By: Kimberly Lucas

  I tutored Kyle in English  Place: University of West Georgia Library  Description: Kyle is a business student from China; he is 21 or 22 years old. We met at the Library and discuss the differences between China and USA. Description

  Assimilation  Accomodation  Language barrier (helped by technology) Theories

  Assimilation – new experience is fitted into existing scheme (he already knew how to speak English, I gave him new vocab to fit into the existing schema – he knew what unplesent meant, I was able to teach him what “sucks” meant. And other slang  Accomodation – he knew a nothing about baseball and I was able to teach him, and we went to a game Project Findings and Relevance

  Help me to see the easiest way to teach  Make students assimilate schemas  Keeps them interested, but adds learning Pedagogical Implications

  Chai, May-lee. China AZ: Everything You Need to Know to Understand Chinese Customs and Culture. New York: Penguin Group, Print.  De Mente, Boye Lafayette. The Chinese Mind: Understanding Traditional Chinese Beliefs and their Influence on Contemporary Culture. North Clarendon: Tuttle Publishing, Print.  Fisher, Douglas, Nancy Frey, and Diane Lapp. "Building and Activating Students Background Knowledge: Its what they Already Know that Counts." Middle School Journal 43.3 (2012): ProQuest Education Journals; ProQuest Research Library. Web. 30 Mar Web.  Snowman, Jack and Rick McCown. Psychology Applied to Teaching. 13th ed. Canada: Wadsworth Cengage Learning, Print.  Syrja, Rachel. How to Reach and Teach English Language Learners. San Francisco: Jossey-Bass, Print. References