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Pedagogy for all ESL teachers

The standards about instruction planning, management, and implementation require that ESL/EFL teachers develop evidence-based practices and strategies with regard to language teaching and learning. One of the best practices in planning classroom instruction is to use technology to provide a supportive learning environment. Digital technology has been found helpful in developing instruction content for language classes. Moreover, its integration in the classroom setting makes learning interesting for present-day students.  The pedagogy standard consists of three distinct activities: planning instruction, implementing instruction and implementing the technology.  In this reflection, I will address each one of them with respect to the projects that I did

With respect to planning instruction, I implemented a sourcebook project in TSL 653 and designed a tasked-based syllabus. Through these activities, I demonstrated my understanding of implementing and administering the design of a task-based syllabus and my ability to design a syllabus based on some tasks. For implementing technology in TSL 620, I designed a mini listening and speaking lesson plan for telephone conversations. I used this lesson to demonstrate my ability to deliver instruction to my students on how to engage in a formal conversation on the telephone and to improve their listening and speaking skills. Besides, I also demonstrated micro-teaching skill using the website to help ESL students improve their knowledge of English grammar functions through the various activities and templates that were available on the website.  Additionally, I implemented a YouTube project.

Finally, I gained more information from implementing the instruction. Through the internship report, for instance, gave me the opportunity to practice the techniques and methodologies of teaching that I had learned throughout my course of study.  It reminded me about the advanced theoretical knowledge and skills that I have acquired when studying TESOL and which I will use to teach ESL students writing and reading. By filling the internship journals, I demonstrated my ability to keep records that will be of help to me in the future.

Culture-pedagogy for all ESL teachers

It is important for ESL/EFL teachers to have sufficient knowledge of concepts, theories, and principles that relate to the nature and role of cultural groups to establish a supportive learning environment. TSL 634 equipped me with the knowledge about cultural influence on students and the most effective way to deal with it. I realized the importance of having an understanding of ways individual cultural identities and cultural groups affect language learning and overall school achievement. I learned that since the numerous cultural factors have an influence on the acquisition of English language by learners by ESL learners, it is necessary for teachers to have the ability to identify the various facets when teaching. The ability of some students to learn a second language, for instance, may be hindered by cultural factors.

In the cultural autobiography, I pointed out that although I have a Saudi Arabia background and my first language was Arabic, I have had the interest to learn English as my second language. Moreover, I have been part of a student exchange program from different countries and have hosted an International student. Apart from giving me greater exposure about different religions and making some friends, these opportunities have helped me to gain more knowledge about the impact that cultural value and beliefs can have on students learning ESL since it is not possible to separate language from culture. For the ethnolinguistic report, the observation was conducted at Rooster’s Grooming Center where the main focus was the American cultural norms that were evident from the interactions between clients and barbers.

In light of my cultural experiences and this particular ethnolinguistic observation, I decided to design a lesson plan in which students would familiarize themselves with the American customs that relate to turn-taking and interview etiquette. As a matter of fact, the whole lesson plan was created after collecting ethnolinguistic data from at Rooster’s Grooming Center. Moreover, it was designed for students from different cultural backgrounds such as Saudi, Germany, China, and Korea, whose turn-taking rules differ from those of Americans. For this lesson, I successfully integrated two distinct technologically tools: computers and video recorders. This way, I demonstrated my knowledge of how to implement technology to help me develop a better understanding of the impact of culture on the ability of students to think.

Assessment-pedagogy for all ESL teachers

It is necessary for all ESL/EFL teachers to have a deeper and wider understanding of all issues and concepts that relate to assessment to enable them to utilize accepted and standard-based procedures when teaching ELLs. In a real teaching environment, assessment plays a crucial role when planning a lesson plan as well as when implementing it. For the process to be successful, the person carrying out the assessment must have the ability to evaluate and examine everything from a critical point of view to determine whether the whole process of teaching was usefully or not. Moreover, such an approach is crucial especially when there are certain areas of improvement that have to be identified. Language teachers have numerous opportunities to access their students. For instance, apart from relying on test scores, they can evaluate the entire learning process of their students based on how they perform in each lesson. This way, it is easier for them to identify areas that need more improvement to ensure that the next class performs better.

With regards to designing assessment, I started by carrying out a need assessment and need analysis in TSL 615. From the analysis, it became evident that the English Language Learners that are undertaking the course and that have recently arrived at the United States of America have a varied range of needs that need to be identified and addressed by the course that they are undertaking. The needs range from linguistic and logistical along with social and emotional needs of human beings when interacting with others. Regarding assessment design, I planned an integrated skills test for intermediate EFL students. It was to be done by Saudi Arabian male undergraduate students undertaking the EFL course at the intermediate level and that have been learning the second language for the past one year. I also designed grammar and vocabulary test, in which I demonstrated the knowledge that I have acquired relating to assessment by designing a test that was primarily based on both summative and formative criteria.

With regard to the implementation of the existing assessment, TSL 690 internship midterm exam was used. The exam tested students language skills, their grammar and vocabulary proficiency, in addition to their reading and writing skills. The successful presentation of all projects under the assessment standards is sufficient evidence that I have a deepened and widened my understanding of all issues and concepts that relate to assessment and am capable of designing different tests for different proficiency level.

Professionalism-pedagogy for all ESL teachers

The professionalism standard requires that ESL teachers remain up to date with current instructional techniques, advances made in the field of ESL, research results, and changes in educational policy issues. Moreover, these educators are supposed to demonstrate that they have sufficient knowledge about the history of ESL teaching. For me to become a professional in the field of TESOL, it means that I should have this information. Moreover, all the teaching activities and techniques that I implement in the classroom should be based on sound research results that have been conducted relating to ESL. The two major projects that I presented titled teaching philosophy under TSL 680 and the research project done in TSL 610 are clear indications of my level of professionalism in this field.

In TSL 610, I conducted research in which I examined the effects of social media platforms with regards to enhancing writing skills for Saudi ESL students. I successfully interpreted results from several surveys done by researchers. Moreover, I developed my data analysis skills through data conversion from numerical form to percentage and then representing it in charts. Apart from helping me remain updated about recent ESL research about the use of technology, I used the project to demonstrate my capacity to conduct research any topic that is related to TESOL and to present the results in a professional manner.

Moreover, I used TSL 680 to portray a part of the practical knowledge a well as theoretical information that I have acquired throughout my period of study. Apart from serving as evidence of my level of professionalism, this project portrayed me as a person that is ready for the field of teaching.  I used the TSL 680 to explain some of the strategies that I will use when teaching to equip learners with knowledge and skills they will need in future and also facilitates successful passing down of knowledge and information. I presented some of the information that I gathered from observing ESL classes. I also expressed my beliefs about the application of CLT in the field of learning a language.  In summary, TSL 680 teaching philosophy and TSL 610 research project are proofs of my ability to uphold the desired professionalism standard.

Cover Statement-pedagogy for all ESL teachers


E-Portfolio is a collection of my masterpieces  that I studied in my major, TESOL. Overall the portfolio reflects the knowledge obtained in terms of ESL instruction and content. Additionally, it contains about half of major projects as well as assignments that I completes which also fulfilled TESOL/CAEP standards of teaching English as a second language. The assignments and projects completed helped me to improve my critical thinking as far as cultural perspectives, pedagogy and professionalism, assessment instruments and ASL theories are concerned. Through the four semesters at the TESOL department I have gained theoretical knowledge and been able to apply it practically.

I can confidently say that the two years I have spent at TESOL will greatly help me in to become a successful EFL teacher back in South Arabia.  Even though I had studied some SLA while in South Arabia, it did not offer me the practical knowledge that I have gained in my TESOL major. TESOL major has moulded me to become a teacher that follows the best strategies and techniques when teaching my students. It has also made me to make the best teaching techniques part of my personality. Moreover, my decision to major in TESOL gave me a chance to review and implement recent SLA studies in my teaching.  With this I  believe I am now a practical and professional instructor.

I will present through E-portfolio a portion of my major projects, assignments as well as other works following the five domain standards of TESOL/CAEP.  Moreover, language, culture, pedagogy, assessment and professionalism will be well described. In total, there will be five sections with each section specialized for a specific TESOL /CAEP standards. The work is well presented and it is easy for the reader to follow what is written. My work begins with my resume and statement of teaching philosophy serves as an introduction of my E-portfolio. I then demonstrate my teaching philosophy and the methodology as well as approach which interests me. They I show how I can deliver my message based on perspectives and professionalism as EFL teacher.  I wind up by organizing for per CAEP/TESOL standard and mentioning my major works in my TESOL studies for the two years.

In conclusion, E-portfolio is a brief description of the knowledge I acquired during my TESOL studies at Murray State University. This is what will make me a successful EFL teacher when I go back to my country.Pedagogy for all ESL teachers