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selkies-world · 6 months ago

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How to write bilingual characters when you're not bilingual

I've seen this come back up pretty often recently, so I figured I'd make this post to help some of yous out.

I'm a polyglot, I grew up using Makaton, speaking English and Gaelic, I understand Scots though I don't usually speak it. I went to a multilingual school, where we learned a new language every term (4 languages a year) and had the EAL students & teachers teach us their language. We had to use the language the school was learning when we passed each other in the hallway, when we went into a different classroom to fetch or ask for something, when a different member of staff came into the room and when we were stopped by teachers in the hallways. Sometimes we had to use it in the lunch hall, too. We had to be able to understand & reciprocate basic conversation level skills in whichever language was being taught that term. In addition, classes 5, 6 and 7 also learned individual languages which we had to be able to read, write and understand music in as well as converse in more advanced ways.

From 11 through my teens, I taught myself Italian to near fluency, as well as BSL and Scottish Gaelic. I have varying levels of understanding in Russian, very minimal French and Japanese, and conversational German.

(If you're interested in how I learned these languages, check out this post I made and this article I wrote.)

I'm saying this so that you understand when I say: I KNOW HOW BILINGUAL CHARACTERS WORK.

So here's some suggestions on how to write bilingual characters realistically, arranged in no particular order.

We don't forget how to "switch back", so please fuck off with that concept. (Example: "Va bene," Kelsi said. "Huh?" Harry asked, and Kelsi laughed, embarrassed. "Sorry," she said. "I forget to switch back sometimes. "I meant; it's fine.") We don't do this.

HOWEVER, something close to this that we do do is forget which language we're speaking, and jump between two, usually fucking the grammar up as we go. (Example: "It's bene," Kelsi said, and Harry squinted at her. "Huh?" he asked. Kelsi looked at him, confused. "What?" she asked, and he fought a smile. "It's be-nay?" Harry repeated, and Kelsi stared at him before grimacing as she muttered under her breath. "It's fine," she said, louder. "I meant to say it's fine.") This is more realistic than us "forgetting to switch back".

Another thing that can look like us forgetting to switch back is when we get upset and the language part of our brain just. Nopes tf out. (Example: xxxx) [THIS EXAMPLE WAS TAKEN FROM MY BOOK!!! THAT I PUBLISHED!!!! ONLY 1 CHARACTER HAS ENGLISH AS HER FIRST LANGUAGE!!!!! ALL THE OTHERS ARE BILINGUAL AND GAY!!!!]

We forget basic words for shit, and only remember them in other languages. (Example: "- tie your... thing," Henry said, faltering, and Jess raised her eyebrows at him. "My... thing," she repeated, and Henry gestured vaguely to her shoes. "Your thing. The..." He muttered under his breath. Jess only looked at him, not understanding. Exasperated, Henry gestured to her shoes again. "The string thing! In your shoes. The... the fingers. The finger strings. The... the shoe belts! The- just the thing!" Jess was grinning at him as she laughed quietly. "Do you mean my shoe laces?" she asked. Henry nodded, though he wasn't entirely convinced that was the right term, either, now that he was hearing it.)

From that, we usually forget the common term for something, but we'll remember the literal translation from another language, or the literal description of it. (Example: "hey do you have any... uhm... bee puke?" "WHAT?!" "I want to put it in my toast." "WHAT THE HELL IS BEE PUKE?!?! WHY WOULD YOU WANT THAT ON YOUR TOAST - WHY WOULD YOU WANT TO EAT IT?!?!?!!?" "Everyone eats it? It's super sweet. And golden, and drippy?" "It sounds disgusting." "HONEY. I MEANT HONEY! THAT'S THE NAME OF IT!")

Another version of this is saying the sound or action the thing does, rather than the name of the thing itself. (Example: "OMG your bark-bark is so cute!" "You... mean my dog?" "Isn't that what I said?")

This is all I can think of atm, but feel free to ask any questions about bilingual / polyglot characters!

#writing #writing resources #bilingual #writing stuff #creative writing #writing tips

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chiarainirland · 1 year ago

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Schule bis jetzt

Schule hier ist wie erwartet sehr anders.

Bis jetzt wurde jeden Tag wieder über die Lautsprecheranlage durchgesagt, dass alle nur im Unterricht zugelassen werden, die: die korrekte Schuluniform tragen, nicht EXTREM viel Make-up, keine Percings im Gesicht, die richtigen Socken und Schuhe, sowie nicht zu lange Nägel/Fakenägel. Erstaunlicherweise gibt es reichlich wenig Schülerinnen, die sich an diese Vorschriften halten und reichlich wenig Lehrer, die diese auch durchsetzen. Wie uns vorher sehr häufig gesagt wurde müssen wir uns unsrer Materialien selbst besorgen. Allerdings wusste ich persönlich nicht, wie unglaublich viele Schulbücher und Schreibbücher/-blöcke das beinhaltet. Allein für das Fach Business brauchen wir einen Schreibbuch, einen Schreibblock für die Hausaufgaben, ein seeeehr dickes Lehrbuch und ein Arbeitsheft.

An die Schuluniform habe ich mich relativ schnell gewöhnt und sogar daran, dass man hier bei selbst 10° Celsius morgens mit dem Rock, ohne irgendeine Leggins oder Strupfhose raus geht.

Morgens beginnt der Unterricht immer 8:45 Uhr und ca. 10 Minuten nach Unterrichtsbeginn, wird dieser schon wieder von der Schulleitung unterbrochen (im ganzen Haus) zur täglichen Ansage über die Schuluniform und zum täglich neuen „Gebet“. Das „Gebet“ ist mehr ein lebensweisender Kommentar vom amtierenden Papst Franziskus oder so.

Neben den in Deutschland bekannten Fächern, ist Irisch hier seit der ersten Klasse ein Pflichtfach (außer für Austauschschüler) und man kann neben den bekannten Fächern noch Buchhaltung oder Business wählen. Während die Schüler meines Jahrgangs Irisch haben, haben wir Austauschschüler ein extra Fach namens EAL. Das steht für English as an Additional Language. Dort haben wir Unterricht mit einer Lehrerin, die selber mal ein Schüleraustausch gemacht hat und dadurch ein wenig mehr Empathie als andere Lehrer. Wir lernen dort zum Beispiel das Schulgelände und die irische Kultur kennen, üben zu Sprechen und dabei auch mal Fehler zu machen und alles andere was wir noch wissen/lernen wollen.

Gestern (31.08.) haben wir, als gesamter Jahrgang (ca. 130 Schülerinnen) einen Ausflug in das Adventure Center Navan gemacht. Angesagt wurde das als „Bonding Day“ wo wir uns als Klasse alle besser kennenlernen, denn dieses Jahr wurden die Klassen neu zusammen gepackt.

Die Außerschulischenaktivitäten haben leider noch nicht gestartet.

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ingiltereaile · 6 months ago

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İngiltere'de Aile Birleşimi: Çocuklar İçin Vize ve Eğitim Olanakları

İngiltere, dünya çapında tanınan eğitim sistemi ve kültürel zenginliğiyle, birçok ailenin yeni bir yaşam kurmak için tercih ettiği ülkelerden biridir. Aile birleşimi yoluyla İngiltere'ye taşınmayı düşünen aileler için, çocukların vize durumu ve eğitim olanakları büyük önem taşır. Bu yazımızda, İngiltere'de aile birleşimi kapsamında çocuklar için vize süreçleri ve eğitim fırsatları hakkında detaylı bilgiler sunacağız.

Aile Birleşimi Vizesi: Çocuklar İçin Gereklilikler

İngiltere'ye aile birleşimi yoluyla gelmek isteyen çocuklar için vize süreci, ebeveynlerin durumuna bağlı olarak farklılık gösterebilir. Genel olarak, 18 yaşın altındaki çocuklar, ebeveynlerinin yanında İngiltere'ye gelmek için aile birleşimi vizesine başvurabilirler.

Vize başvurusu için gerekli belgeler şunları içerir:

Geçerli pasaport

Doğum belgesi

Ebeveynlerin İngiltere'deki yasal statüsünü gösteren belgeler

Finansal yeterlilik kanıtı

Uygun konaklama kanıtı

İngilizce dil yeterliliği belgesi (11 yaş ve üzeri çocuklar için)

Vize başvuru süreci genellikle birkaç hafta sürer, ancak karmaşık durumlarda bu süre uzayabilir. Başvuru sahiplerinin, vize kararı çıkmadan önce İngiltere'ye seyahat etmemeleri önemlidir.

İngiltere'de Çocuklar İçin Eğitim Sistemi

İngiltere'nin eğitim sistemi, dünya çapında saygın ve kaliteli olarak bilinir. Sistem, çocukların yaşlarına göre farklı aşamalara ayrılmıştır:

Erken Çocukluk Eğitimi (3-5 yaş)

İlkokul (5-11 yaş)

Ortaokul (11-16 yaş)

Lise (16-18 yaş)

İngiltere'de zorunlu eğitim 5-16 yaş arasındadır. 16 yaşından sonra öğrenciler, A-Level olarak bilinen lise eğitimine devam edebilir veya mesleki eğitim alabilirler.

Devlet Okulları ve Özel Okullar

İngiltere'de hem devlet okulları hem de özel okullar mevcuttur. Devlet okulları ücretsizdir ve yerel yönetimler tarafından finanse edilir. Özel okullar ise ücretlidir ve genellikle daha küçük sınıf mevcutları ve daha geniş müfredat seçenekleri sunar.

Aile birleşimi yoluyla İngiltere'ye gelen çocuklar, ebeveynlerinin ikamet durumuna bağlı olarak devlet okullarına ücretsiz olarak kaydolabilirler. Ancak, okulların kabul politikaları ve boş kontenjanları değişiklik gösterebilir.

İngilizce Dil Desteği

İngilizce ana dili olmayan çocuklar için birçok okul, EAL (English as an Additional Language) programları sunar. Bu programlar, çocukların İngilizce dil becerilerini geliştirmelerine ve müfredata daha kolay adapte olmalarına yardımcı olur.

Müfredat ve Sınavlar

İngiltere'deki okullar, Ulusal Müfredat'ı takip eder. Bu müfredat, temel dersler (İngilizce, Matematik, Fen Bilimleri) yanında sanat, tarih, coğrafya gibi konuları da içerir. Öğrenciler, eğitimlerinin farklı aşamalarında ulusal sınavlara girerler:

SATs (7 ve 11 yaşında)

GCSEs (16 yaşında)

A-Levels (18 yaşında)

Bu sınavlar, öğrencilerin akademik ilerlemesini ölçer ve yüksek öğrenim için önemli bir rol oynar.

Yüksek Öğrenim Fırsatları

İngiltere'deki üniversiteler, dünya çapında saygın kurumlardır. A-Level sonuçlarına göre öğrenciler, üniversite eğitimine devam edebilirler. Aile birleşimi yoluyla gelen ve İngiltere'de belirli bir süre ikamet eden öğrenciler, ev sahibi öğrenci statüsünde değerlendirilebilir ve daha uygun ücretlerle yüksek öğrenim görebilirler.

Uyum Süreci ve Destek

Yeni bir ülkeye taşınmak, çocuklar için zorlayıcı olabilir. İngiltere'deki okullar, genellikle yeni gelen öğrenciler için oryantasyon programları ve ek destek hizmetleri sunar. Ayrıca, birçok topluluk ve yardım kuruluşu, göçmen ailelere ve çocuklarına uyum sürecinde destek sağlar.

Ebeveynler için Öneriler

Çocuğunuzun eğitimi için erkenden planlama yapın.

Yerel eğitim otoriteleriyle iletişime geçin ve okul seçeneklerini araştırın.

Çocuğunuzun İngilizce dil becerilerini geliştirmesine yardımcı olun.

Okul etkinliklerine ve veli toplantılarına katılın.

Çocuğunuzun uyum sürecini yakından takip edin ve gerektiğinde profesyonel destek alın.

İngiltere'de aile birleşimi yoluyla yeni bir yaşam kurmak, çocuklar için hem heyecan verici hem de zorlayıcı bir deneyim olabilir. Doğru planlama ve hazırlıkla, çocuklar İngiltere'nin kaliteli eğitim sisteminden en iyi şekilde yararlanabilir ve parlak bir geleceğe adım atabilirler. Vize süreçleri ve eğitim seçenekleri hakkında detaylı bilgi edinmek, ailelerin bu geçiş sürecini daha sorunsuz yönetmelerine yardımcı olacaktır.

İngiltere'nin çok kültürlü yapısı ve kapsayıcı eğitim anlayışı, farklı ülkelerden gelen çocukların uyum sağlamasını kolaylaştırır. Ancak, her çocuğun bireysel ihtiyaçları olduğunu unutmamak ve gerektiğinde ek destek aramak önemlidir. Sonuç olarak, İngiltere'de aile birleşimi, çocuklara dünya standartlarında bir eğitim ve kültürel zenginlik sunan benzersiz bir fırsat olarak görülebilir.

@gunerkan

web tasarım

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riseconsultancy · 8 months ago

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MANITOBA — AT A GLANCE

The beautiful Canadian Province of Manitoba, located in central part of the country, is one of the three Prairie Provinces in the nation, and home to over 1,200,000 people. The largest city in the province is the capital, Winnipeg, with a population exceeding 730,000. The second largest city is Brandon, with a population of around 56,000. Manitoba has received increasing numbers of immigrants in recent years, and it has set goals of encouraging 10,000 immigrants to settle within its borders annually.

Manitoba Economy & Employment

Mining, manufacturing, agriculture these are one of the principle industries of the province even as traditionally, farming has been a major occupation for Manitobans. The rich farmlands in the Southern Manitoba produce wheat, barley, oats, sunflower, flax and canola crops, as well as dairy and livestock farms. From this agricultural base, a considerable food processing industry has emerged. Apart from this, Manitoba is home to considerable manufacturing, aerospace and transportation industries.

Winnipeg, the capital, has a sizable financial and insurance industry, as well as government administration and services. The unemployment rate in the province is presently 5.4% well below the Canadian average of 7.0%. The economy is expected to continue its recent growth. While this should provide robust job creation, the Government of Manitoba also provides different programmes to help immigrants settle and find jobs in the province. Among these are free English as an Additional Language (EAL) classes, job preparation programmes, etc.

Manitoba Standard of Living

Low cost of living is one of the most appealing aspects of the province and this enables one to enjoy a very comfortable life here. Housing, energy, insurance and post-secondary education in Manitoba are all among the least expensive in the country. With a lower share of income dedicated to these costs, the Manitobans have more money left over to spend on other things. One such example is a cottage/vacation home, as Manitobans have the highest rate of vacation home ownership in Canada.

The Manitobans are hooked on to Golf and play it a lot. Such a high craze for this sport cannot be found anywhere else in the nation. Manitoba has a mandatory minimum wage in Canada at 10.70 Canadian Dollars. The province also has the fourth-lowest marginal personal income tax rate in the country. Not to be underestimated, the friendly nature of the local people also contributes to the quality of life in the province.

A very special thing about the residents is that they are very generous and volunteer at a higher rate than any other Canadian province. They also give the highest proportion of their incomes to charity. This generosity helps to create supportive communities that can help new Canadians get off to a good start in the province.

Manitoba Residential Housing

Housing is not very expensive here and it’s a key draw factor about residing in the region. The province’s residential housing market is very competitive, and affordable housing is readily available. The average house price in Manitoba is 269,000 Canadian Dollars the fourth lowest average of any province in the country. The average percentage of household income taken up by ownership costs varies between 15–30%. Another benefit of the housing market is that without too much urban sprawl, one does not have to go too far outside the cities to find a good place to live. Winnipeg has the shortest average distance to commute to work of any Canadian city over 500,000 people, with an average under just six kilometres. Shorter commute means more time available to spend at home with family or taking part in other activities.

MANITOBA PROVINCIAL NOMINEE PROGRAMME

Much like other Canadian provinces and territories, Manitoba, too, has its own provincial nominee programme, called the Manitoba Provincial Nominee Programme (MPNP). It is basically an excellent administration managed immigration scheme that chooses those candidates for migration who manage to establish that they have both the capability and the desire to move and settle themselves, along with their families, in the province.

MPNP NOW REORGANIZED & IMPROVED

The province has recently made numerous important changes to its PNP. The formation of an in-demand occupations list, and a new corridor allied with the nation’s Express Entry system are just two of the main improvements made to the MPNP.

A component of an extensive rearrangement and restoration of the MPNP, the steps are in keeping with the province’s declared commitment to provide the new entrants with new and better trails to the prized Permanent Residence (PR) status in the province and the nation.

The improvements comprise the restructuring of three present and running immigration categories, namely, the MPNP-B Business Immigration Stream, Skilled Worker in Manitoba Stream, and Skilled Worker Overseas Stream and the making of a completely new International Education Stream.

A. BUSINESS INVESTOR STREAM (BIS)

Let’s start with the Business Investor Stream (BIS) first!

The improved Business Investor Stream (BIS) will substitute the current PNP-B business immigration category. The BIS will enable the Canadian province to sign-up and nominate those qualified foreign business investors and entrepreneurs, who are determined and possess the ability to either start or purchase businesses in the province, inside the first 24 months of landing in Canada with a Temporary Work Permit. As per the new arrangements, there won’t any longer be the requirement–on the part of the applicants–to present a deposit of 100,000 Canadian Dollars to the Manitoba Administration.

The BIS will give preference to those candidates who launch a venture/mission inside the first 12 months of their landing in the province, particularly those keen to set-up their venture/mission outside the capital, Winnipeg.

The key motive behind the improvements seems to be generating work opportunities for the residents. Perhaps this is why the changes would guarantee that every business nominee makes investments in the ventures/firms that produce employment opportunities for the province, and makes handy contributions to its economy.

The BIS will have two pathways:

Entrepreneur Pathway

Meant for the candidates, eager to kick-start a firm/venture in the province, the candidates under the scheme would receive a Temporary Work Permit, and in place of proffering a good-faith deposit of 100,000 Canadian Dollars, they would ink a business performance deal. This will be done to either buy a present enterprise in the province or come up with a fresh entity.

Not less than three years of full time work experience during the preceding 5 years, either as an active business owner or working in a senior management role of a successful business, is required. Business proprietors are given higher points, vis-à-vis high-ranking managers. To make the cut for points, it is mandatory that the business owners possess not less than 33.3 % proprietorship. The new terms & conditions are listed to become effective in the first quarter of the next year.

Investment Requirements

The bare minimum investment will be 250,000 Canadian Dollars for the ventures/firms located in the Manitoba Capital Region.

In case a venture/firm is based outside of the territorial limits of the Manitoba Capital Region, the bare minimum investment will be 150,000 Canadian Dollars.

Making Business Investment in an entitled firm/venture as described by the MPNP is also mandatory.

The planned firm/venture must either generate or continue not less than 1 job for either a local Canadian Citizen or a Permanent Resident in Manitoba (this does not include the proprietors of the firm/venture and/or their close family members).

Farm Investor Pathway

Meant for those planning to set-up and run a farm operation in the rural areas of the province, under the pathway, the applicants will firstly get a Temporary Work Permit. Not less than three years of farm business management or farm proprietorship and operation experience well supported by provable certificates/papers is required. They will get nomination for Permanent Residence (PR) when they successfully set-up a firm/venture, which fulfills the different terms & conditions of a Business Performance Agreement.

Investment Requirements

An investment of not less than 150,000 Canadian Dollars is required. You must also set-up a farming business in the rural areas of the province.

It is mandatory that the farm business investments are ineligible physical assets as described by the MPNP.

You need to have a farm business plan even as it’s a vital component of the petition.

Investments in a farm business run and managed mainly for the objects of getting either passive investment income or hypothetical objects are not qualified.

B. MANITOBA SKILLED WORKER IMMIGRATION STEREAM

It has two streams, namely, the Skilled Workers Overseas Stream, and the Skilled Workers in Manitoba Stream both of these run under the MPNP Expression of Interest (EoI) System. Under the same, qualified applicants complete some questions online only to get a total, on the basis of the answers they offer. Those who get the highest scores obtain invites to present a petition to the MPNP. There are not any restrictions on the figure of the aspirants who may present an EoI and no deadline.

Important: The eligibility requirements for the two classes continue to remain in effect as of now.

The Process

The (EOI) system of the province has a three-step process.

Number 1: Probable applicants make an EoI in moving to Manitoba via answering a chain of questions and making a profile online. The profiles of eligible applicants are assigned a total on the basis of the answers given only to be put in the Pool for Manitoba EOI with other qualified aspirants. Applicants are given a position on the basis of the unique MPNP Ranking Points system and proffered a total out of a maximum of 1,000 points up-for-grabs.

Number 2: Those who get the highest scores can be sent an invite to apply to the programme. When a person is drawn from the EOI pool, he or she gets a Letter of Advice to Apply (LAA). Post getting a LAA, applicants will have just 60 days left to present a complete and correct petition to Manitoba.

Number 3: Post receiving a nomination from Manitoba, a person presents his or her complete paperwork to the Immigration, Refugees and Citizenship Canada (IRCC) and submits an application for Permanent Residence in the country.

SKILLED WORKERS OVERSEAS STREAM

A key change is the launch of a new in-demand occupations list that will be utilized to prioritize the EOI, for the object of sending invites to the petitions, from the new Skilled Worker Overseas category. What is an EOI? In order to submit an application to the Manitoba Provincial Nominee Programme for Business (MPNP- B), it is required that a potential applicant puts forward an EOI and gets a counsel from the MPNP-B to submit an application. While an EOI is not an application, there are no charges whatsoever for the submission of an EOI. An EOI specifies that you are keen to be mulled over for a Nomination Application to the MPNP-B.

Under the new arrangement, it will be further divided into two corridors, namely, the Manitoba Express Entry Pathway, and the Human Capital Pathway.

Manitoba Express Entry Pathway

This pathway may start entertaining petitions in January 2018. Those who may have the necessary qualifications under a MPNP category, and who also fulfill the different requirements for Express Entry, and have a dynamic Express Entry profile can apply under it. In all likelihood, the first draw to be carried-out, via the pathway would occur somewhere in the beginning of next year, 2018.

The applicants for Express Entry who obtain a provincial nomination, via an Express Entry-aligned stream, also called an enhanced nomination or stream could get 600 extra Comprehensive Ranking System (CRS) points. An Invitation to Apply (ITA) for the prized PR at a federal Express Entry draw may also come their way.

Human Capital Pathway

It is basically tailored for the international skilled worker candidates who have the necessary abilities and training as necessitated by the In-demand Occupations list, and who illustrate a good possibility for setting themselves up in their chosen vocations as soon as possible, post landing in the province. Besides other requirements, family links or previous post-secondary or employment experience in the province, during the preceding 5 years, are required to make the cut for the class.

SKILLED WORKERS IN MANITOBA STREAM

Under the class, petitions are admitted from the skilled temporary overseas manpower and international student graduates who are presently doing a job in the province and have a permanent work with their Manitoba recruiter /firm. Unlike the other links to the province in the MPNP, Skilled Workers in Manitoba are not subject to a points-based evaluation to decide their eligibility or otherwise. It is mandatory that the applicants fulfill the minimum requirements to be entered into the pool for EoI where they will be given a position on the basis of many factors.

Under the latest arrangement, the Skilled Workers in Manitoba Stream will also be subdivided into two pathways, namely, the Manitoba Work Experience Pathway, and Employer Direct Recruitment Pathway.

Manitoba Work Experience Pathway

It is meant for those presently working in the province armed with temporary work permits, and whose jobs do not find mention on the In-demand Occupations list. The candidates could be International Students who are out-of-province graduates, and the International Students who are Manitoba graduates involved with jobs not mentioned on the province’s published in-demand occupations list.

Requirements

It is mandatory that the candidates validate both the capacity and determination to live in the province. It is also required that the candidates is living and/or working in the province at the time of petition. Having a long-term, permanent employment offer that fulfills the province’s employment & salary standards for the profession is also required. It is also necessary that the applicant’s recruiter has a duly listed money-making firm/venture that has been running in the province for not less than three years immediately preceding the petition.

Other requirements include the candidate’s working conditions being at part with those of Canadian Citizens/Permanent Residents of the nation and his position being not home-based, freelance, provisional, seasonal, or commission-based.

Employer Direct Recruitment Pathway

It is meant for the international candidates having employment offers from the pre-sanctioned recruiters/job-providers of the province. A Manitoba Provincial Nominee Program (MPNP) agent and a qualified recruiter will take the interviews of the candidates outside of Canada even while those, who make the grade, will get an ITA, via the Manitoba Provincial Nominee Program (MPNP).

Requirements

It is compulsory that every aspirant fulfills the different eligibility conditions for the Manitoba Provincial Nominee Program (MPNP).

Not less than 3 years during the past 5 years of employment experience pertinent to the profession being recruited, or other pertinent experience acknowledged by the recruiter; OR applicable experience accepted by the recruiter in case more than 3 years. Long-term, full-time job offer that meets the province’s employment & salary standards for the occupation is also what the visa pathway seeks from the candidates.

It is also required that the recruiter has a registered money-making firm/venture that has been running in the province for not less than 3 years immediately preceding the petition. It is necessary that the candidate’s working conditions are consistent to those of Canadian Citizens/Permanent Residents of the nation. Besides, his position must not be any of these, namely, home-based, freelance, temporary, seasonal, or commission-based.

C. INTERNATIONAL EDUCATION STREAM

It’s duly tailored to offer quicker pathways to provincial nomination to those international students who graduate in the province, and whose abilities meet the specific requirements of the region’s recruiters/job-providers.

To become effective in April 2018, the new class will have the graduates in Science, Technology, Engineering and Mathematics (STEM) schemes who are concluding their internships that well support business innovation in their chosen domains of study on the radar. The USP of the programme: under it, the various international student graduates from the different establishments of the province who have discovered a long-term employment opportunity in an in-demand line-of-work won’t anymore have to do a job, for a period of six months, prior to they submit an application for the MPNP.

MANITOBA PROVINCIAL NOMINEE PROGRAMME (MPNP) — HOW FOX INTERNATIONAL CAN HELP!

Fox International Immigration can help & guide you make the grade under the Manitoba Provincial Nominee Programme. This well-known and highly trusted visa consultancy enjoys high respect and repute in the immigration industry even while you can rest assured that we deliver what we make a pledge for. We strongly believe in raw honestly and commitment to the cause of our esteemed clients even while our actions are driven by this philosophy.

Right from Pre-evaluation to Post-Landing Help & Support we will be with you at each and every step of the process.

Pre-evaluation — Each and every permit process requires you to fulfill the given eligibility prerequisites even as these typically cover your age, educational skills, financial status, experience & related background facts/data. Our visa experts thoroughly examine your profile against the given selection conditions of your preferred immigration hotspot. This pre-evaluation/profile assessment is done without any charge.

Manitoba PNP-B Consultation — Our highly experienced and well qualified visa professionals engage their clients directly, to positively address their particular requirements. Hence, there is no fixed, and fit-all, approach to every visa & immigration case. Post a systematic examination of your specific situation & circumstance, customized solutions, that will increase the possibility of acceptance from the EOI pool, are recommended.

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linguistlist-blog · 9 months ago

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TOC: Language Teaching for Young Learners Vol. 6, No. 1 (2024)

2024. iii, 126 pp. Table of Contents Editorial Rod Ellis pp. 1–4 ORIGINAL RESEARCH ARTICLES Setting research priorities for English as an Additional Language: What do research users want from EAL research? Hamish Chalmers, Faidra Faitaki & Victoria A. Murphy pp. 5–31 Engagement in oral production: The impact of a coursebook innovation Le Hong Phuong Thao & John Macalister pp. 32–59 Surveying L2 Shakespeare studies in Canadian secondary schools: Developing a framework for continuing resear http://dlvr.it/T5pbqM

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northeastjobs · 10 months ago

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EAL Support Assistant

Were looking to recruit an EAL Support Assistant to support our pupils learning of English as an additional language Youll be able to tailor support to meet individual pupil needs, and assess their progress Contract Type: Permanent | Working Pattern: Part time - term time plus specified days | Salary: N4 £24,294 - £25,119 per annum (Actual salary £18,323 - £18,946 per annum) | Advert End Date: 21/04/2024 23:59 | http://dlvr.it/T4htW0

#NEJobs #PublicSector

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tjeromebaker · 11 months ago

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Teaching English Language Learners Worldwide: Theory & Practical Guide EAL ELL ESL EFL

It is estimated that over 1 billion people are currently learning English world wide. According to the British Council, as of the year 2,000 there were 750 million English as a Foreign language speakers. In addition, there were 375 million English as a Second Language speakers. The difference between the two groups amounts to English as a Foreign Language speakers using English occasionally for…

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#. English Language Learners #CLIL #EAL ELL ESL EFL #English #Englishes #immersion #lingua franca #teaching #World English

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my-efl-blog · 1 year ago

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A Glossary for TESOL Terms

EFL? SLA? TESOL? ACTFL? L1? C1? OMGWTFBBQ???

TESOL (Teaching English to Speakers of Other Languages) is a field that is absolutely full of impenetrable jargon. Sometimes the jargon is so bad that common acronyms can mean different things across various sub-fields or at different points in time. Terms also come in and out of vogue, as per usual with fields connected to activism and minority groups – when the groups you are discussing, such as immigrants, are denigrated, then descriptive terms can become pejoratives, so new terms are created, and then those too become pejorative, and on and on until the group is no longer seen in that negative light, so that new terms aren’t tainted by association. Be prepared to encounter many terms in this list for the same groups of people, especially for people learning English in English-majority contexts.

This is not a dictionary; I am not a lexicographer. These descriptions will have pretty overt biases (for example, I hate the euphemistic implications of the new MLL (Multilingual Learner) phrasing). Disagree? Drop me an ask, submit a diatribe, or otherwise HMU (Hit Me Up).

General Categories:

Words for Learners

Bilingual – A person who speaks two languages, or a person who speaks more than one language. Doesn’t specify proficiency, though can sometimes imply that both languages were acquired in early childhood (sometimes “simultaneous bilingual”). Suffers from the same fight as “bisexual” re: bi- meaning specifically two or simply more than one.

EAL – English as an Additional Language. This phrase is often used for professionals who use English for specific purposes (ESP) related to their work, but do not use it in other contexts. I’ve often encountered it referring to academics who publish in English but do not use English outside of academia.

EB – Emergent Bilinguals. This phrasing is growing in popularity (according to my cursory Corpus research). It has the same issues as “Bilingual” above, with the added benefit that if a student is already bilingual before beginning to learn English, they aren’t Emergent Bilinguals, they’re just bilinguals who are now learning English. Also: the majority of students in the US take a second language course before they graduate. Are they emergent bilinguals? Why not? They are learning a new language. This euphemistic labeling obscures the services and support that students need. (My stances on disability advocacy may be bleeding over here.)

EL – English Learner OR English Language. Older term, and the ambiguity out of context doesn’t help.

ELL – English Language Learner. A person who is learning English. Sometimes problematic for second-language speakers who are past the “learner” stage.

ENL – English as a New Language. Some learners who do not progress rapidly in their English Language development still require support, even though English is no longer “new”. Has fallen out of favor.

L1 – First language. Usually the language or languages learned at home during early childhood (i.e., before 4 years old).

L2 – Second language, any language learned after the L1. When unspecified, and in a learning context, is somewhat synonymous with “Target Language”.

MLL – Multilingual Learner. Like EB above, this phrasing is inherently ambiguous and obscures the needs of language learners. A student whose home language is English and who has studied Chinese and is having trouble in Chemistry is a multilingual learner – does she receive support and resources for MLLs? It at least gets rid of the “bi means two” element.

Monolingual – someone who only speaks one language. Proficiency is assumed to be advanced or “native-like”, though this is a somewhat ableist supposition.

Multilingual – someone who speaks more than one language. Does not specify proficiency levels or literacy in the languages.

NNS – Non-Native Speaker. This phrasing fell out of favor in the 90s and early 2000s.

NS – Native Speaker. This phrasing fell out of favor in the 90s and early 2000s. Modern approaches to English such as ELF and WE (below) try to de-center “native” proficiency in English as the pinnacle of language use.

Words for Teachers

CELTA – A Cambridge English certificate for teaching ESL. The acronym used to stand for “Certificate in English Language Teaching to Adults” and now “stands for” “Cambridge English Level 5 Certificate In Teaching English to Speakers of Other Languages”, which very much does not start with the letters CELTA. This is a well-regarded certificate program, which in many EFL contexts provides the same qualification as a master’s degree in terms of teaching placements.

COP, CofP – Community of Practice. CofP is the preferred term in sociolinguistics research, COP in teaching. (Not associated with the police, ACAB, etc.) A group of professionals in the same field and context that can work together in PD and generally support each other with specific problems in practice.

EAP – English for Academic Purposes. Courses or lessons in the use of Academic English. I currently work in an EAP Program at a university that prepares students for the academic requirements of an American university. The acronym is also used in K-12 contexts for lessons on academic speech and writing.

EFL – English as a Foreign Language. English taught in places where the main language outside of the classroom isn’t English. This means that students don’t always get exposure to English in their daily life, but it also means that their proficiency in English will not jeopardize their safety. This is the kind of English teaching I prefer – my students may or may not have a pressing need to learn English quickly, but their ability to survive daily life is not resting upon my shoulders. There’s more room for language play and low-stakes exploration.

ESL – English as a Second Language. In context, this means English learning in places were English is the main language outside of the classroom. ESL students get exposure to English all day every day, and they need to be able to survive, find a job, secure housing, etc.

ESP – English for Specific Purposes. English language courses that focus on specific content areas. Can be broad (e.g., EAP is a form of ESP) or narrow (English for textile manufacturing). Niche markets can allow ESP instructors to charge extra money for their expertise; ESP is also enjoyable for teachers who like to learn about and study different content areas.

Four Skills – Reading, Writing, Speaking, Listening. Long ago, the four nations lived together in harmony . . . The main skills that are taught in language classrooms (along with grammar, vocabulary, and functional language). There are two oral skills (Listening, Speaking) and two written skills (Reading, Writing). There are also two Receptive skills (Listening, Reading) and two Productive skills (Writing, Speaking).

Home Language – The language or languages that are spoken in the home or by the parents or guardians of a person when they are/were young. This phrasing has replaced “native language” in a lot of contexts. Even in EFL, it’s useful to distinguish between a home language and a local language, as there may be many languages spoken in any given community.

IEP – Intensive English Program OR Individualized Education Plan. An Intensive English Program condenses the multi-year language-learning journey into a much shorter timespan by requiring many hours per week of in-depth language study. The EAP Program I teach in is an IEP. In US K-12 contexts, an Individualized Learning Plan is used for students who have support needs beyond those of the average learner in a classroom – ELLs and students with disabilities are two common groups of students with IEPs.

K-12 – USAmerican term for kindergarten (5-6 years old) through the final year of schooling (12th grade, usually 17-18 years old). I believe that all children in the US are guaranteed access to free, public K-12 schooling, though I may be incorrect on that. K-12 context refers to school-age learners. Some school systems offer Pre-K (preschool or Head Start) and are labeled Pre-K-12.

MA – Master of Arts, a university degree usually obtained after a bachelor’s degree and either in place of, concurrently with, or before a PhD.

PD – Professional Development. Workshops, Reading Circles, Communities of Practice, and other ways to continue learning about the field while working. I’m the kind of nerd that absolutely fucking loves PD events. Shocking, I know.

SLO – Student Learning Outcomes. What the students should be able to do by the end of the course. These should guide curriculum, syllabus design, and lesson planning.

TA – Teacher’s Assistant. Helps a teacher or professor in the classroom.

TEFL – Teaching English as a Foreign Language. My first teaching certificate was a TEFL Certificate. It’s also the term for the field of Teaching EFL in general.

TESOL (1) – Teaching English to Speakers of Other Languages. The field of English Language Teaching (as opposed to English Language Arts or English Literature). TESOL (the organization, below) offers a Certificate under this name.

TL – Target Language. Can be used for the language as a whole (when I’m teaching, the TL is English; when I’m using Duolingo, the TL is Chinese) (I absolutely just pulled out Duolingo to extend my streak)), or can be used for the specific language item you’re currently teaching (in a grammar lesson, the TL may be something like “irregular past”).

Words for Organizations or other Groups

AAAL – American Association for Applied Linguistics. An organization that puts on a yearly conference about Applied Linguistics. (See my presentation on the conference for more information.)

ACTFL (1) – American Council on the Teaching of Foreign Languages, though they don’t really use that acronym anymore. The organization focuses on teaching non-English second languages in the US, so they as a whole are less relevant to TESOL, but 1) as an EFL teacher, they technically teach in the same context as I did/will, and 2) their proficiency guidelines are very useful, with much more transparent naming conventions and descriptors than the other systems like CEFR or WIDA.

IATEFL – International Association of Teachers of English as a Foreign Language, a large European organization that holds an annual conference. The organization is old and well-respected in the field.

TESOL (2) – TESOL International Organization, which no longer uses the acronym Teaching English to Speakers of Other Languages. The biggest organization in the field, they hold an annual in-person conference and publish two major academic journals, TESOL Quarterly and TESOL Journal. (See my presentation on them for more information)

Words used in Research

AntConc – A computer program made by Lawrence Anthony, which aids in Corpus Linguistics research using user-generated corpora.

APA – American Psychological Association. Their Style Guide is used for citation by most publications in the fields of TESOL, Applied Linguistics, and SLA.

Applied Linguistics: The area of linguistics focused on language learning and language teaching. Very related to Second Language Acquisition, in the same way that Sociolinguistics and Linguistic Anthropology are very related but technically still distinct.

CALL: Computer-Assisted Language Learning. Any language learning programs done over computer, including, for example, distance learning over Zoom, vocabulary learning with Quizlet, or learning a language on Duolingo.

Corpus Linguistics – A field of linguistics that studies large data sets to find statistical information about linguistic phenomena. Prior to the computer era, it was difficult to describe how language was used beyond the instincts of speakers. Corpus linguistics allows researchers to find information about naturalistic language use.

DI – Differentiated Instruction. Teachers can change the kinds of instruction that students received, based on their needs, interests, goals, etc.

ELF – English as a Lingua Franca. A theoretical framework that sees English as the common language of certain international fields, such as aviation and research publication. ELF research highlights the fact that much of the English spoken today is between groups of people who do not use English in their daily lives but need a shared language in order to communicate.

Indo-European – A family of languages that includes most of the languages of Europe and Northern India. These languages share a common ancestor and tend to share cognates.

LLM – Large Language Model. Generative AI chat programs such as ChatGPT use large corpora in order to statistically predict (with great accuracy) an acceptable subsequent word in a string. These LLMs are frequently anthropomorphized as having sapient, human-like capabilities of reason, knowledge, and evaluative or analytical abilities. Do not be fooled. They are advanced predictive text or autofill.

SLA – Second Language Acquisition. This is the field of study focused on learning a language after early childhood.

SLW – Second Language Writing. The specific field of teaching productive literary practices to, or studying the work of, people who learned a language after early childhood.

UG – Universal Grammar. A bogus theory by Noam Chomsky that in linguistics has been thoroughly debunked for decades now. Realizing that SLA still believes in UG was like being in undergrad Gender Studies classes and realizing that people were still using Freud and Jung. It’s horrifying.

WE – World Englishes. (Note the plural). A framework that conceives of English as being a world language with many local variants. The praxis of the theory focuses on decentering the “Inner Circle” Englishes from the US, UK, Australia, etc. and thoughtfully studying the Englishes in Outer and Expanding Circle countries.

Xenolinguistics – The (currently hypothetical) field of linguistics that studies non-human non-Terran languages. As we have not yet had a first-contact incident with sentient extraterrestrial life, this field mostly looks at questioning the underlying suppositions of what language fundamentally is – which concepts of language are inherent to communication and which are anthropocentric? Xenolinguistic ideas can inform conlang (constructed language) creation – sci fi and fantasy languages such as Sindarin, Dothraki, Klingon, and Na’vi need not be bound by modern human limitations.

Frameworks, Standards, and Associated Terminology

ACTFL (2) – ACTFL Proficiency Guidelines have 11 levels. The lower 9 levels are divided into sub-levels of “low”, “mid”, and “high”, while the last two are not divided. The first three levels are “novice” – novice-low, novice-mid, and novice-high. The next three are “intermediate” – intermediate-low, intermediate-mid, and intermediate-high. The next three are “advanced” – advanced-low, advanced-mid, and advanced-high. The highest two levels are Superior and Distinguished. The system assesses the four skills and focuses on communicative competence. My favorite part about this system is how transparent the level descriptors are – even lay people can get a good idea of someone’s language proficiency if they hear “intermediate-low”, for example.

CEFR (A1, A2, B1, B2, C1, C2) – Common European Frameworks of Reference. These are the language proficiency levels created by the Council of Europe and used by the EU. This proficiency framework is the most well-known internationally, even outside of Europe. The terminology is a bit more opaque than the ACTFL’s, but the descriptions of the proficiency standards are much more detailed. The higher levels require not only communicative competence but also advanced critical thinking skills and translation abilities, locking some L1 language-users out of the highest CEFR levels.

CLIL – Content and Language Integrated Learning. The European system of teaching grade-level content to L2 learners.

CLT – Communicative Language Teaching. The current favored language teaching methodology across most of the world. CLT highlights that language is a tool to achieve the goal of communication, and as such focuses on using form to share meaning instead of focusing on specific grammar forms or memorized vocabulary out of context.

IELTS – International English Language Testing System. An English-Language proficiency test from the British Council and Cambridge. This test is very popular internationally, especially as it is one of the only proficiency tests accepted by immigration authorities in the UK, Australia, and Canada (which have language proficiency standards for getting work and student visas??? I’m American, so having a language requirement for immigration is literally foreign to me.)

SIOP – Sheltered Instruction Observation Protocol. A methodology for teaching grade-level content to language learners that emphasizes content comprehension alongside language development. The full SIOP program is very intense and full of a million rules, but sheltered instruction as a general term refers to the content and language dual focus (similar to CLIL, above).

TELPAS – Texas English Language Proficiency Assessment System. This is the Texan version of WIDA (below). It is an assessment for all students in Texas whose families have a home language other than English, and is the foundation of their EB programs in the state.

TOEFL – Test of English as a Foreign Language. This is a US language proficiency test for international students who want to study in US universities. It is also accepted in the US and abroad for some other uses, such as job applications or, again, visas to countries that require English language proficiency.

WIDA – the WIDA Consortium (previously World-Class Instructional Design and Assessment) is a group that creates and maintains language proficiency standards for the majority of US states and many other countries and regions. It is primarily K-12 and content-area focused. It promotes the term multilingual learner, which is a mark against it IMO.

Misc Other Terms

[Language] Center (English Center, Spanish Center) – A language center is an educational facility that focuses only on the teaching of one language. Students can range in age from pre-kindergarten to adults, though some language centers focus on specific demographics. A famous international English Center company is Wall Street English, which has locations all over the world and focuses on classes for adult professional EAL speakers.

ACAB – All Cops Are Bastards.

ASL – American Sign Language

IMO – in my opinion.

LESCO – Lengua de Signos Costarricense = Costa Rican Sign Language

OMGWTFBBQ – an old internet saying from a time before “social media”, used to highlight the plethora of acronyms that exploded in the late nineties and early aughts.

#linguistics #portfolio #showcase #practice #tesol

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