Format

• The paper should be 7 pages minimum of content.

• You must include a Reference page in APA format along with in text citations throughout the paper.

• Minimum of 6 referred or peer-reviewed journals must be used in your references list.  You can find these through the online library.  

• Margins should be 1 inch and font should be size 12; either Times New Roman or Arial. 

Guidelines for the Paper Overview

You have acquired a vast knowledge about multiple topics relevant to managers and cross-cultural management. You will apply your learning by analyzing Case number 11 (page IC3), "Mahindra and Mahindra (B): An Emerging Global Giant?".

You will read the case and answer the questions on page IC12. The end product is a paper that includes a comprehensive analysis of the organization and includes the concepts that you have learned from the text and outside resources. You must include citations in text and a reference page (APA format).

Requirements for the Paper

Address the questions (page IC12).

You will also integrate the questions (Goals) throughout as part of your analysis. In addition, be sure to address the following

• Provide a cultural profile of the company and it's historical background

• Discuss the communication issues as they move into emerging markets such as the United States

• Discuss the staffing policies and HR challenges that will be used

• Discuss leadership and motivation.

• Explain issues of concern that should be addressed

• Describe the organizational structure and changes necessary to facilitate expansion

 Format

• The paper should be 7 pages minimum of content.

• You must include a Reference page in APA format along with in text citations throughout the paper.

• Minimum of 6 referred or peer-reviewed journals must be used in your references list.  You can find these through the online library.  

• Margins should be 1 inch and font should be size 12; either Times New Roman or Arial. 

Guidelines for the Paper Overview

You have acquired a vast knowledge about multiple topics relevant to managers and cross-cultural management. You will apply your learning by analyzing Case number 11 (page IC3), "Mahindra and Mahindra (B): An Emerging Global Giant?".

You will read the case and answer the questions on page IC12. The end product is a paper that includes a comprehensive analysis of the organization and includes the concepts that you have learned from the text and outside resources. You must include citations in text and a reference page (APA format).

Requirements for the Paper

Address the questions (page IC12).

You will also integrate the questions (Goals) throughout as part of your analysis. In addition, be sure to address the following

• Provide a cultural profile of the company and it's historical background

• Discuss the communication issues as they move into emerging markets such as the United States

• Discuss the staffing policies and HR challenges that will be used

• Discuss leadership and motivation.

• Explain issues of concern that should be addressed

• Describe the organizational structure and changes necessary to facilitate expansion

MARIA THOMPSON
GRAND CANYON UNIVERSITY

TSL-541: DIGITAL TOOLKIT PART 1:
PHONOLOGY AND MORPHOLOGY

DR. TRACY WATKINS
MARCH 13, 2024

Morphology...What is it?

Morphology is the study of words
and their parts, including prefixes,
suffixes, and base words.

Phonology...What is it?

Phonology “is the study of the sounds of
a given language, including segments
(consonants and vowels) and
suprasegments which are patterns of
words, sentences, and utterances
(intonation, rhythm, word stress,
prominence/sentence stress, thought
groups, and connected speech)”
(Reynolds et al 2022).

Importance of
Morphology

Morphology helps students with
word/vocabulary knowledge as
well as reading comprehension.
Morphology Is important for
phonics, reading, spelling,
comprehension, and vocabulary.

Importance of
Phonology

Phonology helps learners figure
out new words and their
meanings.
Phonology is a required skill
needed for reading, writing,
comprehension, and vocabulary.

Morphology Classroom
Activities

Morphology
Classroom Activities

Activity 3: Word Build: Students are
given words base words and must build
the endings. Students then create
sentences with the words. Newer
speakers can just create the words.
More experienced can write sentences.
Activity 4: Word Families. Students sort
words according to prefixes or affixes.
They then guess what the meaning of
the prefix/affix is. Newer students just
connect the correct prefix/affix to the
right words. More experienced students
guess meanings of prefixes/affixes.

Phonology Classroom
Activities

Activity 3:Sound Swap: Newer
ESL/ELL students can use letter
tiles to show swapping. More
experienced can write or simply
say new words.

Activity 4: Book Word Search
Level of words matches student skill
ability. Newer ESL/ELL cvc words,
More experienced more difficult
words. Students are given an ABC
sheet and have to find the given letter
in given places of words. Ex. C in front-
Cat, LY at end-lovely.

At-home activities

Morphology Activity: Building Blocks.
Children will create different words using
prefixes, suffixes, and root words. Using
flashcards, and different root
words/affixes. Have child try different
combinations to create real words.
(Activities to develop morphological
awareness). Have a notebook to write
them in for fluency practice later. If child
is unable to put words together, maybe
color code the words with markers.

Phonology Classroom
Activities

Activity 1: Identify Rhyming Words
Working with a partner or individual, students
are given a baggie of words. For newer
ELL/ESL students, picture word cards may be
used verses just words.

Activity 2: Find/Count the Syllables of
Words As a whole group/Individuals,
small groups.

Can be differentiated by using cvc words for
newer English speakers, or words can be
harder if student is more experienced with
the language.

Activity 1: Word Trees: Charts that
demonstrate the relationships of
related words (Hickey & Lewis. 2013).

This activity will help learners of all levels
to begin to connect words to each other.
Newer ELL/ESL can work with a more
experienced student and they can simply
find the root words.

Activity 2:Inflectional suffix -ed sort.
hhttps://wordwall.net/resource/1383202
7/english/what-is-the-sound-of-suffix-
ed This is an online learning game that
gives students hands on experience with
learning the different ways of saying the
“ed” ending.

Phonology Activity: I Spy First Sounds:
Can be played anywhere! Letter sound
recognition game. At home, “I spy with my little
eye something that starts with T” Child, with
mini magnifying glass, detective hat, notebook
searches around house, and writes the T words
of items they find or draws pictures if not able to
spell.

Teaching Phonics to children:
https://www.twinkl.com/blog/how-to-teach-

phonics-to-efl-students

Reference’s

Activities to develop Morphological Awareness https://www.scholarlyelite.com/post/activities-to-develop-
morphological-awareness

Hickey, Pamela J., Lewis, Tarie. (2013) The Common Core, English Learners, and Morphology 101: Unpacking LS.4
for ELLs.
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/EJ1005288.pdf

Reynolds, K. M., Dikilitas, K., & Close, S. (2022). Introduction to TESOL: Becoming a language teaching
professional.

What is the Sound of suffix -ed https://wordwall.net/en-us/community/morphology