Another critic notes, "The family model depicted in 'Hope Leslie' is extended rather than nuclear. Inspired by Mary Jemison's and Eunice Williams's captivity experiences (Jemison narrative appeared in 1823, and Williams was a distant relative of Sedgwick's), the novel is also a thinly veiled critique of Puritan ethnocentrism and patriarchy" (Pazicky 114)
One biographer notes, "She wrote three more novels and over 100 stories in which she challenged the social and political mores of the country. She advocated reforms in tenement conditions, the end of dueling, and religious toleration" (Richards 332)
In it, she illustrates early Puritan attitudes toward religion, the family, and the Native Americans, while telling the romantic tale of Faith, Hope, and Magawisca. One critic notes, "Critics universally proclaimed it an American masterpiece, and Sedgwick secured national and international fame" (Saulsbury 353) after the publication of this historical romance novel
Sedgwick writes, "The Indian stranger was tall for her years, which did not exceed fifteen. Her form was slender, flexible, and graceful; and there was a freedom and loftiness in her movement which, though tempered with modesty, expressed a consciousness of high birth" (Sedgwick 1-39-40)
They are both women in love, and women in torment. As another critic of the novel notes, "Hope Leslie challenges historical, religious, and literary authority while exploring the intersections of Native American and Euroamerican cultures and promoting an heroic, mediatory role and rhetoric for women" (Vasquez 173)
Data analysis procedures. The use of both qualitative and quantitative data analysis procedures helps to improve the trustworthiness of research findings (Owen & Demb, 2004)
Census Bureau 1990) Acculturation has associated stress which effects the psychological and academic functioning of the student and is generally not effectively addressed by school personnel. (Liu, 1995) I
(Teachers will see most Asian students are dedicated and will do well if the academic environment is encouraging.) The individual's level of acculturation must be considered and that variable applied in options of treatment (Sue 1981)
S. are becoming more adept to the needs of a diverse classroom and significant improvements are seen in the areas of cultural competence: the ability to provide services effectively to people of all cultures, races, ethnic backgrounds, and religions in a way that recognizes, values, affirms, and respects the worth of individuals and protects and preserves their dignity (Philips 1996)
are sold in Asian countries. In fact, in a June 2004 article (Virgin), the Seattle Post-Intelligencer states: Japan is not just Akira Kurosawa movies, tea ceremonies, Noh Theater and clean, nature-inspired design
S. are becoming more adept to the needs of a diverse classroom and significant improvements are seen in the areas of cultural competence: the ability to provide services effectively to people of all cultures, races, ethnic backgrounds, and religions in a way that recognizes, values, affirms, and respects the worth of individuals and protects and preserves their dignity (Philips 1996)
¶ … teachers address English as a second language must be considered. Traditionally, teachers of English as a second language (ESL) have used grammar exercises in an effort to teach children how to speak, read, and understand English (Adesope, et al
They will also generally see more success as teachers, allowing them to help more students and have greater opportunities. The teacher should be very direct when giving feedback or making a correction, but he or she should also focus only one error when feedback is given (Allison & Rehm, 2011; Iwai, 2011)
A clear understanding of the differences in grammar is important, but it is not the right way to approach the issue of a second language from the beginning. Too much pressure on grammar right away makes students unresponsive, clearly showing that teachers need a different type of focus (Foote, Holtby, & Derwing, 2011)
Instead, the teachers themselves and how they are going to handle teaching students is the issue at hand. While it is true that this also directly relates to the value the learners receive, it is significant to note that teachers who do not have effective strategies for teaching ESL harm not only the learners, but themselves as well (Haley & Austin, 2013)
, 2011). This does not affect just English classes, as a student who needs to communicate properly in English in other classes through verbal expression and/or reading and understanding the material will not be able to do that effectively if he or she has not learned ESL properly (Hinkel, 2013; Oxford, 2013)
, 2011). This does not affect just English classes, as a student who needs to communicate properly in English in other classes through verbal expression and/or reading and understanding the material will not be able to do that effectively if he or she has not learned ESL properly (Hinkel, 2013; Oxford, 2013)
, 2011). Studies that focus on ESL issues have indicated that the Communicative Approach is a much better choice for both teachers and students, and is the best strategy that teachers can and should use in order to make sure they are able to teach students what they need to know (Iwai, 2011; Kumaravadivelu, 2012)
It is also possible for a teacher to ask a student if they meant a particular word or phrase, when they actually said something else. When done in a matter-of-fact manner, these kinds of questions help the teacher correct any problems the students may be having, so those problems do not become worse (Kumaravadivelu, 2012)
The writing of it, with correct spelling, grammar, and punctuation, can come at a later date. A teacher cannot expect a student to be able to write comprehensibly in a language that he or she cannot speak reasonably, however, so a focus on oral assessment is the most important part of the testing process for ESL teachers (Mukoroli, 2011; Oxford, 2013)