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Chinese immigration to the USA
Chinese immigrants to the US past and present
Chinese immigrants to the US past and present
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This fall, Peter Li will join an exodus of Chinese students boarding planes for the flourishing campuses of American colleges to start his new life there.
Li, currently a high school student in Shanghai, will be enrolling the WESL program at Western Illinois University to improve his English before pursue a bachelor degree there. But like many other Chinese students who don’t speak English fluently, Li might not have been accepted without a little help.
The 18-year-old and his parents hired an education agent in China to “elaborate” on the essay he submitted as part of his application. “Actually, the agency helped my application with both forged transcripts and fake essays,” he says.
Stories like Li’s are becoming increasingly. “Most of my Chinese students have troubles during their study in the U.S. due to tones of unaware vocabulary, including everyday vocabulary,” Jin Jin, a Chemistry professor currently works in WIU says, “It confuses me how they could get accepted by WIU in the first place.”
The truth is that a huge industry of education agents has arisen in Chin...
Her principal was described as "maniacal" (Wong 1). Wong identified speaking Chinese as an "embarrassment" (Wong 2). The words she chose
Many renowned writers and other professionals have expressed their personal opinion about the value of words over the last few years. Chinese-American author Amy Tan is one of the many writers who understand the importance of the simplest words in the English language. Tan, author of the Joy Luck Club, was born and raised in San Francisco by her Chinese parents. Tan graduated from high school and pursued her college education at five different universities from 1969 through 1976. Contrary to what her teachers had always tried to push on her, Tan steered away from studies in math and science and earned her B.A. in English and Linguistics. She describes that her educational choices were rebellious in nature. In Tans essay she describes the hardships of growing up with a mother who encountered problems with the English language. When I was growing up, my mothers limited English limited my perception of her, Tan explains. She describes situations where her mother was treated rudely and explains that apologies were always proposed when Tan would interrupt with flawless English. Tan also discusses the educational problems that multicultural students have within the classroom today. She ...
Every year, more and more International students are coming to the U.S. for pursuing higher education. According to the Open Doors report published annually by the Institute of International Education (IIE), the number of intern...
My mom would always say, “American born Chinese students have it easy in America.” One key difference between the American education system and Chinese education system is the way they are taught. Being raised in Philadelphia, Pennsylvania, I went to school to understand the idea of analyzing and understanding concepts. After reading Only Hope, I realized that their education is based on more memorizations. To Chinese students, understand the concept and apply it is not the most important, you must just memorize it for the exam. Many parents in China would say that going on vacation and relaxing is a waste of time because they need to focus on learning. In Greenspan’s article, it mentions that a student in China is the top of her class and is fluent in English, yet she cannot go on vacation because her mother wants her to spend time learning, many students in China
Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability. First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have trouble distinguishing between a learning disorders and acquiring a second language.
Lindo Jong provides the reader with a summary of her difficulty in passing along the Chinese culture to her daughter: “I wanted my children to have the best combination: American circumstances and Chinese character. How could I know these two things do not mix? I taught her how American circumstances work. If you are born poor here, it's no lasting shame . . . You do not have to sit like a Buddha under a tree letting pigeons drop their dirty business on your head . . . In America, nobody says you have to keep the circumstances somebody else gives you. . . . but I couldn't teach her about Chinese character . . . How to know your own worth and polish it, never flashing it around like a cheap ring. Why Chinese thinking is best”(Tan 289).
In paragraph 4 it states, “Feng immigrated to the US…and immediately set to work doing odd jobs...” In order to learn as much as he could about engineering Feng Ru “...went east to learn all he could about machines, working in shipyards, power plants, machine shops, anywhere he could acquire mechanical knowledge.” Eventually Feng Ru learned about the success of the Wright Brothers which led to his fascination with aviation. As challenging as it would be, Feng Ru decided that he wanted to learn as much as he could about aviation. To accomplish this goal he had to translate English books into Chinese. As time consuming as this must have been, Feng Ru continued to persevere. A quote to support this is in paragraph 5, it states, “...Feng...laboriously translated into Chinese anything he could find on the Wrights, Glenn Curtiss and, later, French aircraft designer Henry Farman.” Despite the challenges of learning something new, Feng Ru ran into additional challenges. After becoming well known by Chinese businessmen, it states in paragraph 6 that “Feng decided to return to California to establish an aircraft factory, building airplanes of his own design.” He ended up having to relocate a couple of times while building his aviation business. In paragraph 6 it states, “San
The first person I had interviewed was my current roommate, Eric Liu, 19. He is a sophomore majoring in Computer Science from Chino Hills, California and is of Taiwanese descent. Eric Liu was also
Basic foreign language skills are important in communicating with people. With new technologies, we can communicate with people who do not speak English. In recent years, the number of people in the United States who do not speak English has also risen. Also, only ten percent of the world's population speaks English. Although one year of a foreign language will not allow students to...
into America to get rich quick. A young man in Canton wrote to his brother in
He or she must pass an examination which is approved by Department. A person whose first language is not English shall submit certificate of passage of the test of English as the foreign language (TOEFL) and the test of spoken English (TSE) prior to taking the licensure examination. [From 225 ILCS 90/8.(3)]1
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
However, demographic data can be tricky. “In 2004, less than 10 percent of Hmong, Laotian, or Cambodian adults in the US had college degrees”, while the number in all Chinese and Pakistani is a half (Golash-Boza). In addition, while Asian Americans consist of 6.2 percent of American higher education faculty, only 2.4 percent of them are in important positions, stated by the Committee of 100 in Higher Education Report Card (qtd. in Ruttiman).
During the early 1850s to late 1990s, the United States experienced an enormous rush of Asian immigration from various countries such as China, Japan, Korea, and Vietnam. For most of these immigrants, they traveled far and wide on dangerous journeys out at sea and away from their homeland of origin in order to escape the horrors of tyranny, discover wealth during the California gold rush, and create new opportunities of a better life for their families and future descendants. Countless bodies were lost at sea and many more of these immigrants died from starvation and disease. Although these Asian immigrants were overjoyed when they reached the main lands of the United States, their struggles were only beginning as many of them were not met with open arms of acceptance. Instead, most of these Asian immigrants were met with harsh racism, various amounts of mistreatment, and unpleasant living conditions from many Americans. In spite of all these hindrances, most Asian immigrants were able to adapt to their new environment, find occupations despite the undercut wages, and build homes for their families. (something here) . After a while, these Asian immigrants were able to learn English and understand the protocols of the United States judicial system in order to change certain laws which discriminated them. Even though some may group Asians into one large category, the fact of the matter is that there are many distinct ethnic backgrounds with different histories and methodology of persevering through hardships in order to reach the blissful freedom of the United States.
Educators historically have argued over the propriety of offering various academic courses. One recent yet continuing argument on American college campuses tends to pit school against school, professor against professor, student against student, school against professor, professor against student and student against school. The issue is whether or not courses in a foreign language should be required to attain a Bachelor's degree. Some believe the idea is absurd, while others believe it is a progressive move toward 21st century education. Although some people believe the entire world should speak English, the reality is that all Americans should have some degree of formal education in a foreign language.