Cornerstones for English Language Learners (Cornerstones Series Audience-specific) [1 ed.] 0321863437, 9780321863430

Table of contents :
Cover
Title Page
Copyright Page
CORNERSTONES FOR ENGLISH LANGUAGE LEARNERS
INTEGRATE: CORNERSTONES FOR ENGLISH LANGUAGE LEARNERS
SECOND-LANGUAGE LEARNERS IN A FIRST-LANGUAGE WORLD
MAKE YOUR TEXTBOOK YOUR FRIEND
BEFORE YOU READ
SKIMMING AND SCANNING
PREDICTING
ACTIVE READING
WHILE YOU READ
LISTENING MATTERS
COMPARING TEXTBOOKS TO LECTURES
TRAFFIC SIGNALS FOR THE LISTENER
NOTE TAKING
GRAPHIC ORGANIZERS
SO MANY CHOICES!
VENN DIAGRAMS
T-CHARTS
TIMELINES
MAIN IDEAS AND DETAILS
CAMPUS RESOURCES
USING STRATEGIES FOR A FUTURE ASSIGNMENT

Citation preview

butuh lengkap hub [email protected]

CORNERSTONES FOR ENGLISH LANGUAGE LEARNERS Robert M. Sherfield College of Southern Nevada

Patricia G. Moody University of South Carolina

Robyn Brinks Lockwood Stanford University

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Editor-in-Chief: Jodi McPherson Acquisition Editor: Katie Mahan Managing Editor: Karen Wernholm Associate Managing Editor: Tamela Ambush Senior Development Editor: Shannon Steed Editorial Assistant: Erin Carreiro Executive Marketing Manager: Amy Judd Senior Production Project Manager: Peggy McMahon Manufacturing Buyer: Dennis Para Full-service Vendor: Electronic Publishing Services Inc. Cover Designer: Barbara T. Atkinson Associate Director of Design, USHE EMSS/HSC/EDU: Andrea Nix Image Manager: Rachel Youdelman Permissions Manager: Carol Besenjak Permissions Project Manager: Pam Foley Photo Credits: Pages 1 and 2: Kzenon/Fotolia. Page 3 (top): Patricia Moody. Page 3 (bottom): Linda Gannon. Page 5: Elena Elisseeva/Shutterstock. Page 7 (top): Paulus Nugroho R/Fotolia. Page 7 (bottom): Alis Leonte/Shutterstock. Page 10: Fotolia. Page 11 (top): Fotolia. Page 11 (bottom): Michael Brown/Fotolia. Page 13: Fotolia. Page 14: Fotolia. Page 16: Monkey Business/ Fotolia. Page 20: Andresr/Shutterstock. Credits and acknowledgments borrowed from other sources and reproduced, with permission, in the textbook appear on the appropriate page within text. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Copyright © 2014 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

10 9 8 7 6 5 4 3 2 1—CRK—16 15 14 13 ISBN 10: 0-321-86343-7 ISBN 13: 978-0-321-86343-0

INTEGRATE CORNERSTONES FOR ENGLISH LANGUAGE LEARNERS

INTEGRATE

Why

read this chapter?

Because you’ll learn… ■

The importance of being a strong secondlanguage reader

■

How to manage college-level listening in your second language

■

The necessity of effective note taking and organization in English

Because you’ll be able to… ■

Practice strategies to manage college-level reading

■

Apply methods to be a more effective listener

■

Use a variety of note-taking methods to help record what you learn

2

Scan

a nd Q UE ST I O N

T

ake a few moments to scan this chapter. On

page 22, write five questions that you think will be important to your mastery of this material. In addition to the two questions below, you will also find questions from your authors.

Example:

✓ ■ What is the difference between skimming and scanning? (from page 7)

✓ ■ Am I a main-idea listener or a details listener? (from page 12)

w o H

C O L L E G E

Name: Institution: Major:

WHEN

C H A N G E D

M Y

L I F E

Lusine Avetisyan The College of Southern Nevada, Las Vegas, Legal Assistant

Lusine moved from Armenia to

of study for non-native speakers. They met three hours a

America, she spoke no English but she was determined to

day, three times per week. This allowed Lusine to put her

make it and forge a new life for herself and her family. “I

past knowledge of the language into real, everyday use.

had studied English in Armenia and I knew the rules of the

After three months, she passed the test to obtain her driver’s

language, but I could not speak it. I had not had the oppor-

license and in less than a year, she was enrolled in college in

tunity to practice the language and what I had learned in

America. Lusine’s determination knew no boundaries.

school had faded away,” Lusine stated. Determined to

When asked how college in America had changed her

immerse herself in the culture and language of America,

life, Lusine gave a firm and definite response. “College

she began walking up and down the streets of her neigh-

changed me and now I can rely on me! Five years ago, I

borhood, speaking with neighbors and practicing her

could not even speak the language, and now, I am here,

English. “I am not a shy person,” she says, “and I was deter-

enrolled in college, driving a car, functioning as a citizen,

mined to make a new life for myself.” This is how Lusine

and attending one of the largest colleges in America. Col-

successfully made her transition from Armenia to America.

lege taught me to step out of my comfort zone and social-

In Armenia, Lusine had been a professor of interna-

ize and that is how I learned English. I never used a dic-

tional law and an expert in international law treaties. In

tionary. Other people were my window to the language. I

America, she had to begin anew. Speaking very little

knew very early that total immersion would be my best

English, she enrolled at The College of Southern Nevada in

chance to succeed in America and I was right.”

the Legal Assistance Program, determined to reclaim her

Lusine also began to recognize what services were

love of working within the field of law. “It was not easy,” she

available to her in America and at CSN. “In America,

said, “but determination is stronger than fear.” She found a

there is flexibility. If students want to learn English, the

program through CSN that provided an intensive program

amount of resources available to them is immense. I

An interview co-authored and edited by Linda Gannon, Professor and Lead Faculty for College Success, The College of Southern Nevada

would encourage every non-native English speaker to find those services and use them as often as possible. English is not an easy language to learn because of the rules, exceptions, future, past, and present tenses, but I am living proof that it can be done. America is the best country in the world for anyone wanting to learn English. This is how college and this country changed my life.”

3

4

INTEGRATE

When asked what advice she would give a first-year

If you’ve having trouble with a class, don’t drop it, audit it

student or someone just starting to learn English, she

so that you can still learn the material under less pres-

stated, “Seek help and always give yourself a second

sure. Your education will give you the chance to move

chance. If there is a problem, find a way to fix it, don’t

forward, to help others, to be self-reliant, and to get a

just walk away. Take advantage of free resources offered

degree so that you can progress in this great country.

like adult re-entry, tutorial and academic success centers.

Never give up.”

it

THINK

about

1. Lusine moved to America speaking no English but determined to learn the language and succeed. On a scale of 1 to 10, how determined are you to master English? How do you plan to achieve this goal? 2. Lusine mentions that English is not an easy language because of the rules, tenses, and exceptions. How do you plan to overcome these difficult aspects of learning the language?

SECOND-LANGUAGE LEARNERS IN A FIRST-LANGUAGE WORLD Who Are You? You are a college student who wants to succeed at the academic institution where you are studying. You want to discover your academic, social, and personal strengths so that you can use them to help you achieve this success. You are motivated, persistent, and dedicated to your studies. You know you need to connect with technology, prioritize your tasks, and cultivate your skills. You have the desire to study, think, communicate, and plan ahead. For all of these reasons, you are studying with the Cornerstones series. You’ll do what you need to do to succeed. You are also a second-language speaker whose first language is not English. You grew up in a culture that is different than the one in which you are preparing to study in or are already studying in. Because of that, you face an additional challenge when striving for success in a post-secondary setting. You have to complete everything in your second language— English. It may not seem fair, but second-language students are expected to finish the same amount of reading, listen to the same college lectures, and take good notes in all of their courses, even though all the material is not in their native language. There are some strategies and tools you can use to help manage the reading, listening, and note taking necessary for success. Read on to see how you can succeed as a second-language speaker in a first-language world.

MAKE YOUR TEXTBOOK YOUR FRIEND How Well Do You Know Your Textbook? When you look at your syllabus, you will usually see the page numbers that the instructor wants you to read. For example, it may say, “Read Chapter 1, pages 1–30.” Most students read

CORNERSTONES FOR ENGLISH LANGUAGE LEARNERS

5

the assigned pages before the due date. However, there is so much more to a book. Think about a good friend. You know more than just one thing about that person. You know a little something about their past and a lot about their current life. You may know what they want to do in the future. You know your best friend really well. You need to know your textbook that well, too. A textbook is more than just the chapters you are assigned to read. A textbook may have material in the front before the chapters and information at the end after the chapters. These features may help you with the coursework. You should be familiar with the common parts of a textbook because the book has a lot of information that can help you, even better than your classmates can! Many students make the mistake of not looking in the textbook for more information or skipping the introductory material before the main content begins. Even native English speakers should use the information in the textbook. A history book may contain timelines, a geography book may have maps, a literature book may include details about the author or the story, and a math textbook may provide equations that can be used to solve problems in all the chapters. All of those things will make the actual reading a little easier.

Do You Look in the Front and the Back of Your Book? The front of the book contains a lot of information about the book and what you will find in it, such as the table of contents. Don’t forget to look at information in the back of the book as well. Many times a textbook will have resources you can use throughout the course to make reading and studying easier. Figure 1 lists some common features available in the front and back of textbooks.

Figure 1

Do you familiarize yourself with the features of your textbook? Why or why not?

Getting to Know Your Text The Front of the Book

Title and Author Page

This page includes the full title of the book, the edition, the full name of the author, the author’s academic institution, and the details about the publisher.

Table of Contents

The table of contents is a detailed outline of all the material in the book. The table of contents helps you determine the organization of the book and it can help you find information from other chapters if you need it. Look carefully, because you may find two tables of contents: a brief version that simply lists the chapter numbers and titles, and a detailed version that provides sections and more specific information that will be covered in the chapter.

Acknowledgments and Credits

Acknowledgments are expressions of thanks from the authors to people and companies that helped with the writing. Some of this may be personal, such as an author thanking his or her family. The credits section (where the author cites all researched material) can be very useful to you as a student. For instance, you may see what sources the author consulted when writing the book. You could use those sources later for your own research.

Text Overview or To the Student Section

Many students skip this section, but it’s good to read. This section tells the student what the book is about, why it was written, and gives ideas about how it is to be used.

Changes to This Edition

If this is not the first edition of the book, this section will tell you how the book has changed. It is a good idea to notice what is new and what has been updated.

6

INTEGRATE

Figure 1

Getting to Know Your Text (continued) The Back of the Book

Index

The index includes a list of words, names, and/or topics that are used throughout the textbook. The index is organized in alphabetical order and provides the page number for each topic and its related subtopics. It includes a page number for every time that item is discussed in the book.

Glossary

Many textbooks include a glossary. A glossary includes words or phrases used in the textbook and provides a definition. The words in a glossary are listed alphabetically, which makes them easy to find. Some glossaries may include other information, such as a pronunciation guide, the page reference (where the term is discussed in the book), or an example of the word or phrase used in a sentence.

Appendices

Appendices vary. They contain information related to the general subject of the textbook. For example, a world history textbook may have a world map as an appendix. An English as a second language textbook may provide a list of the International Phonetic Alphabet. Other examples may include a periodic table in a chemistry book, a checklist in a writing book, and a list of presidents in a political science book.

References, Works Cited, or Bibliographies

Authors use a lot of sources when writing a textbook. These include both print and digital sources. References provide all the publication information for each source. Source information is good for the reader because it can be used to learn more information or to write a research paper.

Before you do your assigned reading for the next few days, get to know your textbooks. Look at the front and the back to see what is included and how it may help you as you read and study. Complete Figure 2 while surveying one of your textbooks.

3

Leve l3A pply

Figure 2

Getting to Know Your Textbook

Title Authors Table of Contents

Brief

Detailed

One Thing I Learned from the Introduction Index

Yes

No

Glossary

Yes

No

Appendices

Yes

No

Sources

Yes

No

Other Features My Textbook Has

Both