Celta Case Study Assignment

S: YMR stated that she had been living with her mother about one year, has is a newcomer. YMR lived with her maternal grandmother for many years back in her country. YMR stated that when she arrived to the U.S., she found out that her mother was pregnant, She shared that her mother did not want to tell her because she did not know how the client was going to react. YMR stated that she was happy because her mother had had four miscarries before. YMR explained that almost at the same time that she started living with her mother, the mother's partner and father of the child that her mother was going to have moved into her home. YMR stated that her mom used to work from 6am-12pm and the YMR spent a lot of time with her mother's partner. YMR stated that this man has

4) What am I trying to say ? Have I said it ? Is it clear to someone encountering the subject for the first time? These questions are important to ask yourself when you are writing your paragraph so your reader will know what you are talking about and your paragraphs will make sense and it will be correct.

Amy Tan could speak proper English, but she would try to speak simple English when she was either speaking to her mother or husband. At moments Tan would be comfortable with speaking simple English to her mom and husband, but when they were in the public's presence, then she would become embarrassed. Speaking simple English was a form of intimacy for Tan and her husband.

Amy Tan’s literacy narrative “Mother Tongue” is about the different dialects of English, she is familiar with. She explains that her intelligence is judged by the way she speaks. Amy Tan, explains memories from her life where she encounters many forms of English. Her mother, a Chinese immigrant spoke “broken English.” She describes her mother as someone who was able to understand English, well the mother claims that she understands everything, but when it came to speaking, she spoke without the correct grammar. Due to her mothers broken English, Amy Tan has adapted to the type of English her mother speaks, their own type of English language. Tan feels as if the English she is speaking with it outside world is more complex than the English she

In this research, I’m going to focusing on the English as a language is being taught in many countries oversea today including Thailand. In fact, you’ll be surprising to know that English is required for many of the students in many countries. Unfortunately, it is not necessarily taught as well as it could be because of heavy teaching load, class sizes and adequate technology. Learning an English today still's has been challenging for many countries and specifically in Thailand. In Thailand, the student often gets too overwhelmed with English and mentally tune out in the classroom because English was their least favorite subjects. On the other hand, the students don’t have a resource at school or they don’t have it enough. Furthermore, many students just go to English class and switch back to Thai as soon as they out of school. English isn't used locally in Thailand. Although, there still a lot students continue care about English language because English has been the most ordinarily utilized language internationally and the language of traffic control and the majority of academic journals. It’s the most common language on the internet and the language that travelers use to communicate with different native speakers.

Just following up on our discussion on Friday regarding Which agencies should be memo billed VS direct billed in FY 15-16. One of the action items from that meeting was you will confirm with DOB that all funds identified for FY 15-16 for ITS was already received. Please let me know the status, so I can schedule a follow up meeting to finalize this

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

1. Sentences are grammatically correct (noun/verb agreement, punctuation, sentence structure, etc.) (up to 5 points)

Unit 2 was driving eastbound in the left lane of 167th St. between Orchard Ridge Ave. and Anthony Ave. in Hazel Crest, IL. Unit 2's approximate speed was 35 miles per hour. A large puddle of water had formed from a very recent rain. It covered the right lane and part of the left lane. The driver of Unit 2 noticed the puddle and proceeded to slow down to a speed of approximately 20 miles per hour. The driver of Unit 2 then noticed Unit 1 coming from behind in the right lane at a high rate of speed. Unit 1 tried to avoid the puddle without slowing down and impacted Unit 2. Unit 1 was pushed back into the right lane. Unit 2 was pushed off of the left side of the road onto the slightly raised median. The front and left side of Unit 1 was severly

After the students have shared their findings for the first word, show the visual and definition of the word. Discuss similarities and differences with the word’s true definition and what the students thought the word meant.

7.) Tell me two idioms that you like to use. Why are idioms difficult for ESL students?

Childhood offers many difficult challenges, especially growing up in a family that counts English as a second language. Amy Tan grew up in such a family; including her mother, who spoke substandard English. Tan recalls this in Mother Tongue, where she writes the realization that she possessed multiple types of “Englishes,” she had, professional English full of correct grammar and pronunciation, and her “family talk” informal speech which she shares with her mother and husband. Tan then goes on to explain that people tend to view her mother as less intelligent because of her “broken” English. She recounts many stories in which her mother received inadequate service because she did not speak as clearly as others did. Tan states that she has even received limitations on her learning because of the diluted clarity of her “Mother Tongue.” Tan states that authors possess limitations, but, for a communicator, clarity requires severe attention.

She uses all the Englishes. She realizes the two types of English she uses in her life. The Standard English and the form of English she use at home with her mother. She lightly states how her mother talks in English and the type of English her mother speaks is likely to be described as “broken” English. She remembers the times when she had to pretend that she was her mother and help speak on the phone with proper English. She talks about how teachers and many people assume Asian American are good at math and science, but not her. She became an English major in her first year of college after being enrolled into pre-med at first. She had not started to write fiction until 1985. She wrote the stories based on thinking about her mother and off of her mother. She knew she succeeded when her mother read the book and found it

Ever since my mother started working about 18 years ago, she has had jobs as a cook in a kitchen of a restaurant and has never “needed” to learn English. In response to that my siblings and I would have to translate for my mother, or often have to speak on her behalf. This includes small experiences like screaming to a drive though employee from the passenger seat of a car, or translating for my mother in a doctor’s office. When I first read Tan’s essay I could relate to the statement “I was ashamed of her English” and now after reflecting upon it, I am not. I also feel that I was steered away from writing and into other subjects as well.

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