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ERIC Number: EJ1176976
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1936-7384
EISSN: N/A
Postcolonial Theories and TESOL: Exploring Implications for Teaching in U.S. Contexts
Stessen-Blevins, Amanda
Working Papers in TESOL & Applied Linguistics, v13 n2 p85-98 2013
One of my first experiences with teaching English as a Second Language (ESL) was during my years as an undergraduate, working with the Somali-Bantu Community Organization (SBCO) in Syracuse, NY. My fellow undergraduate tutors and I worked specifically with 4th-6th grade students, developing lesson plans and implementing project-based learning activities each semester. The program met weekly on Saturday mornings through collaboration with the Syracuse City School District and several student organizations and academic departments from Syracuse University. I continued my work with the tutoring program after graduation as a member of AmeriCorps, working as a liaison between the SBCO and the departments and programs at the university.
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcwebjournal@tc.columbia.edu; Web site: https://tesolal.columbia.edu/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A