Learning in a foreign language: Working with students from China

A - Z listing


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A About this site Accessibility Glossary Accessibility Assisting with time management Course structure Helping students plan Chinese names Family names and given names Pronunciation Forms of address C Glossary G Learning in a foreign language The IELTS test The use and abuse of IELTS Other English language tests Obstacles to effective English Use of Chinese in the classroom L Managing assignments and exams Assessment issues Language in assessment tasks Consistency of assessment M Obstacles to effective English Listening comprehension Reading comprehension Spoken expression Written expression	O Other English language tests References R Staff concerns S Studying at Monash Overall evaluation What do the students appreciate? What problems do they identify? Studying in China Compared with Australia In Chinese classrooms Studying English in China Support services Teaching international students Staff concerns Assisting with time management Working with non-native speakers Managing assignments and exams Chinese names T The Chinese student experience About the students Studying in China Studying at Monash The IELTS test The use and abuse of IELTS The purpose of IELTS Understanding IELTS scores Mandated entry levels Problems Solutions Use of Chinese in the classroom Thinking in a second language Use of language in learning Should Chinese be banned? U Working with non-native speakers Promoting effective reading Promoting effective listening Classroom participation Promoting effective speaking Promoting effective writing W Working with students from China Working with students from China The Chinese student experience About the students Studying in China Studying at Monash About the students Studying in China Compared with Australia In Chinese classrooms Studying English in China Compared with Australia In Chinese classrooms At middle school At university At middle school At university Studying English in China Studying at Monash Overall evaluation What do the students appreciate? What problems do they identify? Overall evaluation What do the students appreciate? What problems do they identify? Choosing the right course The transition Managing their time Choosing the right course The transition Managing their time Learning in a foreign language The IELTS test The use and abuse of IELTS Other English language tests Obstacles to effective English Use of Chinese in the classroom The IELTS test The use and abuse of IELTS The purpose of IELTS Understanding IELTS scores Mandated entry levels Problems Solutions The purpose of IELTS Understanding IELTS scores Mandated entry levels Problems Solutions Other English language tests Obstacles to effective English Listening comprehension Reading comprehension Spoken expression Written expression Listening comprehension Reading comprehension Spoken expression Written expression Use of Chinese in the classroom Thinking in a second language Use of language in learning Should Chinese be banned? Thinking in a second language Use of language in learning Should Chinese be banned? Teaching international students Staff concerns Assisting with time management Working with non-native speakers Managing assignments and exams Chinese names Staff concerns Assisting with time management Course structure Helping students plan Course structure Helping students plan Working with non-native speakers Promoting effective reading Promoting effective listening Classroom participation Promoting effective speaking Promoting effective writing Promoting effective reading The subject reading list Diagnostic questionnaire Glossaries Modelling reading in class Stimulating written output The subject reading list Diagnostic questionnaire Glossaries Modelling reading in class Stimulating written output Promoting effective listening Guidelines for lecturing Initiatives in the first weeks Facilitating comprehension in tutorials Other resources Guidelines for lecturing Structuring knowledge Presentation and pacing strategies Handling presentation slides and OHTs Structuring knowledge Presentation and pacing strategies Handling presentation slides and OHTs Initiatives in the first weeks Familiarising students with your voice Briefing students and setting ground rules Familiarising students with your voice Briefing students and setting ground rules Facilitating comprehension in tutorials Other resources Classroom participation Obstacles: Student background Obstacles: Class dynamics Facilitating interaction Small group work Obstacles: Student background Obstacles: Class dynamics Facilitating interaction Small group work Promoting effective speaking Oral presentations Postgraduate supervision Oral presentations Postgraduate supervision Promoting effective writing Learning to write in China Discourse structures How we can help Providing models Giving feedback (1) Giving feedback (2) Learning to write in China Discourse structures How we can help Providing models Giving feedback (1) Giving feedback (2) Managing assignments and exams Assessment issues Language in assessment tasks Consistency of assessment Assessment issues Language in assessment tasks Consistency of assessment Chinese names Family names and given names Pronunciation Forms of address Family names and given names Pronunciation Forms of address Support services References About this site Accessibility Glossary Accessibility Glossary

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