Transfer Students

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2 thoughts on “Transfer Students”

  1. Couple ideas based on my experience this year:
    – In the case of a new student with previous study of the language, I told him he could take some time to adjust to class by listening and observing. When he felt ready to join in with responding, he should. I went over the jGR/Classroom Rules posted in the room, which include what “listening and observing” behaviors look like. I did that with the whole class because they could use the reminders, and they needed to hear that we were not going to pressure the new student into speaking before he felt ready. They also demonstrated the “I need you to clarify what that means” hand symbol. Worked well. This new student is very motivated and he’s joined into regular class responses all the time, even volunteering for specific questions.

    – I had a similar discussion with classes with new students without previous language study (thankfully, they joined beginning/exposure level classes). All new words/structures are up on the board with their English meaning, and I still point to the Question Words board all the time with them. The new students follow that as well as their classmates. I am also asking the class for more frequent double-checks on meaning and point and gesture even more than usual. Ex: “What does bu2 do here?” and they shout out, “It means not.” “Yes, so what does “wo3 bu2 shi4 zhong1 guo2 ren2″ mean (pointing at words on the board)?” “It means I’m not Chinese” “Great!” (done mainly for the sake of the new student who’d never heard wo3 or bu4 before, but could see the rest on the board).

    I figure it’s good for me and all the students. It’s making me think more about being fully comprehensible. It also gives the other students the chance to leave the room feeling, “I am REALLY good at this!” I overheard a student who was anxious at the beginning of the year about Chinese. Warms my heart to hear him so happy.

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