about students’ learning backgrounds and limitations before design the formal class syllabus. In this part, we will have our analysis and draft reviewed and corrected by the professor who in charge of supervising every teaching group with different subjects for class demonstration. For me I am kind of nervous due to I have less teaching experiences among them. By that day, we will take turns to teach one by one with equal time given and under nearly 30 students (7 grades), one formal teacher, one professor and us. Though both of them, my partners are brilliant experienced teachers, we still have meetings once a week to exchange ideas to modify our draft of project for better class.
In the Analysis part, we analyze or assume students’ learning capacity of English, attitudes, motivations, misunderstandings (myth), learning skills(Listening, Speaking, Reading, Writing), and their preference of learning style and self-learning resources. All of assumptions and considerations below we suggested below are based on their age /grade and government’s educational standards.
1. Student’s learning capacity and level of English
In their learning background before 7 grades (non-native speaker), they are already capable to make the simple sentences, answer the questions and describe the expressions briefly under instructions. With understanding of reading, they can use at least basic 1200 words and read short stories according to government’s educational standards including the application of nouns, verbs, adjectives, conjunctions, auxiliaries, and singular/plural. With understandings of listening and speaking, they are able to have simple conversations, greetings and give/ receive short messages
Sentence Example in 7 grades capacity:
1) Would you please (come here/ clean the blackboard)?
2) May I …? Yes, please.
3) What are these/ those? They are (tigers).
4) What do you like/ need/ want?
5) What time is it?
6) What color is it? It’s (red) .
7) Can you (do/ draw/ read? (I can do/ draw/ read.)
8) Where is your book?
9) It is in/ on/ by the table.
10) Where are (the books)?
First, in the Phonics of English, students may have different learning experiences about the way of pronunciation and spelling, such as American natural phonetic alphabet, the IPA symbols of English segments or other else(Chinese Pinyin).
Second, some students could recognize the English words (in reading) but they could not use them (writing or speaking).
3. Attitudes and motivations
To those low-performing students in class, they may feel frustrated and helpless or with less motivation to English class.
4.Students preference of learning style and activities
Based on spiral learning structure (Bruner’s spiral curriculum), students are given chances to integrate skills of listening, speaking, reading and writing systematically in classroom as well as in real life. With authentic, functional teaching approaches, students are given motivations to learn real communications and context practices though activities, games, role-play, English songs and contests.
For technology use, except traditional tape and CD for listening practice, teachers are encouraged to use internet, online video, projectors to make teaching more attractive and creative.
For extra English improving resources, students can learn more wide range of English though Internet, magazines, movies, novels or handouts.
For student learning circumstances, students are suggested to work in groups and in the way of Learning Community in order to stimulate unexpected ideas and reach efficiency and effectiveness though cooperation . (appirio)
- The Most Important Thing I’ve Learned (britgrace.wordpress.com)
- Ways of Motivating EFL/ ESL Students in the Classroom (rongeslworld.wordpress.com)
This week, one of our classes invited the representative of DFC of Taiwan, Kate Hsu to address an inspiring speech. She shared us that the story started occasionally and unexpectedly as she was fascinated by an Indian woman, Kiran Sethi’s short speech on Ted , then she translated English title into Chinese of the video , also sent an email to Lady Kiran about her amazing, impressive speech. Surprisingly, they had common consensus after a while acquaintance. Kate quit her job of English teacher in public school, she also flew to India, England, USA and other cities to experience DFC’s fantastic power among kids worldwide. Now she is the general director of DFC in Taiwan with full supports from Lady Kiran from India. She tries very hard to spread Kiran’s education conviction around Taiwan’s schools.
“I Can”—-“Aware—-“Enable be changed”——“Empowered”
Contagious is a good word, the faith of “I can” affects the person , the family ,the school ,the community and the whole India .In riverside school, Ahmedabad, Kiran started her idea and encouraged kids to break the boundary between school and life. Kids learn to design solutions for a diverse range of problems. Once they think of the idea “I can”, people around them would be infected the idea as “You can” also their parents believe their kids are capable to change something, finally this idea is as powerful as contagious to change the million lives and the world so as “We can”.
Kiran believes kids are gifted and empowered to change themselves as well as the world. “I can” is not only a slogan of this movement, it helps kid discover their potential power and discover their desires even though in most of India cities they are born from complex family such as poverty, low-educates, alcoholism. It is easy to be in “contagious” via DFC. For example: First, kids are given the chance to experience the laboring hard work and to try to endure those physical discomforts from long-time working after they discover the problem. Second, kids would get awareness of the importance of child labor abolishment issue .Third, try to change the problem with best solutions. They walk to streets out of classroom to tell street vendors stop employing child labors. In another DFC model case, kids teach their parents how to read and write in order to concern about the illiterate problem in India.
Kiran successfully launched this idea of movement throughout the cities all over elementary and high schools in India in 3 years. Moreover she found the “DFC” Design For Change global movement in 2009, which has spread over Asia, Europe, America and UK more than 30 counties since then. In riverside school, India, Kiren, founder of the school also created a series of complete innovated curriculum for kids to challenge to change the life, the world.
About Kiran Sethi
Kiran is a founder of Design For Change (DFC), and founder-director of the Riverside School in Ahmedabad, Gujarat,India, this movement has spread to over 35 countries in three years. Kiran started this global movement with a conviction that if children are empowered and made to feel that they can take matters into their hands, they will change the world for the better.
DFC Project and Challenge steps
1. Take one idea 2. Choose one week 3. Change the lives or the world.
(1) Feel – This step asks students to observe the situations in their community that bother them. After drawing out a list of situations, the students choose one that they would like to change. They explore why this situation bothers them, who are the people affected by this situation and who are the people involved in creating this situation.
(2) Imagine – This step encourages students to interact with the people of their community to identify points of intervention and possible solutions. The students create their best-case scenario and re-design this situation to make it better.
(3) Do – The students then develop a plan of action, keeping in mind the resources, budget, time and human resources they have. They then implement this plan.
(4) Share – The final step is to share the story of change so that other people may be able replicate their solution and also be inspired to new problems. All stories of change are shared on the DFC website. Besides this, schools and organizations host events where the young change-leaders and their stories are celebrated!
Conclusion –the mission of Education
We wonder that “what the mission of education is” after listening the awe-inspiring speech from Kate and Kiran on Ted. Most of children in this generation, they may feel doubtful, fearful or helpless, restricted to their future or now on. They don’t know why to learn and how to learn well, they follow the rules and receive the fixed education which school/government selected, managed. Education is powerful as same as knowledge, we learn, we read and write, we perceive, we appreciate though education and textbook, but we barely experience and achieve it in our school life or in the future.
DFC is the wonderful, amazing concept for children to comprehend the real world, to take challenge for individual even the society, the world. The mission of education is not too ideal to achieve if it is just as government’s policies or the by-product of chaotic, fast-reformulating society. The initial mission of education is simple and easy that helping children find their dreams and create their extraordinary life experiences through challenges and learning. In other words, education serves as the channel of knowledge delivering and the mission to enlighten the students’ potential power internally and externally. By education, what we learn and what we experience not only make us growth completely but also to fit in that uncertain, changeable society/world. (appirio)
DFC official site (Photo credit resource):