Educ 1825 tesol review

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Educ 1825 tesol review

  1. 1. www.nvcc.edu/workfo
  2. 2. EDUC 1825: TESOL Review American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College www.nvcc.edu/workfo
  3. 3. Overview • Review teaching methodologies • Present observation reports & discuss methodologies observed • Review and discuss Teaching Philosophy samples www.nvcc.edu/workfo
  4. 4. Reflection “Good teaching is about bridging the gap between theory and practice.” - Richard W. Leblanc, 2010 • To what degree are you prepared to bridge this gap? • Discuss. www.nvcc.edu/workfo
  5. 5. Learn vs. Acquire Language Action Content Learn Grammar Rules Accuracy Vocabulary Language Forms Fluency Interactions Strategies Acquire Result www.nvcc.edu/workfo
  6. 6. Approach vs. Methodology • Approach = a philosophy or generalized concept of teaching. • Methodology = a set of steps or procedures used to implement the approach – Communicative Language Teaching (approach) – Task-based Language Teaching (methodology) www.nvcc.edu/workfo
  7. 7. Approach Methodology Activities Zone of Proximal Development (ZPD), Vygotsky, 1935 Scaffolding • creating a series of steps from supported to unsupported/ spontaneous • spiral curriculum • Constructivist Approach, Bruner, 1960 Behaviorism, Skinner, 1957 Audiolingual Method • • • • • • Comprehension Approach, Asher, 1965 Total Physical Response (TPR) • language through motion • • Outcomes information gap tasks guided discovery negotiation fluency/accuracy memorization drills set dialogues grammar accuracy kinesthetic grammar taught implicitly comprehension www.nvcc.edu/workfo
  8. 8. Approach Methodology Activities Outcomes Natural Approach, Krashen, 1982 PPP – present, practice, perform • Mimic L1 acquisition • • listening & reading complete multiplechoice or cloze activities accuracy Task Based Language Teaching (TBLT) • tasks require ss to use the language • role plays problem solving negotiation fluency/accuracy Problem-Based Learning Project-Based Learning • Input Hypothesis (i + 1) Communicative Language Teaching Interactionalism, Long 1983 Participatory Approach, Freire Auerbach, 1992 • • • • • • activating background fluency/accuracy knowledge from own lives critical thinking problem solving www.nvcc.edu/workfo
  9. 9. Approach Methodology Competency-Based Education, Richards & Rogers, 2001 Competency-Based Language Teaching (CBLT) • focus on competencies in using language • customization • Content-Based Language Teaching (CBLT) • pre-academic focus • language learned through content • CALP building • Multiple Intelligences, Gardner, 1993 Content-Based Instruction (CBI) Sticht, 1997 Activities • • • • • • Outcomes verbal/linguistic fluency/accuracy musical logical/mathematical spacial/visual bodily/kinesthetic intrapersonal natural/environmental subjects (history) taught in target language simultaneously fluency/accuracy www.nvcc.edu/workfo
  10. 10. Putting it into Practice • Present an observation report. – Outline the activities observed. – Identify and discuss the teaching methodology(ies) with peers. – Discuss any changes you would make to ensure it is more communicative. www.nvcc.edu/workfo
  11. 11. Your Teaching Philosophy • IS: A self-reflective statement of your beliefs about teaching & learning. – Details how you have developed during the program. – States your preferred teaching methodology(ies) and explains why you employ them. – Explains how your methodologies address your students’ needs. www.nvcc.edu/workfo
  12. 12. Your Teaching Philosophy – Discusses how you’ll use what you’ve learned in the classroom. Provides concrete examples of classroom activities. – Uses active language and is well organized. www.nvcc.edu/workfo
  13. 13. Your Teaching Philosophy • IS NOT: A rehash of your resume: – A list of achievements – Programs you have taught in • Useful Links for Writing Your Philosophy: – www.celt.iastate.edu/teaching/philosophy.html – http://chronicle.com/article/How-to-Write-a-Statementof/45133/ – www1.umn.edu/ohr/teachlearn/tutorials/philosophy/index.ht ml www.nvcc.edu/workfo
  14. 14. What is My Teaching Philosophy? • How have your beliefs about teaching and learning developed over the TESOL Program? • Which approach best reflects those beliefs? – student-centered or teacher-centered • What teaching methodologies do you use/plan to use to enact this approach? • What skills and knowledge are you preparing the students to acquire? www.nvcc.edu/workfo
  15. 15. Graduation Requirements • Teaching Portfolio contains: – – – – Teaching Philosophy (1-2 pages) Lesson Plan 18 Hours of Documented ESL Observation Due January 17 (to Graduate in Fall) • Successfully completed 16 TESOL workshops. • Graduation ceremony to be held at Manassas in late January to early February. www.nvcc.edu/workfo

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