Standard one

Coursework

see transcripts

Domain One - Language

"Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students' language and literacy development and content area achievement." --- (TESOL, 2000)

Domain Two - Culture

"Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students' cultural identities, language and literacy development, and content-area achievement." --- (TESOL, 2000)

Domain Three - instructional practices

"Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources." --- (TESOL, 2000)

Domain Four - Assessment

"Candidates understand issues of assessment and use standards-based assessment measures with ESOL students." --- (TESOL, 2000)

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Coursework while in the TESOL graduate program of the State University of New York at Buffalo

Development and Assessment of Second Languages

Designed testing mechanisms of various type for various purposes

Became calibrated and qualified to be an evaluator of a variety of common tests

TESOL Methods and Materials

Learned modern principles, methods, and techniques for ESOL instruction

Practiced various classroom observation and teacher development tasks

Linguistics for TESOL

Studied various features of human language including socio-linguistics and pragmatics

Examined the features of a wide variety of languages around the world

Learned techniques for building proficiency in specific areas

Research in the Language Arts

Learned and practiced educational research methodology for language arts education including action research and ethnographic interviewing

Presented a cultural sensitivity workshop

Second Language Acquisition

Studied theories of second language acquisition and reproduced famous research

Designed activities, lessons, and curriculum that applied those theories

Teaching Writing in a Second Language

Studied and practiced modern approaches for ESOL writing instruction

History and Structure of English

Discussed the past, present, and future of English and its role in the world

Studied various structures and their history

Learned the origins of various words and expressions

TESOL Practicum

Conducted classroom observation tasks, classroom research, and teacher development

Received feedback and advice on my own practices

Teaching Second Language Culture

Conducted ethnographic research on target cultures

Learned how culture instruction can be integrated into language instruction

Studied the process of cross cultural communication and adaptation

Psychology of Learning and Instruction

Learned theories of human cognition and learning and discussed their applications

Internet Assisted Language Learning and webpage design (a non-credit workshop)

Conducted classroom observation tasks, classroom research, and teacher development

Used various web design tools to build websites for educational purposes

Coursework from American University – one credit summer workshop

Developing EFL Teacher-training Programs

Studied various training programs overseas including programs for training Peace Corps volunteers, Peace Corp teacher-training programs, and Peace Corp Community-based instruction programs

Read recent and classic texts on developing teacher training programs covering topics such as needs analysis and integrating proficiency building into other areas of instruction

Coursework while earning Maryland state K-12 ESL/Bilingual Education teaching certification at the University of Maryland, Baltimore County

Instructional Systems Development

Studied various models for planning and implementing instruction

Practiced making design plans following various models

Teaching Reading and Writing to ESOL/Bilingual Students

Studied best practices for literacy instruction

Conducted research on reading in content areas

ESOL Student Teaching Internship

Taught ESOL classes as a provisional hire awaiting certification

Was observed by a variety of professionals and colleagues for the purpose of assisting in my development

Regularly reflected on my practices

note:

These standards were copywritten by Teachers of English to Speakers of Other Languages, Inc. (TESOL) in 2002.