Fun English and Spanish with Perla

  6/01/22 Week 7: Response to:  Differences in Manner between students in the TESOL Classroom? After of watched the video class from brother Ivers (BYU Idaho) I think we will have some potential challenges and successes in a TESOL classroom, for example, probably the majority of our students will be from Center and South America, and others from Ukraine, Vietnam, Africa, Chine, etc.  Can you imagine, what happens if a student from South America (woman) to introduce with another student from the Middle East (Man) and shakes his hand?  You have in your class a Cross-Culture issue with Manners.  What can be the success in the situation? The teacher can explain to the students, what that situation means for each one. For Hispanic people are normal to shake their hand and say: Nice to meet you (between men and women), unlike those of the Middle East, which is disrespectful, and only use between family members. Using the situation, we can complement the class, the stu...

  5/30/22 Week 7: Response to:  How are the Cross-Culture students in the TESOL Classroom? The video class from brother Ivers (BYU Idaho) has shown me how I need to be prepared to teach my students from different cultures and manage the situation front a cross-culture. Because as teachers we will have challenges in our English class TESOL, misunderstanding, embarrassing situations, and different paradigms. For example, I remember in my English Class from Adult School Education in South Carolina, the teacher was teaching a lesson about creating questions in English, students from Mexico ask the teacher: Elena explains to me why I need to change the position of the verb be? The teacher immediately and directly with a normal voice tone answered the student: “I am Miss Elena”, please, always when you will talk with teachers, principals, etc. It is more respectful with the person, say: Miss, Mrs., Mr., before his name.  The student was uncomfortable, for he was thinking the t...

  5/27/22 Week 6: Response to:  Attributional Tendencies, is it affecting the English TESOL class? The video and all resources give me an idea about the behavior and needs of my future culturally diverse students. Depending on your country of origin, they will have different cultures, traditions, thinking, and behavior. Well, having students from different cultures students can produce misunderstandings and problems in the TESOL classroom, but as teachers, we are now better prepared to address that situation, in my case, this course is given me all the tools to support the students by teaching the rules in class, and basic information about each culture. I am from another culture, and I had many cross-culture situations adapting to the US, but front personal space, and front the attribute tendencies about success and failure. My personal experience in English class combined with this academy training, permit I can support my students in learning English, and understanding each...

  5/26/22 Week 6: Response to:  Personal space difference how does it affect English TESOL?  Brother Ivers (teacher in a BYU Idaho) explains in the video's class, the Personal Space Difference between cultures, Japan, North America, Africans, etc. Additionally, was a surprise for me to see the subway’s video from Japan’s culture, it’s incredible how the people are like canned sardines; in a culture where you can see the woman walking behind his husband; I never thought that they can lose their personal space like this. Is very necessary to know everything about where your students are from, culture, customs, and traditions; to prevent invading personal spaces and embarrassing situations, also between students. In TESOL Class we can have challenges with situations of invading personal spaces, for example, if your student is from South America (Hispanic Culture) or Brazilian Culture, they are very friendly and spontaneous to greet and free to give the hand or give a hug; bu...

  5/23/22 Week 6: Response to:  Individualism vs collectivism how is working in English TESOL?  After of watched the video from Brother Ivers (teacher in a BYU Idaho) when he is explaining Individualism vs Collectivism in the North American, Japanese, and Filipino students. There is shown me concerning assessing the behavior and needs of my future culturally diverse students. In class, we go to see each culture, comportment, and thinking; and we will identify what students are individualistic and what are collectives, according to their origin countries.   Students that of course, they will go to have in class misunderstandings and problems by their origin and education acquired in other cultures. As teachers, we need to board these situations, first, we need to have clear where are our students from, whether their culture is individual or collectivist thinking.  Second, we need to create activities in our lesson plans that permit the students can understand the...

  5/23/22 Week 6: Response to:  How is the Difference in emotional expressiveness in our TESOL Class?  Brother Ivers (teacher in a BYU Idaho), explains Differences in Emotional Expressivity: Emotional expressivity is one of the things that are more easily misunderstood than many other things in cross-cultural differences. It's very, very easy to interpret different ranges—to misinterpret different ranges of emotional expressivity .  Reading and analyzing these resources impact my perception of this topic, we have the knowledge al the humans in the world have emotional expressions: Sad, happy, angry, etc. It’s incredible how these feelings are universal, but their expressivity is different in each culture of each country or between states in the same country. As teachers, we go to confront challenges with our students from different cultures, also between them; our success is teamwork with the students for introducing together in every culture and understand how misin...