Search results for 'tag:Numbers tag:Language schools' matching tags 'Numbers' and 'Language schools'

College Motivation Letter... MountainHiker, you still on here?

Anonymous — Tue, 13 May 2008 22:33:51 GMT

Hi all! I have written this to the best of my ability. I'm pretty secure about the language part, as I'm bilingual, but it's the culture part that I want to check works. Some stuff I need to put in there, like the reason for the GPA - it's part letter, part appeal. But, this is my question, does it come off as too smarmy, too corny, too vague, disorganized, paragraphs need switching around? I just really liked what Hiker said to some other people n here - I have tried to follow the question checklists s/he posted "(Introduction (very quick points) 1a) Who you are 1b) What you want to do 1c) Why do you want to do it 1d) What do you want from them 2) Detailed background 2a) Expand on who you are 3) Detailed background 3a) Expand on what you want to do and why you want to do it 4) Summary 4a) Summarize what you have told them 4b) Thank them for considering your application" and the list for another poster "1) You have a Communication Science degree 2) You want to obtain a Masters Degree in European Comparative Public Policy 3) You want to study at University of Essex 4) You have a passion for European Comparative Public Policy 5) You want to do what or influence what once you are done?" This is an online... ookay, off to edit *edits* *returns* ...online college offering a Liberal Arts MA. Fort Hays State University. And this is my letter: As an immigrant from Egypt with a BA in English literature, including comparative and cultural studies, a background in consciousness-raising work and gender activism, and a lifelong dream of a career conveying these concepts to others and inspiring them to make a difference, I respectfully seek acceptance at your Master of Arts in Liberal Studies program. Culture, critical thinking, history, and social analysis have been the most important fields of study (formal and otherwise) in my life for as long as I can remember. My mission since graduation has been to analyze and question accepted ways of doing things, including sexuality, the monolithic nature of official discourse, and the mainstreaming of the Arabic language and Islam while eroding indigenous tongues and other religions in my native Egypt. As an aficionado of historical narrative, especially that of my native region, the Middle East, and a keen observer of the unseen social currents of religious and gender politics, and cultural norms, mores and values, I have devoted myself to exploring what lies beneath the surface and is visible through the 'iceberg' model of culture. To this end, I have read over 150 books on history, culture, religion, politics and sexuality, among others, mostly about Arab culture. I already am teaching Middle Eastern culture and history at a small language school. The reaction I have received has made me eager to become qualified for a better teaching position in the field of culture/comparative studies. There is so much work to be done in this area to make people truly aware! However, I sense that before being qualified to do this, I am in need of a more thorough academic grounding in epistemology, anthropology and the science of critical thinking skills, as well as in the broader areas of culture and human knowledge, including cross-disciplinary studies and research on cultures outside the mainstream. I am confident that these fields are jut what I need to formalize the learning imparted by my sometimes tumultuous social-political personal experience. While the English Department of Cairo University, where I earned my BA, was a liberal oasis (my majors included Comparative Literature, Civilization and feminist criticism), I later found many of my fellow-Arabs were resistant to a liberal outlook. At that time, the newspapers were abuzz with news of the 'Satanist cult': trumped-up charges (later dismissed by judges as a total fabrication) brought by powerful police officials against American University boys and girls, arrested for wearing black and listening to heavy metal, tortured into confessing crimes they never committed. I became more and more frustrated as people kept telling me, "The newspapers say it; it must be true." For these people, the appearance of difference, and condemnation by the mainstream media, was enough to condemn these unfortunate young people whose only crime had been to assert some individuality and deviate from social norms. The issue became even more complicated and interesting when a number of Europeans I worked with, in a well-intentioned quest for 'cultural sensitivity', ended up with a prescriptive and restrictive definition of Middle Eastern culture: "No, no, boys shouldn't take Home Economics classes. We understand your culture." I preferred to view norms, mores, and values as separate entities and not succumb to the Orientalist view that, lumped together, unchanging and unchangeable, they constituted a monolithic 'culture'. Some of the other questions I asked myself were: What is collective memory? Can one find a descriptive, rather than prescriptive, model of culture? How far does respect for difference erode the rights of the dissenting individual in a collective culture? These are questions whose answers I hope to seek in your program. In 2001, my interest in sexual/religious difference took on a more overtly political nature with the Queen Boat case, where 52 gay men were arrested on trumped-up charges of, yes, Satanism. Unable to stand it any longer, I started a campaign to pressure legal organizations to give them representation in court ("But they're fags! Why represent them?") and alert international human rights organizations to the issue. This had some success; however, it became clear that I was next in line for arrest, and finally I sought political asylum in the U.S. Since coming here, I have studied cinema (earning an associate degree with a 3.8 GPA) made a film on the subject, and am currently preparing a documentary on the veil. In addition to your academic program, which seems to offer a roadmap to the answers for many of my questions, your university is ideal for me in that you offer a course to be taken completely online. This is beyond convenient for me, as I am busy with work and have found that commuting time cuts into my study hours; I would also find it impossible to relocate to Kansas at this time. Also, in an age where education can be, literally, a forbidding expense, my gratitude knows no bounds for your efforts to provide a quality education at a price I can actually afford. I feel it is pertinent here to mention that, just before the exams of my last year at university, I was among a group of students who were holding a peaceful demonstration against the interference of the secret police in student affairs, including sabotaging student union elections. The secret police pelted us with tear gas grenades and rubber bullets; I was unlucky, and had to be carried out of the university with a broken nose and upper respiratory inflammation. When exam time came round, I was not yet recovered (Egyptian universities base the entire grade on one final exam, not on coursework) but made an effort to come to exams and ultimately managed to pass all my tests. However, while my GPA in previous years was significantly higher, as you can see from my transcript, I was unable to make the minimum 2.5 GPA required for the last 60 hours of undergraduate study. This rather lengthy and tedious explanation precedes, as you may be expecting, an urgent and very heartfelt plea that you not allow this unfortunate occurrence to stand in the way of my chances for learning and the ultimate fulfillment of my life's dream. Thank you for taking the time to read this. Your university represents a dream to me, not least thanks to the convenience and cost, which means that the dream is finally within my grasp. It is my dearest hope to become a student at the Master of Arts in Liberal Studies Program, thereby gaining an invaluable academic grounding and ideological framework and positively influencing others thereby. If accepted, I pledge to apply myself to my studies diligently, and never give you cause to doubt the wisdom if your decision. Allow me to thank you, again, for considering my application. Yours sincerely

Re: THE MOST POIGNANT STORY THAT I HAVE EVER READ

Anonymous — Mon, 17 Oct 2005 15:13:29 GMT

I am Rob Whitehurst and have been fortunate that one of my correspondents has let me know about this forum. I have read the postings and the translation here and am delighted to "get a take on" another effort to bring Thuy's journals into English. I will post the URL to the Vietnam Project: http://www.vietnam.ttu.edu/ which can be used to view the original and my translation-to-date. Just click on the first entry about the diaries of Dang Thuy Tram and you can access all of it.

In short, as you have read here Fred put together with help a very rough and literal translation over the years when he first held the diaries. We were able to read part of them as long ago as 1970 when he first kept them out of the "burn barrel". He spent some time with me in the southern part of Viet Nam on a couple of "in-country R and Rs (rest and recreations) and we spoke then of their importance, but of course at that time there was still war between the U.S. and North Viet Nam, so for many years he held them. We would speak about them often and I watched his efforts to find Thuy's family continue without success. Truthfully, though her parents' names were given in the longer journal, Thuy had noted them after several empty pages towards the end of the book. Fred doesn't read Vietnamese, so he didn't realize the significance of the note. I came across it while counting pages to see how many were left in the book when she lost it in December of 1969, but this was in 2004 when I had decided to "tackle" the task of bringing the translation into a version easily read in English. The research for that was primarily on-line with reference to the scans of the original which we kept on a disc. I am not a native speaker of Vietnamese but went to language school in the US Army for a year. When in Viet Nam during 1970-72 I read very little, but became quite fluent in spoken Vietnamese...unfortunately, a lot of that ease has disappeared in the 33 years since I left Southeast Asia. My efforts have been a labor of love, support for a brother, and then increasingly admiration for the young doctor during her time in war. The many people who contributed to the final location of her family all have my deepest appreciation, and the help which I have continued to receive in my efforts to come to know Thuy and her place in time keep me in a state of delight and facination. Her family was not "lost" in truth, but the challenge of locating them for Fred and me was daunting. Two years ago Dang Thuy Tram was a sad and closely held old memory for her mother, family, and friends. For me she was "whispers and smoke" as I worked to make a connection between the small upstairs room where my computer sits and a then very obscure society on the other side of the world. The translation progressed as slowly as the increase in knowledge about the original. Today, after a very remarkable and wonderful correspondence, a hard-to-believe trip to Ha Noi with the meeting of her large family and many, many people too wonderful to imagine...it seems that it was easy, simple, and only natural, but I have to write that I need just to read the correspondence file which is close to 200 pages long to recall the difficulties wanting to be faced in order to get my translation to its present state. Of course now I have been helped by Thuy's youngest sister, many other members of her family, and many newcomers to the effort. Just for instance Thuy recalls Chu Van An twice in her journals: two years ago the only immediately available note about Chu Van An on the internet was the listing of a commemorative postal stamp honoring the school's 100 years. I would have otherwise not known what exactly she referred to. With the knowledge that it was a school I found a couple of sites for graduates, but nothing else. I now see in my mind's eye the dignified collection of old school buildings beside West Lake in Ha Noi and the gathering of her classmates there one morning when we visited in August, also the climb to the second floor classroom where they all took the seats at the desks they used almost 50 years ago, and I can picture the quiet conversation with a number of her friends from that time when I heard of their memories of Thuy. Today Chu Van An is a place clear to me, and hopefully it will be clear to the readers of the English translation.

I continue to work on my translation, now with the attention of Kim Tram to various of my wordings. I have started a section of foot-notes to explain things and people not immediately known to the reader, and I welcome any attention to my efforts. If I didn't spend a lot of my time at work and at sea I would love to get involved in a "round-table" discussion of the translation where anyone with knowledge could contribute to the most correct final version. Just now I am particularly interested in all of the place names in the Duc Pho district where all of Thuy's service took place. I want to note here that during the time covered by the two journals, she served in an area of approximately 15 miles east to west, and 20 miles north to south. I have located some of the intelligence reports from the US forces stationed in the area, and gradually a larger picture of the environment in which she worked has emerged.

I encourage anyone who can read the original text, or the book which the Tram Ladies have published, to do so, and anyone who can correct my efforts at a clear translation will be met by me with enthusiasm.

Regards....

Teach Save & Build your career in well organized Language school S.Korea

Anonymous — Mon, 08 Aug 2005 08:10:25 GMT

Teach â¦Saveâ¦And Build your career in well organized Language school (location : Daegu)chemas-microsoft-com:office:office" />>>

> >

Private English Institute , reputed for being an institution that is serious about education and teacher support in chemas-microsoft-com:officemarttags" />lace>Korealace> is currently hiring for various positions beginning in September and October >>

> >

Applicants should be >>

Native English speakers (preferably North American) holding a bachelor degree from E1 Uni., valid passport>>

Can complete a 12 months contract >>

interested in working with children & enthusiasm in teaching>>

Dedicated, outgoing and responsible teachers>>

Team player and good with kids certainly helps a lot>>

> >

Benefits >>

2,000,000 won per month as a salary >>

20,000 won per hour as an over time pay>>

One year ending bonus >>

Two weeks vacation >>

Furnished single accommodation >>

Full visa sponsorship >>

continuing in-depth training and support>>

Over time work available if you want>>

Pre paid Air ticket>>

> >

Job description>>

> >

1. Location : Dae gu ( Beom oe dong in Su seong gu)>>

2. Starting date : beginnig of Sept>>

3. Salary : 2.0 M won per month>>

4. Teaching targets : elementary and middle school students>>

5. Working hours : 5 working days a week( Wednesday off for 6 months and Saturday off for 6 months)>>

2:00pm~10:00pm ( Mon, Tue, Thur, Fridays)>>

either 3:30pm~10:00pm (on Wednesdays) or 2:00pm~ 8:00pm (on Saturdays)>>

6. Housing : fully furnished single studio apt.>>

(3~5 min walking distance from the institute)>>

7. Number of current teachers : 3>>

> >

If you consider yourself suitable and qualified or require further information, please email us at kate@myetec.com with your application including :

1. Resume/ covel letter
2. Scanned bachelor degree
3. Recent Photo
4. Passport (front page and visa page)
5. Reference letter .>>

> >

Private English Institute , reputed for being an institution that is serious about education and teacher support in lace>Korealace> is currently hiring for various positions beginning in September and October >>

> >

Applicants should be >>

Native English speakers (preferably North American) holding a bachelor degree from E1 Uni., valid passport>>

Can complete a 12 months contract >>

interested in working with children & enthusiasm in teaching>>

Dedicated, outgoing and responsible teachers>>

Team player and good with kids certainly helps a lot>>

> >

Benefits >>

2,000,000 won per month as a salary >>

20,000 won per hour as an over time pay>>

One year ending bonus >>

Two weeks vacation >>

Furnished single accommodation >>

Full visa sponsorship >>

continuing in-depth training and support>>

Over time work available if you want>>

Pre paid Air ticket>>

> >

Job description>>

> >

1. Location : Dae gu ( Beom oe dong in Su seong gu)>>

2. Starting date : beginnig of Sept>>

3. Salary : 2.0 M won per month>>

4. Teaching targets : elementary and middle school students>>

5. Working hours : 5 working days a week( Wednesday off for 6 months and Saturday off for 6 months)>>

2:00pm~10:00pm ( Mon, Tue, Thur, Fridays)>>

either 3:30pm~10:00pm (on Wednesdays) or 2:00pm~ 8:00pm (on Saturdays)>>

6. Housing : fully furnished single studio apt.>>

(3~5 min walking distance from the institute)>>

7. Number of current teachers : 3>>

> >

> >

Why don't recruiters actually check the schools?

Bicknell — Sat, 28 May 2005 15:27:59 GMT

WE HAVE!

New teachers and teachers with less than 3 years experience looking for supportive teacher training and development minded schools should be interested in working at either one of my clients boutique language schools in Indonesia. I have personally met with the schools owners and directors, toured the school facilities and seen the private teacher accomodation and all are above standard for language schools in Indonesia.

If you are interested in a teaching / senior teaching position (Snr Teacher those with 2+ years experience) and looking for a school that will support teacher development with training and mentoring then this is the situation for you.

Seeking: Male / Female 24 to 40 - UK, USA, NZ, AUS, SCO, IRL, WAL & CAN teachers with 1 to 2 years experience we will take fresh grads or no experienced teachers based on exceptional interviews. Older teachers are welcome to apply but these schools are again looking for new teachers with less than 3 years experience.

Salary ranges from 6 million to 8 million plus accomodation (private house/room depending on school location). Accomodation here is above standard and should be a primary concern for newer teachers coming to Indonesia. Shared accomodation is the norm. For these schools private accomodation is provided.

1 year contract.
Paid Visa
Paid Flight 50% on arrival 50% on completion
Immediate placement for June and July and continually in 2005

Background

Bicknell & Zhu Consulting Group is a full serviced HR company sourcing teachers, it and F & B candidates for Indonesia and Asia. I personally have taught in Korea (3 years) Singapore (5 years) and Indonesia (3 years) and I will not put candidates in a situation where they would be treated poorly. I have worked as a teacher for over 10 years in Asia and I know what is expected and what is fair for teachers in terms of conditions. What I want are dedicated teachers looking to improve their skills and grow as teachers as well as people.

If you are running away from something maybe you should rethink teaching. Bicknell & Zhu Consulting Group will support and check-up on your condition to ensure the quality of the school and teaching/living conditions. We will not recommend schools that fail to pay or treat teachers poorly. If you are interested in the positions mention please provide a CV, covering letter and a recent photo to darin@bicknellzhu.com do not include certificates or transcripts we will ask for those later. Shortlisted candidates will be interviewed immediately via webcam.

We welcome applications from other nationals than those mentioned we allow our client to determine the marketplace and select based on their local criteria.

Darin M. Bicknell
Business Development Manager
Bicknell & Zhu Consulting Group

Business Details:

Contact Information

Mobile (Primary Contact Number)

+62 813 1855 1306

Telephone

+6221 651-9935
+6221 651 9960

Note: When calling please ask for Darin in Apartment #102 Flamboyan Building

Fax

+6221 651 8704

Office address

Bicknell & Zhu Consulting Group
Apartemen Cempaka Sunter, No. 102 Flamboyan,
Jl. Sunter Permai Raya No. 1A, Sunter Paradise
Jakarta Utara - 14350
INDONESIA

Electronic mail

All Enquiries: info@bicknellzhu.com
Director: roviana@bicknellzhu.com
Business Development: darin@bicknellzhu.com

PS - for more information on Bicknell & Zhu Consulting Group please go to www.bicknellzhu.com

(Teachers wanted) - Indonesia - Hiring English Teachers

Bicknell — Wed, 20 Apr 2005 20:55:22 GMT

Hi forum users,

My name is Darin M. Bicknell I have taught EFL for the past 10 years in Korea, Singapore and now Indonesia. I have a number of clients seeking teachers for Language Schools and National Plus Elementary and Secondary Schools as well as Universities and Colleges. What I am providing them are profiled candidates that I think can teach well and handle the culture here in Indonesia.

The process I follow is simple:

1. Collect CV, Photo and Cover Letters from candidates
2. Sort the information
3. Send a pre-interview form
4. Candidate returns form and we schedule online interview
5. I select those who would be fit my clients criteria
6. I then send the profiles to my client in Indonesia
7. Client selects the candidates
8. I inform the candidate and go over the contract details
9. Candidate agrees
10 Candidate processes papers
11 Candidate goes to Indonesia

Of course the final decision to select a candidate is up to my client but it is my job to source the right teachers for the client so he doesn't have to go through thousands of CV's only picking based on the CV's. I think it is very improtant the school and the teacher match. If you are looking for a specific kind of job that is not related to what the client is offering.

My ultimate goal is to source the candidate that fits the school in Indonesia and not just collect hundreds of resumes and ship them out here to Indonesia. I work on a simple principle. I was a teacher recruited to Korea and I remember that although the experience was fun and exciting the recruiter I had didn't offer me any help during or after the process. I on the other hand will be there throughout if you need me once the client is interested.

If you want to just drop me a line to chat about teaching English in Asia no problem I will try to respond if I can or email me at bicknell@indosat.net.id if you are interested in the jobs my client has offers throughout Indonesia. I also have my own website where you can find more information about my company and what we do here in Indonesia at www.bicknellzhu.com.

Re: I need help with these sentences.

anon1 — Thu, 16 Sep 2004 06:19:52 GMT

Hi CalifJim,

The check mark represents those whose first or native language is English. I think a few people who have learned English as a second language have been given the "check mark" as well. In that case, they've studied English thoroughly and have a strong command of the language.

In my case, I don't have a linguistics background, but I am a native English speaker. My intuition usually guides me toward the correct answers, but not always. I try my best to explain the concepts. But I have learned that I need to be cautious because sometimes students ask tough questions that can trip a native speaker who has not studied linguistics.

Because my technical background is not as strong as it could be, I tend to answer more questions in the writing sections. In those sections, the questions tend not to focus on the technical aspects so much, but rather how to convey a message. I feel completely at home there.

Moderators are given some special tools to help police the forum. For example, all guest posts must be examined first before they are posted. If they are inappropriate, they get zapped. At my level (there are different levels of moderators), I can edit and delete other's posts and move them to a different section. That's about it. So if someone says something inappropriate, I can take some corrective measures. I believe that the more advanced moderators have the capability to block people from the Forum and they might have other special tools that I am unaware of.

I haven't caught that much in terms of inappropriate behavior. I have seen some inappropriate posts in other sections. Some of the "guest" posts are a bit wild. Some posts are pure advertising (spam) and they get punted. Others venture too far into the obscene area. But by and large, it is pretty clean.

As far as how do you become a moderator, it is at the discretion of the forum owner(s). To be honest, I don't know much about the owner(s). From reading the material on the homepage, I think the forum owner(s) have an English language school in Malta and they have created this forum.

What makes me so special? Nothing really. If I had to guess why I was chosen as a moderator it is because I have posted a fair number of posts and have been posting for a few months. I suspect that both frequency of the posts and duration had something to do with it.

I suspect when the owner(s) feel the need to increase the number of moderators, they look to see who has been making contributions recently. In other words, there is no set formula.

If you look at some of the moderators, they have not posted in several months. I get the impression that our community here is fluid. As their circumstances and interest changes, so does their participation. And thus, the members of the moderators also changes.

In summary, there is no magic formula to becoming a moderator. It is at the discretion of the forum owner(s). And it probably depends on the number of "vacancies" that need to be filled.

I hope this helps.

MountainHiker

Teaching Opportunity in Indonesia

fendi — Sun, 11 Jul 2004 04:05:35 GMT

Dear Sir/Mdm,

We are group of English language school owners in Indonesia, operating under 'English First', the largest language school in the world.
With more than 8 language schools across the country, we are the leading English language schools in Indonesia.

Due to our increasing number of students, we are currently seeking native English teachers.

Please do not hesitate to contact me if you need more information regarding the employment term and contracts .

Thank you

Sincerely,
Fendi Liem
fendi.liem@optusnet.com.au

Looking Forward to your suggestion!

Tracy — Tue, 18 May 2004 03:57:27 GMT

The Effect on Chinese Students Studying English Abroad

Since 1978, when Chinese government carried out the policy of reform and opening and the strategy of rejuvenating the nation by relying on science and education, a large number of Chinese students have study abroad. (âStudents Studying Abroadâ, 2004) Recent years, the number is increasing sharply. âAccording to the statistics of the Ministry of Education, there are 380,000 Chinese students studying abroadâ(âStudents Studying Abroadâ, 2004). And many of them are studying English in English-speaking countries, such as the USA, Australia, Britain, and so the forth. The effect on Chinese students studying English abroad is becoming a controversy.
Studying English abroad, especially in the English-speaking countries, has many advantages.

In the first place, since the best way to learn language is to live where it is spoken, Chinese students can get great environment of learning English when study abroad. They are exposed to the absolute English-speaking environment which makes them have to use English all the time.

In the English learning class, those students are required to listen to the teachersâ English lectures, to read the English textbook and materials; to discuss with their classmates in English; make English presentations; to finish their homework and examinations in English, and so on. In other words, students can expect something different in their learning experience, which is meaningful.

On the other hand, communicating with teachers and friends, shopping, asking for directions, listening to radio, reading newspapers, watching TV, and other daily activities they must engage after class also give them many opportunities to practices English in every aspects, especially in listening and speaking. (âWhy Don't You Study Abroad?â, 2004) This is very useful to the Chinese students who are said to be good at reading and writing, but weak in listening and speaking.

Just as a Chinese students who went to Australia to learn English 3 years ago said: âThe good thing of learning English here is that you can learn English much more quickly, especially speaking and listening, because you have to speak English if you talk to anybody other than a Chinese.â (David, personal communication, May, 1 2004)

Secondly, living abroad such different environment from Chinese itself can be a challenging and interesting experience for those Chinese students.

Being apart from parents, they must be on their own and take care of themselves. Most students live with a local family or with friends in a dorm or an apartment which can give them many chances to get acquainted with local people and improve their communication skills.
Furthermore, there are different kinds of events such as lectures, plays, concerts and sports events on and off campus for them to take part in. These experiences will help them understand other countryâs people and culture much easier than just through books, movies, etc. (âWhy Don't You Study Abroad?â, 2004)

Thirdly, the assimilation of another culture will enable one to view everything from a different angle and distinguish advantages from disadvantages both in oneâs own culture and in a new culture. It will help the students broaden their ways of thinking. (âMy View on Study Abroadâ, 2003)

Fourthly, through years of studying abroad, most students can hold perfect English and have broader view of things which can help them have a better qualification and development when finding jobs in China.

Finally but not the least, most those English-speaking countries have a better education order than China. Besides, because most of those English-speaking countries are developed countries, so they can offer students more advanced facilities which will give great help in teaching.

However, just as old saying goes âThere are two sides to every coinâ, Chinese students studying English abroad also have some difficulties.(By Kim Bo-yeon, and Kim Hyung-eun,2003)003
First of all, âStudying abroad has life-altering effectsâ. (Annette Henke?Idaho Argonaut,2002)

Being so far way from families, homesickness is the first thing those Chinese students should come across.

In addition, cultural shock such principal difference will also make students feel difficult to integrate into a new culture and respond naturally to new situations.

A strange land, people, language and living customs may create an identity crisis strong enough to break oneâs will, and throw one into panic and even despair.(âMy View on Study Abroadâ, 2003 )

Secondly, the expensive tuition lays a heavy burden on those Chinese students who study. Most of them should find part-time job to afford their spending which will influence their study.

Thirdly, Chinese students intending to study English abroad are getting younger in recent years.
Qi Lixin, (2004) observed:
These students go abroad too early, which is not so good for their growth. Since most of the students at this age have grown up in families containing four elderly people and two parents as well as themselves, they are incapable of taking care of themselves in daily life. As well, they do not have mature outlooks on the world or life. If they, in such a state of mind, enter a society that is greatly different in ideology and lifestyle, they are very likely to lose their direction n in life. As a result, it will be difficult for them to succeed in their education and, more importantly, there may be a shadow on them for the rest of their lives.

Lastly, because of more and more Chinese students entering language schools abroad, in some schools, more than a half of students in class are Chinese. Once students cannot be well in self-discipline, they will tend to speak Chinese but not English in and out of class. If so, their English cannot be improved effectively or even worse than when they were in China after spending so much time and money abroad.

In conclusion, the effect on Chinese students studying English abroad âhas its pros and consâ (Nahla Karrar, 2001). However, it is a worthwhile experience in learning language as well as culture though with some challenges. If those Chinese students who are studying or planning English abroad can overcome the difficulties and make full use of the advantages, studying English abroad will take its good effect.

Free online word games posted here (only free ones!)

hitchhiker — Sun, 17 Aug 2003 05:50:23 GMT

Here's a link to a game I made for a language school: "Lost words", find as many hidden words as possible

There are a number of mildly entertaining word games at www.games.yahoo.com.
You need a Yahoo! email account to play, which you can get for free here.

I've just found some excellent toys for teachers, note: Findwords
Software by John and Muriel Higgins

If you're up for a real challenge, try some of these cryptic crosswords.

Learn English (de) have hangman, wordsearch, crosswords and lots more. There's also a really good drill for irregular verbs in the grammar section.

English Banana.com - Lots of free online word games there!

If anyone has anymore reply to this post, and I'll put them here (only free stuff though)