Group items tagged

The Taliban has already been successful with this approach on other fronts. Their attacks on polio aid workers have proven effective in disrupting the country’s entire public health system

Together with Jishnu Das of the World Bank, we have been researching Pakistan’s education sector for nearly 20 years.

Girls in particular have benefited from this school boom: more are in school than ever.

Research shows that the education debate in Pakistan is similar to the education debate in any other country: parents grapple with a choice of schools based on the usual set of considerations: Which of the schools nearby is best? How much should we pay? Is our child getting the best quality education?

But education is a unique service – not only because it involves a country’s most precious resource, its children – but also because, by increasing human capital, it strengthens the state not only in the present, but in the future.

As we speak, many schools are announcing temporary closure of facilities in the aftermath of the latest attack

In Africa and South Asia for example, boys remain 1.55 times more likely to complete secondary education than girls, according to World Bank data.

Even when girls make it into the classroom they still “continue to face particular risk in chaotic conflict settings,”

n Pakistan, for example, the Taliban has declared war on girls' education, and frequently attacks educational institutions

“They don’t translate into greater equality in the labor market,” said Sarah Gammage, director of gender, economic empowerment and livelihoods at the International Center for Research on Women. “Around the world women have disproportionately been part of the informal economy.”

hey are typically responsible for providing care services for family members, Gammage said. Other duties include child rearing, cooking, and other household chores. It is work for which they are not paid. Women perform three times more unpaid work than men, according to the U.N.’s 2015 Human Development Report.

eing able to make decisions, such as voting, owning land, and deciding whom to marry “is where we see the most significant difference between the least developed and developed countries,” said Varia.

In Saudi Arabia, women are not permitted to drive and cannot open bank accounts without their husbands' permissio

Uganda forbids women to gain permanent custody of children after a divorce,

Honor killings, the traditional practice that allows the slaying of a family member who is believed to have brought dishonor on a family, claims thousands of women’s lives every year in South and Central Asia.

In classes made up exclusively of second language writers, enrollments should be limited to a maximum of 15 students per class.

instructors should avoid topics that require substantial background knowledge that is related to a specific culture or history that is not being covered by the course.

Writing instructors should look for evidence of a text's rhetorically effective features, rather than focus only on one or two of these features that stand out as problematic.

Further, "patchwriting," defined by Rebecca Moore Howard, as the copying of sections of texts, such as phrasings and sentence patterns, is a natural part of the process of learning to write in a second language.

We advocate that instructors take extra care when suspecting a second language writer of plagiarism, and take into consideration the student's cultural background, level of experience with North American educational systems, and confidence level for writing in English.

Any writing course, including basic writing, first-year composition, advanced writing, and professional writing, as well as any writing-intensive course that enrolls any second language writers should be taught by an instructor who is able to identify and is prepared to address the linguistic and cultural needs of second language writers. 

should be based on students’ writing proficiency

mainstreaming

the literacy support of second language writers needs to extend beyond the composition requirement as well.

approaches for designing writing assignments that are culturally inclusive, and approaches for assessing writing that are ethical in relation to second language writing.

Therefore, it is imperative that writing centers model and discuss effective approaches for working with second language writers in tutor training, make available reference materials specific to language learners such as dictionaries on idiomatic English, and hire tutors with specialized knowledge in second language writing.

Second language writers often come from contexts in which writing is shaped by linguistic and cultural features different from their NES peers. Beliefs related to individuality versus collectivity, ownership of text and ideas, student versus teacher roles, revision, structure, the meaning of different rhetorical moves, writer and reader responsibility, and the roles of research and inquiry all impact how student writers shape their texts.

scaffolding, creating benchmarks within larger projects, and incorporating additional resources such as the writing center.

to identify strengths second language writers bring to the classroom.

With the help of an instructor, second language writers can learn to bridge the strategies they use to communicate socially through digital media to the expectations of the academy. Therefore, instructors need to learn how to proficiently work with the writing tools and within the writing contexts that will help second language writers create these bridges. As in this case, instructors need to be trained to work with various writing media (e.g., computer programs) so that they can take advantage of these pedagogical opportunities.

instructors will be better prepared to work with second language students if issues of second language writing and writers are a consistent feature that is re-enforced throughout their training in writing instruction, especially in-service training encouraged of all writing instructors.

We recommend that writing programs familiarize themselves with the multilingual populations surrounding their institutions. Doing so not only provides valuable insight into the language experiences of some students in your writing programs, but it also could identify large multilingual populations wishing to matriculate into the college/university. Information on local populations can be collected from the US Census Bureau’s American FactFinder website. Also, websites such as the National Center for Education Statistics provides data on the number of English Language Learners (ELL) receiving special services in area high schools, some of whom might aspire to enter the university one day. Such information can be collected and disseminated on a centrally managed university website for the benefit of both instructors within the composition program and other university faculty.