Classes

Classes are offered as 7-week credit mini-courses, and meet twice a week, one and a half hours per session

Language and Culture for Teaching, 99-452, 3 units 
helps nonnative English speakers begin to develop the skills needed to be successful as teaching assistants (TAs). Students will gain a better understanding of the US/ Carnegie Mellon classroom and culturally appropriate teaching techniques, and be better prepared to take on the role of "instructor". Students will also learn how to better communicate their knowledge and expertise to learners by: 1) working on aspects of pronunciation crucial for the classroom, 2) developing an awareness of key aspects of teaching fluency, 3) having frequent opportunities to practice building aspects of teaching fluency, and 4) learning to compensate effectively for their individual language problems. Each student will have the opportunity to give two videotaped presentations on topics from their fields and then to meet with the instructor for extensive feedback and coaching.

Building Fluency for Presentations: a class for undergraduate nonnative English speakers, 99-451, 4.5 units  is designed to prepare undergraduate nonnative English speakers (NNES) to deliver effective oral presentations. The course will help students become familiar with the expectations of the US style of presenting and will offer opportunities to practice giving presentations on academic topics. Students will focus on developing a broad range of skills, including the ability to: 1) communicate clearly with an audience in academic English; 2) employ linguistics features such as stress, intonation, and nonverbal cues to clarify and emphasize information; 3) create effective visuals; 4) consider various organizational strategies; 5) assess speaking strengths and weaknesses; and 6) feel comfortable in the role of presenter. Prerequisite: Permission from the Intercultural Communication Center (ICC). Please call the ICC at 412-268-4979.

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Workshops

Workshops typically meet twice a week, one and a half hours per session, in two to five week modules.

Advanced Fluency Challenges  focuses on building the robust academic fluency needed to handle the demands students face at Carnegie Mellon. In this workshop, students will practice building this fluency through regular, focused speaking activities. In addition, students will also learn valuable communication strategies that will help them compensate for language gaps they may have in their current speaking skills. (5 weeks, 15 hours total)

Advanced Grammar Monitoring  helps students who are comfortable in academic English, but who are still making a significant number of grammar mistakes while speaking. The class focuses on expanding the students' knowledge and understanding of spoken English grammar usage, on the kinds of errors ICC students typically make, and on learning to "monitor" (identify and correct) grammar errors while speaking. (3 weeks, 9 hours total)

Presentation Basics  helps graduate students who are nonnative English speakers develop the fluency and skills needed to give successful presentations at Carnegie Mellon. The workshop covers audience awareness, organizing language and presentation techniques, and the importance of stress and intonation in presenting. There is ample time for practice and feedback, both in a series of small group mini-talks, and in a final videotaped presentation. At the end of the workshop, students meet individually with the instructor for extensive feedback and coaching. (5 weeks, 15 hours total)

Public Speaking Clinic  allows students to practice giving short presentations about their fields and to receive feedback on language and communication style. This workshop is intended as a follow up for students who attended Presentation Basics or LCT, and who want continued presentation practice. (4 weeks, 6 hours total)

Speaking and Listening  is intended for students who have had limited experience with spoken academic English. The workshop helps students begin to develop the fluency to express their ideas and questions in classes, improve basic listening comprehension and note-taking, and better understand the Carnegie Mellon classroom. More importantly, students will gain a clearer understanding of the robust fluency they will need to develop for success at Carnegie Mellon and have a stronger language foundation so that they can benefit from other ICC support services. (4 weeks, 12 hours total)

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Seminars

Seminars are one-time sessions that meet for two hours.

Becoming a Better Language Learner  highlights second language theories and techniques which students can use to become more effective language learners, both in ICC classes and in their daily interactions.

Conversational Styles  explores cross-cultural differences in conversation styles, and helps students develop techniques and strategies to improve their ability to communicate effectively in the US and in multi-cultural groups.

Critical Listening  trains students to use authentic materials (video or lectures) to develop both their own academic fluency and their ability to understand implied as well as literal meaning.

Drama Techniques for Academic Presentations  examines theater techniques that can help ITAs and presenters deal with challenges such as: communicating their message effectively, making their material more exciting and overcoming nervousness when presenting. Through the use of video models and practice, students will reflect on how to use drama techniques to become a clearer and more engaging presenter.

Elevator Talk  raises awareness of the US expectation that academics simplify their language when discussing their fields with a broad audience. Students learn techniques simplify complex material, and practice these techniques in small group exercises.

Exploring Pittsburgh  provides a basis to understand references, examples and analogies that students may encounter in their work at Carnegie Mellon.

Hallway Talk  helps students understand and use culturally appropriate techniques to communicate the relevance of their work or research (a challenge for many international students). Students practice these techniques in small group exercises.

ITA Test Overview  gives students a clear understanding of the ITA test (procedures and scoring) so that they can prepare appropriately for the test and be more comfortable when taking the test.

Job Interviewing Skills for International Students  focuses on basic language and cultural skills needed to handle job interviews in the United States.

The Multi-cultural Classroom  examines some of the differences in communication style and attitudes to learning that students will encounter in a multi-cultural campus such as Carnegie Mellon. Through the use of a video case study, students will experience and discuss key issues in cross-cultural communication, identify potential problem areas, and develop strategies for dealing successfully with those issues.

Preparing for the Oral Qualifier  addresses the dynamics of oral exams in US universities, helps students develop the language skills for effective interaction with examiners, and introduces strategies to help compensate for language weaknesses and cultural differences.

Pronunciation for Advanced Speakers  is intended for students who have placed into Category One or Two on the ITA test or who are comfortable communicating in academic English. The seminar focuses on the crucial features of pronunciation (e.g., stress, intonation, speed and rhythm) that can make students more comprehensible when presenting or teaching in English.

Reading Strategies  highlights various strategies that can be used in reading academic texts. Activities focus on critical literacy and analytical reading skills such as summarizing key points, using background knowledge to understand a text, and identifying an author's purpose and style.

Small Talk  focuses on the underlying significance of social conversation and its use in academic and professional situations.

Writing: Citing Sources  explains how to properly cite and document sources within the US academy.

Writing: Communicating Data Effectively  teaches students how to describe and discuss graphs, figures, and tables when writing academic papers. The class focuses on techniques such as structuring a data commentary, summarizing findings, highlighting important information, and evaluating different data sets.

Writing: Improving Scientific Writing  helps writers clearly communicate their thoughts by focusing on readers' expectations about structure. Awareness of reader expectations can help a writer improve the logical flow of a scientific argument, helps readers interpret writing the way it was intended, and can also improve reading skills.

Writing: Introduction to Academic Writing  offers an overview of the expectations of the US academic writing tradition which values original and independent analysis. The focus is on what a reader expects in terms of development of an argument and level of formality. We also discuss plagiarism and citing sources.

Writing: Using Articles Accurately  provides strategies and rules to help writers correctly use articles (a/an, the, no article) in their academic and scientific writing.

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"Focus on" Series

The "Focus on" series provides weekly sessions to help students develop the specific skills listed below. Students can attend any or all of these stand-alone sessions. Attendance is not required but students are strongly encouraged to attend as often as possible; mastering a second language takes commitment and regular practice over time.

Focus on: Fluency 

Focus on: Grammar 

Focus on: Pronunciation 

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