American language schools face a lot of challenges with Chinese students that stem from these students’ cultural beliefs and educational backgrounds. This field project is focused on addressing Chinese ESL students’ biggest learning obstacles in American schools, namely to participate in class and overcome cultural differences. This handbook is for American ESL educators which consists of four key units. In each unit, a specific learning obstacle faced by Chinese students is introduced along with suggestions for certain activities to overcome those challenges. This field project provides an overview of major cultural differences between China and America from a foreign student’s perspective and introduces the four major recommended activities from the handbook: 1) Say Something, 2) Compare Notes, 3) Answer Key Comparison, and 4) Office Hours. Through the use of the handbook, ESL educators can better understand the cultural background of Chinese students and apply the recommended strategies and methods in their teaching. Thereby, the overall performance of the students will improve.
","abstract_html":"<p>American language schools face a lot of challenges with Chinese students that stem from these students’ cultural beliefs and educational backgrounds. This field project is focused on addressing Chinese ESL students’ biggest learning obstacles in American schools, namely to participate in class and overcome cultural differences. This handbook is for American ESL educators which consists of four key units. In each unit, a specific learning obstacle faced by Chinese students is introduced along with suggestions for certain activities to overcome those challenges. This field project provides an overview of major cultural differences between China and America from a foreign student’s perspective and introduces the four major recommended activities from the handbook: 1) Say Something, 2) Compare Notes, 3) Answer Key Comparison, and 4) Office Hours. Through the use of the handbook, ESL educators can better understand the cultural background of Chinese students and apply the recommended strategies and methods in their teaching. Thereby, the overall performance of the students will improve. </p>","abstract_has_math":false,"creators":["Rhodes, Cuiying"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Sedique Popal","Dr. Luz Navarrette Garcia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-15T08:00:00Z","date_published":"2017-12-15T08:00:00Z","updated_at":"2026-07-24T05:44:13Z","subjects":["Active participation","Chinese students","ESL teachers","classroom activities"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/681","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sedique Popal","Dr. Luz Navarrette Garcia"]},{"key":"dc:creator","label":"Author","values":["Rhodes, Cuiying"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-12-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Active participation","Chinese students","ESL teachers","classroom activities"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/681"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["American language schools face a lot of challenges with Chinese students that stem from these students’ cultural beliefs and educational backgrounds. This field project is focused on addressing Chinese ESL students’ biggest learning obstacles in American schools, namely to participate in class and overcome cultural differences. This handbook is for American ESL educators which consists of four key units. In each unit, a specific learning obstacle faced by Chinese students is introduced along with suggestions for certain activities to overcome those challenges. This field project provides an overview of major cultural differences between China and America from a foreign student’s perspective and introduces the four major recommended activities from the handbook: 1) Say Something, 2) Compare Notes, 3) Answer Key Comparison, and 4) Office Hours. Through the use of the handbook, ESL educators can better understand the cultural background of Chinese students and apply the recommended strategies and methods in their teaching. Thereby, the overall performance of the students will improve.
"]},{"key":"dc:title","label":"Title","values":["Boosting Chinese ESL Students' Active Participation in Classrooms in the U.S.: A Handbook for Teachers"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sedique Popal","Dr. Luz Navarrette Garcia"],"dc:creator":["Rhodes, Cuiying"],"dc:date.available":["2019-12-12T08:00:00Z"],"dc:description.abstract":["American language schools face a lot of challenges with Chinese students that stem from these students’ cultural beliefs and educational backgrounds. This field project is focused on addressing Chinese ESL students’ biggest learning obstacles in American schools, namely to participate in class and overcome cultural differences. This handbook is for American ESL educators which consists of four key units. In each unit, a specific learning obstacle faced by Chinese students is introduced along with suggestions for certain activities to overcome those challenges. This field project provides an overview of major cultural differences between China and America from a foreign student’s perspective and introduces the four major recommended activities from the handbook: 1) Say Something, 2) Compare Notes, 3) Answer Key Comparison, and 4) Office Hours. Through the use of the handbook, ESL educators can better understand the cultural background of Chinese students and apply the recommended strategies and methods in their teaching. Thereby, the overall performance of the students will improve.
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