"Teaching Grammar and Writing at the Upper Levels of English Language Proficiency to Non-native Speakers of English" proposes for the creation of two new course electives for upper division non- native English speaking undergraduates, International Teaching Assistants, and graduate students. To move from the advanced to the superior level of academic English language proficiency, students are to acquire second language grammar and writing competencies applied to their individual contexts: 1) the learning demands of Jr Yr Writing and undergraduate Gen Ed courses 2) the teaching demands on International Teaching Assistants and 3) the learning demands of courses for foreign graduate students.
Center of Teaching Faculty Grant awarded to Ingrid Holm.
2006-2007
“Making Better Teachers at UMass Amherst: Creating an Academic Training Program for International Teaching Assistants (ITAs)” proposes the creation of two new courses ESL 290C Conversation Strategies in the Classroom (3 credits) and ESL 290D Speaking Strategies for Presentations and Discussion (3 credits) to be developed by the ESL Program. The goals are for ITAs to enhance their linguistic and intercultural knowledge within the communicative context of the university classroom and to refine their language-teaching skills. In becoming more confident and capable teachers, ITAs will interact and communicate more successfully with undergraduate students at the University.
Center of Teaching Faculty Grant awarded to Ingrid Holm.
2005-2006
"Achieving a Professional Level of Academic Language Proficiency for Multilingual Speakers of English through Multicultural Curricula that Foster Critical Inquiry" supports the redesign of ESL 120 Advanced Grammar and Writing and ESL 130 Advanced Composition with new multicultural curriculums having an international scope. Readings from different cultures are used as springboards for discussion, critical analysis, interpretation, and synthesis. Students develop not only their skills in reading, writing, and speaking, but also mastery of grammatical-lexical structures for improved fluency and accuracy. The new focus enables students with diverse linguistic and cultural backgrounds to build language proficiency to the expert level. The courses also empower students through refinement of critical inquiry skills and development of a deeper understanding of their own cultures as well as the diverse cultures of the United States.
Center of Teaching Faculty Grant awarded to Ingrid Holm.
