Fun English and Spanish with Perla

  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...

  5/19/22 Week 5: Response to:  Affect cultural miscommunication or cross-cultural communication in the TESOL class?    In the class of Brother Ivers (teacher in a BYU Idaho) he explains what is its cultural miscommunication: Miscommunication is rampant between cultures, and it causes a lot of difficulties. Communication is an art that connects people but is very different in each culture. As future English TESOL teachers, is indispensable to be clear about this concept and changed our perception front teaching a second language, it’s don’t only create a lesson plan, we need to know some about the general culture of the world and know more about the basic communication rules of the countries where our students are from. Well, through our teaching experience we will to understood and learn step by step to overcome the possible challenge in this topic, with the academic training in this course we can have an idea of what is coming, you can imagine innocently offending ...

5/18/22 Week 5:   Response to:  Are the Culture Differences Concerning Time notable between monochronic and polychronic culture?  According to the argument of Brother Ivers (teacher in a BYU Idaho) based on the analysis of the exponentiation of Edward T.  Hall, about the conceptual difference between Monochronic and polychronic culture, the first has more focus on schedule and time than relationships, and the second is the opposite. This topic is changing my perceptions and thoughts in my preparation to teach, I am a Latin American immigrant and English is my second language, and I know the difference between North America (monochronic) and Latin American (polychromic) cultures with the time because the more relevant in Latin culture is preserve family and friend relationships, is not important if you arrived late or you are not in the house waiting for someone that you said I can receive you at such hour if present another priority, the person leaves and is not con...

  5/17/22 Week 5: Is necessary to understand the Cross-culture (Culture Paradigms) concept in the TESOL Class?  Studying the material from BYU about cultural paradigms, Weight and Beauty - Delali Bright, and Cultural Differences in National Geographic, impacted my current perceptions and showed me what thoughts I may need to shift as I prepare to teach: " We live in a world with different religions, foods, customs, traditions, and thoughts, as TESOL teachers we need to understand that concept, is very different a class with students from the same culture than a multiculturally class". The challenges and successes in a TESOL classroom are different for each teacher. The classes with Cross-culture and each English level are calling to us to create good lesson plans that permit connecting the students with the second language and culture.   But are all the teachers ready to confront the cross-culture from students with another native language? Well, the TESOL teachers, of ...

  “In the Great American Teacher Dead”   This article created for John J. Ivers is an analysis of the situation in education in the USA and a compilation of the concepts from different authors with the correspondent conclusion published in 2012. American teachers can be resurrected through the use of meaningfulness, metacognition, transformative education, cultural introspections, cross-cultural exploration, brain research, imitational education, and the study of human universals extent in all cultures. The author explains the principal aspects of each one, additional the concept from other academic authors on different dates, also expose a question: “Anthropologist would generally claim that cultural outsiders are much better equipped to see the “obvious”. If that is truly the case, what might foreign anthropologists be saying about the U.S. educational system and its teaching? Well, the lecture passed on the concept based on studies done by academics like E.L. Cerron...