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Standards for ESL/EFL Teachers of Adults
The document outlines the standards and responsibilities for ESL/EFL teachers in adult education as defined by the TESOL International Association. It emphasizes the importance of planning, instructing, and assessing learner performance while considering the learners' backgrounds and contexts. The document also covers the required knowledge, skills, and professionalism that teachers should possess to effectively support adult language acquisition and learner engagement.
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Standards for ESL/EFL Teachers of Adults
- 1. John Segota, CAE AssociateExecutive Director for Public Policy & Professional Relations TESOL International Association Washington State University 7 January 2014 1 1/7/14
- 2. TESOL International Association • More than 12,000 members • Representing 156 countries • 100+ affiliates worldwide
- 3. TESOL International Association Resources Research Prof. Devel. Advocacy Standards
- 4. Standards • Student Standards – ESL Standards for PreK-‐12 Students (1997) – PreK-‐12 English Language Proficiency Standards (2006) • Standards for Adult Education ESL Programs (2002)
- 5. Standards • Technology Standards(2011) • TESOL/NCATE Teacher Education Program Standards (2001/2010) • Standards for ESL/EFL Teachers of Adults (2008)
- 6. Standards for Teachersof Adults • Performance-based • Support and sustain student learning • Applicable to a variety of settings
- 7. Andragogy 1. Need toKnow 2. Foundation 3. Self-concept 4. Readiness 5. Orientation 6. Motivation
- 8. Standards for ESL/EFL Teachers of Adults Knowledge, Abili4es, and Disposi4ons • Learning • Content • Language Proficiency • Iden4ty & Context • Commitment & Professionalism Student Learning Prac4ce • Assessing • Instruc4ng • Planning
- 9. Standards for Teachersof Adults • Practice – Standard 1: Planning – Standard 2: Instruc4ng – Standard 3: Assessing
- 10. Standard 1 Planning Teachers plan instruc4on to promote learning and meet learner goals, and modify plans to assure learner engagement and achievement.
- 11. Standard 1 Planning – 1.1 Overall Planning – 1.2 Learner Considera4ons – 1.3 Lesson Planning – 1.4 Ac4vi4es and Strategies – 1.5 Resources
- 12. Planning 1.2 Learner Considerations – Iden4fies learners’ interest and integrates into planning – Iden4fies learners’ needs and integrates into planning – Iden4fies learners’ prior learning and background knowledge and integrates into planning
- 13. Standard 2 Instructing Teachers create suppor4ve environments that engage all learners in purposeful learning and promote respecVul classroom interac4ons.
- 14. Standard 2 Instructing – 2.1 Classroom Management – 2.2 Instructor Role – 2.3 Ac4vi4es & Strategies – 2.4 Learner Considera4ons
- 15. Instructing 2.1 Classroom Management – Organizes and manages construc4ve interac4ons – Creates an environment that engages all learners – Makes effec4ve use of classroom 4me – Manages ac4vi4es – Adjusts instruc4ons when necessary – Uses unexpected events to extend learning
- 16. Standard 3 Assessing Teachers recognize the importance of and are able to gather and interpret informa4on about learning and performance to promote the con4nuous intellectual and linguis4c development of each learner. Teachers use knowledge of student performance to make decisions about planning and instruc4on “on the spot” and for the future. Teachers involve learners in determining what will be assessed and provide construc4ve feedback to learners, based on assessments of their learning.
- 17. Standard 3 Assessing – 3.1 Need for Assessment – 3.2 Types of Assessment – 3.3 Evalua4on of Results – 3.4 Learner Considera4ons – 3.5 Development and Changes
- 18. Assessing 3.5 Development andChanges – Evaluates the reliability and validity of instructor-‐generated and standardized assessment instruments – Uses assessment results and learner feedback to adjust or modify the future learning objec4ves
- 19. Standards for Teachersof Adults Knowledge, Abilities, and Dispositions – Standard 4: Iden4ty & Context – Standard 5: Language Proficiency – Standard 6: Learning – Standard 7: Content – Standard 8: Commitment & Professionalism
- 20. Standard 4 Identity &Context Teachers understand the importance of who learner are and how their communi4es, backgrounds, and goals shape learning and expecta4ons of learning. Teachers recognize how context contributes to iden4ty forma4on and therefore influences learning. Teacher use this knowledge of iden4ty and secngs in planning, instruc4ng, and assessing.
- 21. Standard 4 Identity &Context – 4.1 Classroom Environment – 4.2 Learner Iden44es – 4.3 Instructor Interac4on – 4.4 Learner Communi4es
- 22. Identity & Context 4.1Classroom Environment – Creates an environment conduc4ve to adult learning – Acknowledge learners as adults – Establishes classroom rou4nes and encourages learners’ apprecia4on for each other
- 23. Standard 5 Language Proficiency Teachers demonstrate proficiency in social, business/workplace, and academic English. Proficiency is speaking, listening, reading, and wri4ng means that a teacher is func4onally equivalent to a na4ve speaker with some higher educa4on.
- 24. Standard 5 Language Proficiency – 5.1 General Proficiency – 5.2 Other Contexts – 5.3 Classroom Performance – 5.4 Nonna4ve Advocate
- 25. Standard 6 Learning Teachers draw on their knowledge of language and adult language learning to understand the processes by which learners acquire a new language in and out of classroom secngs. They use this knowledge to support adult language learning.
- 26. Standard 6 Learning – 6.1 Classroom Environment – 6.2 Learner Ac4vity – 6.3 Learner Variables
- 27. Learning • 6.2 LearnerActivity – Provides learning experiences that promote autonomy and choice – Provides learning experiences that promotes coopera4on and collabora4on – Creates classroom context in which learners can nego4ate meaning through interac4ons with the teach and one another – Creates situa4ons where meaningful messages are exchanged
- 28. Standard 7 Content Teachers understand that language learning is most likely to occur when learners are trying to use the language for genuine communica4ve purposes. Teachers understand that the content of the language course is the language that learners need in order to discuss, listen to, read, and write about a subject or content area. Teachers design their lessons to help learners acquire the language they need to successfully communicate in the subject or content areas about which they want or need to learn.
- 29. Standard 7 Content – 7.1 Input and Prac4ce – 7.2 Tasks in Content Area – 7.3 Content Knowledge in Lesson Planning
- 30. Standard 8 Commitment andProfessionalism Teachers con4nue to nuance their understanding of the rela4onships between second language teaching and learning through the community of English language teaching professionals, the broader teaching community, and the community at large. This knowledge, in turn, informs and changes both the teachers and the communi4es.
- 31. Standard 8 Commitment andProfessionalism – 8.1 Gaining and Using Knowledge – 8.2 Skill Development – 8.3 Advoca4ng
- 32. Commitment & Professionalism • 8.1 Gaining and Using Knowledge – Seeks out, interacts, and reflects on learning in teaching and learning communi4es and shares informa4on with the teaching profession – Seeks out, interacts, and reflects on students learning and shares with teaching and learning communi4es
- 33. Commitment & Professionalism • 8.1 Gaining and Using Knowledge – Seeks out, interacts, and reflects on knowledge about learners’ communi4es and shares with teaching and learning communi4es – Pursues other opportuni4es to grow professionally
- 34. Commitment & Professionalism 8.2Skill Development – Is developing his or her professional voice – Is developing personal professional development plan – Con4nually develops his or her knowledge and skills to improve instruc4onal prac4ces – Balances professional responsibili4es with personal needs
- 35.