Simplfied CV (11.25.2016)
•Download as DOCX, PDF•
1 like•174 views
Johnny Yang has over 10 years of experience teaching English and other subjects in the United States and Japan. He holds a Master's degree in Teaching International Languages and a Bachelor's degree in Liberal Studies. He is a certified Graduate Teaching English to Speakers of Other Languages teacher and has taught at various institutions, including the English as a Second Language Resource Center in Chico, CA where he currently works. He also has experience in the United States Marine Corps serving from 2004-2012.
Report
Share
Report
Share
Recommended
Curriculum vitae2016Dr.Fraga
Dr. Cynthia P. Fraga de Canadas has over 20 years of experience teaching Spanish and education. She received her Ph.D. in Foreign and Second Language Education from The Ohio State University and has taught at various universities and K-12 schools. Her areas of expertise include language acquisition, bilingual education, and teacher training. She has published several papers and presented at numerous conferences on these topics.
Heidenfeldt CV Feb 2015
William Heidenfeldt is a PhD candidate in Romance Languages and Literatures at UC Berkeley. His research interests include foreign language teacher education, language and identity, and second language acquisition. He has taught French language courses at UC Berkeley since 2008 and has experience teaching middle school. He is expected to receive his PhD in May 2015 with a dissertation on identity work and pedagogical decisions of secondary school L2 teachers.
Prem english language continuum 18.3.16
This document provides information about Prem's English language programs for non-native English speakers. It describes 6 phases of English language development from beginner to proficient levels. New students are tested to determine placement in the Intensive English Programme (IEP), Junior School ESOL, or Senior School Academic English Programme (AEP). The IEP is for complete beginners seeking to enter an international school. ESOL and AEP provide various levels of in-class and pull-out support. Requirements for English Language A and B courses in the IB Diploma Programme are also outlined. Suggestions are provided for supporting students' English language development at home.
EAL Hull: Dianne Excell: Embedding Good EAL Practice Across the Secondary Cur...
This document describes strategies used at Feversham College, a secondary school in Bradford, to embed good EAL practices across the curriculum. Some key strategies include providing CPD training for teachers on EAL challenges, recognizing that EAL students are individuals, using baseline test data to identify student needs, analyzing test performance to find weaknesses, and sharing resources and best practices. The goal is to raise awareness of how to support EAL learners and unlock their potential. These embedded EAL strategies have contributed to the school's high academic performance.
Curriculum Vitae 2015
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
Englangdevstnd
The document presents English Language Development (ELD) standards for students in California public schools from kindergarten through grade 12. It summarizes the ELD standards for each domain: listening and speaking, reading, and writing. For listening and speaking, the summary outlines what students at the beginning and intermediate ELD levels must be able to do to demonstrate comprehension and organization/delivery of oral communication skills. It identifies the associated English language arts substrands for each standard.
EDEXCEL GCSE
All current 2nde students will sit the Edexcel English Language and English Literature GCSE exams in June 2012. This is excellent preparation for the OIB qualification as it focuses on important skills like reading analysis, speaking, listening and writing. Students should have already completed control assessments making up 20-25% of the final grades. This year, students will focus on completing more control assessments and preparing for the exams through practice. Good grades in GCSE English can boost confidence and look strong on university applications.
Key Principles & Digital Tools for ELL Instruction
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
Recommended
Curriculum vitae2016Dr.Fraga
Dr. Cynthia P. Fraga de Canadas has over 20 years of experience teaching Spanish and education. She received her Ph.D. in Foreign and Second Language Education from The Ohio State University and has taught at various universities and K-12 schools. Her areas of expertise include language acquisition, bilingual education, and teacher training. She has published several papers and presented at numerous conferences on these topics.
Heidenfeldt CV Feb 2015
William Heidenfeldt is a PhD candidate in Romance Languages and Literatures at UC Berkeley. His research interests include foreign language teacher education, language and identity, and second language acquisition. He has taught French language courses at UC Berkeley since 2008 and has experience teaching middle school. He is expected to receive his PhD in May 2015 with a dissertation on identity work and pedagogical decisions of secondary school L2 teachers.
Prem english language continuum 18.3.16
This document provides information about Prem's English language programs for non-native English speakers. It describes 6 phases of English language development from beginner to proficient levels. New students are tested to determine placement in the Intensive English Programme (IEP), Junior School ESOL, or Senior School Academic English Programme (AEP). The IEP is for complete beginners seeking to enter an international school. ESOL and AEP provide various levels of in-class and pull-out support. Requirements for English Language A and B courses in the IB Diploma Programme are also outlined. Suggestions are provided for supporting students' English language development at home.
EAL Hull: Dianne Excell: Embedding Good EAL Practice Across the Secondary Cur...
This document describes strategies used at Feversham College, a secondary school in Bradford, to embed good EAL practices across the curriculum. Some key strategies include providing CPD training for teachers on EAL challenges, recognizing that EAL students are individuals, using baseline test data to identify student needs, analyzing test performance to find weaknesses, and sharing resources and best practices. The goal is to raise awareness of how to support EAL learners and unlock their potential. These embedded EAL strategies have contributed to the school's high academic performance.
Curriculum Vitae 2015
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
Englangdevstnd
The document presents English Language Development (ELD) standards for students in California public schools from kindergarten through grade 12. It summarizes the ELD standards for each domain: listening and speaking, reading, and writing. For listening and speaking, the summary outlines what students at the beginning and intermediate ELD levels must be able to do to demonstrate comprehension and organization/delivery of oral communication skills. It identifies the associated English language arts substrands for each standard.
EDEXCEL GCSE
All current 2nde students will sit the Edexcel English Language and English Literature GCSE exams in June 2012. This is excellent preparation for the OIB qualification as it focuses on important skills like reading analysis, speaking, listening and writing. Students should have already completed control assessments making up 20-25% of the final grades. This year, students will focus on completing more control assessments and preparing for the exams through practice. Good grades in GCSE English can boost confidence and look strong on university applications.
Key Principles & Digital Tools for ELL Instruction
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
ESL 433N Entire Course NEW
This document provides instructions for several assignments for an ESL course. It includes details for assignments on English language proficiency standards, cultivating home-school partnerships, classroom observations, and lesson planning. Students are asked to complete tasks such as creating language and content objectives for ELL students, developing a PowerPoint on home-school partnerships, observing ELL classrooms using the SIOP protocol, and designing SIOP lesson plans that integrate language and content standards. The document also provides discussion questions and links to online tutorials and guidelines to support students in completing the assignments.
SOARSIRP
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
Ed Prof St612 2010 Short
Presentation of Prof. Stephen May on August 3 2010 at the Faculty of Education University of Auckland.
Supporting the eal students in the mfl classroom 21 12-12
EAL students face challenges in learning foreign languages due to difficulties with the additional language of instruction. The document provides strategies to support EAL learners such as using visual cues, grouping students by ability, addressing students by their correct names, and allowing students to share their home cultures. It also discusses language acquisition stages and assessing EAL students' progress while avoiding reliance on English-based assessments. The key is providing scaffolding to help EAL students learn new vocabulary and structures through repetition, rephrasing, and recasting in a supportive environment.
Beyond language deficit students codeswitching in indonesian tertiary bilingu...
This presentation describes three reasons for students of the bilingual classroom to code switch: because they were struggling in using English, they were concerned that peers may not understand, and they wanted to express solidarity with cultural identity.
Colorin colorado toolkit_2012_1
This document provides educators with guidance on how to effectively engage Hispanic parents of English Language Learner (ELL) students. It emphasizes communicating with parents in their preferred language, which is often Spanish. Educators are encouraged to learn some basic Spanish words and phrases to show respect for the language. They should also learn about the cultural backgrounds of their ELL students' families to better understand their values and home environments. Building trust and partnerships with ELL families requires recognizing their strengths, addressing any barriers to participation, and involving parents in school activities and their child's education whenever possible.
Well working with_english_language_learners_in_art_v2[1]
This document discusses strategies for teaching English language learners in art settings. It provides 4 key strategies: 1) Know students' language levels and what they mean, 2) Emphasize key vocabulary before, during and after tasks, 3) Use content and language objectives, and 4) Employ sentence frames, cooperative learning and graphic organizers. The document emphasizes reinforcing vocabulary in context and creating opportunities for students to practice oral language skills.
Uprb ingl 3225 introduccion a la linguistica a maestros de ingles del nivel e...
This course is an introduction to linguistics that meets for 8 hours per week over 15 weeks. It covers topics like morphology, syntax, phonology, language acquisition, and psycholinguistics. Students will learn to identify fundamental properties of language, analyze linguistic elements, and explain issues in linguistics. Evaluation includes quizzes, assignments, journals, and a pre-test and post-test, with grades on a 500-point scale. The course schedule outlines weekly topics over the semester. Classroom rules require respect, participation, preparation, and use of English.
Rosenbusch Dahlberg Lueth Lien Chiang Elementary School Chinese Programs
Rosenbusch Dahlberg Lueth Lien Chiang Elementary School Chinese ProgramsCenter for Global Education at Asia Society
The document discusses factors that have impacted foreign language education programs and considerations for starting an elementary school Chinese language program. It covers the history of Chinese language schools and immersion programs. National standards and initiatives that promoted language learning are outlined. Research on benefits of early language learning is presented. The document examines program models and discusses elements critical for success, including adequate time and intensity of instruction, continuity, and teacher effectiveness. It also provides perspectives from an example Chinese immersion program.English book 2-student
Here are the classroom commands:
1. Come in.
2. Sit down.
3. Stand up.
4. Open your book.
5. Close your book.
6. Write.
7. Listen.
8. Raise your hand.
9. Exchange work with a classmate.
Ell assessment
This document discusses the assessment of English language learners (ELLs). It defines ELLs as students who are exposed to a non-English language and culture at home and whose English proficiency prevents them from understanding grade-level material in English. ELL assessments evaluate English language proficiency and academic achievement through tests of English skills, content mastery with accommodations, and state exams. These assessments serve to identify ELLs, monitor their progress, fulfill accountability requirements, and determine when students can transition out of support programs.
TESOL Staff Development PowerPoint
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Mam Resume
Meredith Montgomery is a Spanish and Language Arts teacher with over 15 years of teaching experience at the secondary level. She has taught Spanish levels 1 through AP Spanish 5 and has also taught English levels 1, 3, and 4. She earned a Master's degree in Spanish and in Teaching and Curriculum. Montgomery has organized several student trips abroad to locations such as Spain, France, Mexico, Ecuador, and Ireland. She has also held leadership roles such as Spanish Club Advisor and faculty sponsor for her school's Class of 2009. Montgomery's teacher evaluations show ratings of Effective to Highly Effective.
BICS v. CALP
There are two levels of language competency that English language learners develop:
- Basic interpersonal communication skills (BICS) develop within 1-3 years and allow for conversational interactions.
- Cognitive academic language proficiency (CALP) takes 5-7 years to fully develop and requires more advanced vocabulary for academic success in school.
Swavesey Village College language innovations
Language Futures and a wealth of other innovations super-power language learning at Swavesey Village College.
Writing Program Presentation - 2001
The ELI at the University of Texas at Arlington offers an intensive English language program for students to improve their writing, reading, and oral skills. The writing and grammar portion focuses on different genres of academic writing like summaries and research papers. Students work on their writing through various exercises and activities at different proficiency levels. Assessment includes grading based on syllabi requirements, instructor evaluation, and peer assessment. The program aims to help each student develop confidence in their unique writing abilities and understand that writing requires recreating the structure of the English language.
2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies ...
2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies ...Phoenix Tree Publishing Inc
This session will focus on two main areas: 1) Best practices in the Pre-AP® Chinese Language and Culture classroom; 2) improving student performance on written presentational tasks using Understanding by Design in the AP® Chinese classroom. Participants will explore appropriate pre-AP activities that can be incorporated into lower-level Chinese language classes to effectively acquaint students with and prepare them for the goals and expectations of the AP Chinese Language and Culture course. Moreover, based on the concepts of Understanding by Design, participants will learn how to develop effective instructional strategies for written presentational tasks and how to assess students’ written responses in order to improve overall students performance in the AP Chinese classroom. The session will also invite interaction with attendees and will conclude with a question-and-answer period.
Speaker:
Lisa Podbilski is the World Language Department Chair and Upper School Chinese teacher at Louisville Collegiate School in Kentucky. She is in her 15th year of teaching Chinese and is the co-chair of the AP Chinese Language and Culture Development Committee. She is also currently servicing on the Board of Directors for the Chinese Language Association of Secondary-Elementary Schools (CLASS).
Lili Wong: As the first Chinese teacher in Central California since 1991, Lili has strong commitment to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen University in Taiwan and M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-cultural Language And Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School and Clovis Community College in California since 1991. Lili has also served as one of the Scoring Leaders in AP Reading since the launch of AP Chinese Exam in 2006. She is currently a Member of AP Chinese Language and Culture Committee.Classroom practices
This document discusses standards-based instructional practices for English learners. It outlines that standards consist of content, benchmarks, and performance standards. It also emphasizes using differentiated instruction and content-based instruction to create meaningful learning experiences for English learners that align language development with grade-level content standards. The document recommends using thematic instruction and ongoing informal assessment to support English learners in developing both language skills and academic content knowledge.
Presentation1
This multidisciplinary course aims to provide a panoramic linguistic approach to the theoretical bases of second language acquisition (L2) and apply them practically to the teaching of Spanish as an L2. The course modules will cover introductions to general concepts of second languages, principles of L2 teaching, curriculum design, theory, and practice. Students will develop skills in identifying, analyzing, and discussing theories of L2 acquisition and teaching in order to apply this knowledge to teaching Spanish. Evaluation will be based on class participation, presentations, exams, curriculum/lesson plan development, and essays.
CV for Dr J Unger
This document provides a curriculum vitae for John A. Unger, Ph.D., an Associate Professor of English for Academic Purposes. It outlines his education, including a Ph.D. in Instructional and Curricular Studies from the University of Nevada, Las Vegas. It also details his extensive teaching experience in developmental English, ESL, composition and math courses at various universities. Finally, it lists his publications, research projects, grants, and conference presentations focusing on literacy, second language acquisition and digital technologies.
Creating a Pipeline from Classroom to Carrer
This document summarizes a presentation about teaching vocabulary to Spanish students. It includes:
- The presenter's background in teaching Spanish language courses and working as a court interpreter.
- The objectives of exploring cognate recognition to increase reading comprehension and learning academic vocabulary from Latin, Greek, and Arabic.
- An overview of course levels from Spanish 1 to AP Spanish and IB programs.
- A discussion of using cognates to help students learn academic vocabulary at high school levels.
- Recommendations for activities to introduce new vocabulary over several weeks and practice resources for students.
Resume (Bilingual)
This document is a resume for Angelic Nambo, who is seeking a full time teaching position as an elementary bilingual educator. She has a Master's degree in Education from UC Riverside and a Bachelor's degree in Spanish Linguistics from the same institution. Her teaching experience includes being a two-way bilingual immersion teacher and substitute teacher. She has additional experience as a student teacher. Her resume highlights her educational background, credentials, teaching experience, professional development activities and affiliations.
More Related Content
What's hot
ESL 433N Entire Course NEW
This document provides instructions for several assignments for an ESL course. It includes details for assignments on English language proficiency standards, cultivating home-school partnerships, classroom observations, and lesson planning. Students are asked to complete tasks such as creating language and content objectives for ELL students, developing a PowerPoint on home-school partnerships, observing ELL classrooms using the SIOP protocol, and designing SIOP lesson plans that integrate language and content standards. The document also provides discussion questions and links to online tutorials and guidelines to support students in completing the assignments.
SOARSIRP
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
Ed Prof St612 2010 Short
Presentation of Prof. Stephen May on August 3 2010 at the Faculty of Education University of Auckland.
Supporting the eal students in the mfl classroom 21 12-12
EAL students face challenges in learning foreign languages due to difficulties with the additional language of instruction. The document provides strategies to support EAL learners such as using visual cues, grouping students by ability, addressing students by their correct names, and allowing students to share their home cultures. It also discusses language acquisition stages and assessing EAL students' progress while avoiding reliance on English-based assessments. The key is providing scaffolding to help EAL students learn new vocabulary and structures through repetition, rephrasing, and recasting in a supportive environment.
Beyond language deficit students codeswitching in indonesian tertiary bilingu...
This presentation describes three reasons for students of the bilingual classroom to code switch: because they were struggling in using English, they were concerned that peers may not understand, and they wanted to express solidarity with cultural identity.
Colorin colorado toolkit_2012_1
This document provides educators with guidance on how to effectively engage Hispanic parents of English Language Learner (ELL) students. It emphasizes communicating with parents in their preferred language, which is often Spanish. Educators are encouraged to learn some basic Spanish words and phrases to show respect for the language. They should also learn about the cultural backgrounds of their ELL students' families to better understand their values and home environments. Building trust and partnerships with ELL families requires recognizing their strengths, addressing any barriers to participation, and involving parents in school activities and their child's education whenever possible.
Well working with_english_language_learners_in_art_v2[1]
This document discusses strategies for teaching English language learners in art settings. It provides 4 key strategies: 1) Know students' language levels and what they mean, 2) Emphasize key vocabulary before, during and after tasks, 3) Use content and language objectives, and 4) Employ sentence frames, cooperative learning and graphic organizers. The document emphasizes reinforcing vocabulary in context and creating opportunities for students to practice oral language skills.
Uprb ingl 3225 introduccion a la linguistica a maestros de ingles del nivel e...
This course is an introduction to linguistics that meets for 8 hours per week over 15 weeks. It covers topics like morphology, syntax, phonology, language acquisition, and psycholinguistics. Students will learn to identify fundamental properties of language, analyze linguistic elements, and explain issues in linguistics. Evaluation includes quizzes, assignments, journals, and a pre-test and post-test, with grades on a 500-point scale. The course schedule outlines weekly topics over the semester. Classroom rules require respect, participation, preparation, and use of English.
Rosenbusch Dahlberg Lueth Lien Chiang Elementary School Chinese Programs
Rosenbusch Dahlberg Lueth Lien Chiang Elementary School Chinese ProgramsCenter for Global Education at Asia Society
The document discusses factors that have impacted foreign language education programs and considerations for starting an elementary school Chinese language program. It covers the history of Chinese language schools and immersion programs. National standards and initiatives that promoted language learning are outlined. Research on benefits of early language learning is presented. The document examines program models and discusses elements critical for success, including adequate time and intensity of instruction, continuity, and teacher effectiveness. It also provides perspectives from an example Chinese immersion program.English book 2-student
Here are the classroom commands:
1. Come in.
2. Sit down.
3. Stand up.
4. Open your book.
5. Close your book.
6. Write.
7. Listen.
8. Raise your hand.
9. Exchange work with a classmate.
Ell assessment
This document discusses the assessment of English language learners (ELLs). It defines ELLs as students who are exposed to a non-English language and culture at home and whose English proficiency prevents them from understanding grade-level material in English. ELL assessments evaluate English language proficiency and academic achievement through tests of English skills, content mastery with accommodations, and state exams. These assessments serve to identify ELLs, monitor their progress, fulfill accountability requirements, and determine when students can transition out of support programs.
TESOL Staff Development PowerPoint
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Mam Resume
Meredith Montgomery is a Spanish and Language Arts teacher with over 15 years of teaching experience at the secondary level. She has taught Spanish levels 1 through AP Spanish 5 and has also taught English levels 1, 3, and 4. She earned a Master's degree in Spanish and in Teaching and Curriculum. Montgomery has organized several student trips abroad to locations such as Spain, France, Mexico, Ecuador, and Ireland. She has also held leadership roles such as Spanish Club Advisor and faculty sponsor for her school's Class of 2009. Montgomery's teacher evaluations show ratings of Effective to Highly Effective.
BICS v. CALP
There are two levels of language competency that English language learners develop:
- Basic interpersonal communication skills (BICS) develop within 1-3 years and allow for conversational interactions.
- Cognitive academic language proficiency (CALP) takes 5-7 years to fully develop and requires more advanced vocabulary for academic success in school.
Swavesey Village College language innovations
Language Futures and a wealth of other innovations super-power language learning at Swavesey Village College.
Writing Program Presentation - 2001
The ELI at the University of Texas at Arlington offers an intensive English language program for students to improve their writing, reading, and oral skills. The writing and grammar portion focuses on different genres of academic writing like summaries and research papers. Students work on their writing through various exercises and activities at different proficiency levels. Assessment includes grading based on syllabi requirements, instructor evaluation, and peer assessment. The program aims to help each student develop confidence in their unique writing abilities and understand that writing requires recreating the structure of the English language.
2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies ...
2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies ...Phoenix Tree Publishing Inc
This session will focus on two main areas: 1) Best practices in the Pre-AP® Chinese Language and Culture classroom; 2) improving student performance on written presentational tasks using Understanding by Design in the AP® Chinese classroom. Participants will explore appropriate pre-AP activities that can be incorporated into lower-level Chinese language classes to effectively acquaint students with and prepare them for the goals and expectations of the AP Chinese Language and Culture course. Moreover, based on the concepts of Understanding by Design, participants will learn how to develop effective instructional strategies for written presentational tasks and how to assess students’ written responses in order to improve overall students performance in the AP Chinese classroom. The session will also invite interaction with attendees and will conclude with a question-and-answer period.
Speaker:
Lisa Podbilski is the World Language Department Chair and Upper School Chinese teacher at Louisville Collegiate School in Kentucky. She is in her 15th year of teaching Chinese and is the co-chair of the AP Chinese Language and Culture Development Committee. She is also currently servicing on the Board of Directors for the Chinese Language Association of Secondary-Elementary Schools (CLASS).
Lili Wong: As the first Chinese teacher in Central California since 1991, Lili has strong commitment to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen University in Taiwan and M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-cultural Language And Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School and Clovis Community College in California since 1991. Lili has also served as one of the Scoring Leaders in AP Reading since the launch of AP Chinese Exam in 2006. She is currently a Member of AP Chinese Language and Culture Committee.Classroom practices
This document discusses standards-based instructional practices for English learners. It outlines that standards consist of content, benchmarks, and performance standards. It also emphasizes using differentiated instruction and content-based instruction to create meaningful learning experiences for English learners that align language development with grade-level content standards. The document recommends using thematic instruction and ongoing informal assessment to support English learners in developing both language skills and academic content knowledge.
Presentation1
This multidisciplinary course aims to provide a panoramic linguistic approach to the theoretical bases of second language acquisition (L2) and apply them practically to the teaching of Spanish as an L2. The course modules will cover introductions to general concepts of second languages, principles of L2 teaching, curriculum design, theory, and practice. Students will develop skills in identifying, analyzing, and discussing theories of L2 acquisition and teaching in order to apply this knowledge to teaching Spanish. Evaluation will be based on class participation, presentations, exams, curriculum/lesson plan development, and essays.
CV for Dr J Unger
This document provides a curriculum vitae for John A. Unger, Ph.D., an Associate Professor of English for Academic Purposes. It outlines his education, including a Ph.D. in Instructional and Curricular Studies from the University of Nevada, Las Vegas. It also details his extensive teaching experience in developmental English, ESL, composition and math courses at various universities. Finally, it lists his publications, research projects, grants, and conference presentations focusing on literacy, second language acquisition and digital technologies.
What's hot (20)
Supporting the eal students in the mfl classroom 21 12-12
Supporting the eal students in the mfl classroom 21 12-12
Beyond language deficit students codeswitching in indonesian tertiary bilingu...
Beyond language deficit students codeswitching in indonesian tertiary bilingu...
Well working with_english_language_learners_in_art_v2[1]
Well working with_english_language_learners_in_art_v2[1]
Uprb ingl 3225 introduccion a la linguistica a maestros de ingles del nivel e...
Uprb ingl 3225 introduccion a la linguistica a maestros de ingles del nivel e...
Rosenbusch Dahlberg Lueth Lien Chiang Elementary School Chinese Programs
Rosenbusch Dahlberg Lueth Lien Chiang Elementary School Chinese Programs
2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies ...
2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies ...
Similar to Simplfied CV (11.25.2016)
Creating a Pipeline from Classroom to Carrer
This document summarizes a presentation about teaching vocabulary to Spanish students. It includes:
- The presenter's background in teaching Spanish language courses and working as a court interpreter.
- The objectives of exploring cognate recognition to increase reading comprehension and learning academic vocabulary from Latin, Greek, and Arabic.
- An overview of course levels from Spanish 1 to AP Spanish and IB programs.
- A discussion of using cognates to help students learn academic vocabulary at high school levels.
- Recommendations for activities to introduce new vocabulary over several weeks and practice resources for students.
Resume (Bilingual)
This document is a resume for Angelic Nambo, who is seeking a full time teaching position as an elementary bilingual educator. She has a Master's degree in Education from UC Riverside and a Bachelor's degree in Spanish Linguistics from the same institution. Her teaching experience includes being a two-way bilingual immersion teacher and substitute teacher. She has additional experience as a student teacher. Her resume highlights her educational background, credentials, teaching experience, professional development activities and affiliations.
MKuhnRojas resume May 2015
Maureen Kuhn-Rojas has over 20 years of experience in bilingual and dual language education. She currently works as a Dual Language Specialist for Chicago Public Schools, where she develops curriculum and provides professional development for dual language teachers. Previously, she taught dual language classes in both Illinois and Chile. Her objective is to ensure all students have access to an education that fosters multilingualism through advocacy and collaborative partnerships.
Angelina Palumbo cv
Angelina Palumbo has extensive experience in education abroad and as an ESL instructor. She holds a Master's degree in Education from New Mexico State University with honors, as well as a Bachelor's degree in Spanish. She currently serves as the Director/Office Manager of the Office of Education Abroad at NMSU, where she advises students, develops faculty-led programs, and helps double the number of students studying abroad. She also teaches ESL courses and has presented at several international education conferences.
Davison CV
Leslie Davison has over 20 years of experience teaching Spanish and coordinating dual language programs in Colorado, Singapore, and Honduras. She holds a Master's degree in Technology in Education and has received numerous teaching awards. Her professional experience includes teaching Spanish at the high school and elementary levels, coordinating dual language programs, providing technology coaching and workshops on language teaching strategies.
Stephanie Kapuschansky Resume (3) (1)
Stephanie Kapuschansky is seeking a teaching position focused on history and working with English language learners. She has a Bachelor's degree in History from Washington & Jefferson College with a minor in Education. She has extensive experience in internships and volunteer work teaching history, English, and economics in both the US and Costa Rica. Her resume demonstrates leadership skills and experience developing lesson plans and working with students from diverse backgrounds.
Resume-Khalid Ibrahim
Khalid Ibrahim has over 15 years of experience in teaching English as a second or foreign language. He has held roles such as President/Acting Center Director of ON Language, Vice President of Academic Affairs at American Language Academy, and Program Director at American Language Academy. He has designed curricula for intensive English programs and trained over 650 Chinese teachers in innovative teaching methods. Currently, he is a doctoral student in TESOL at Anaheim University and holds an MA in TESOL and Applied Linguistics from Winston-Salem State University.
Resume new
Matthew Garcia is seeking a teaching position and has experience teaching English/Language Arts to 9th and 11th grade students at Tinley Park High School. He has completed over 200 hours of classroom experience in grades 6 through 12 at various schools, aiding in subjects such as literature, grammar, and communications. Garcia has a Bachelor of Arts in English Education from Trinity Christian College and is bilingual in English and Spanish.
CHIARAPPA, MICHELLE 2016 Teaching Resume
Michelle Chiarappa has extensive experience teaching English to speakers of other languages. She holds a Bachelor of Arts in Linguistics and Teaching English to Speakers of Other Languages from Stony Brook University, where she graduated summa cum laude. She has taught English in Turkey as a Fulbright English Teaching Fellow and has tutored and student taught in various K-12 settings in New York. She is proficient in Spanish and Italian and has intermediate proficiency in Turkish.
Claire SHIN - CV2017January
Claire Shin has over 10 years of experience teaching English and other languages. She has taught ESL, public speaking, test prep, and language courses for students of all ages and backgrounds in both the US and South Korea. She is skilled in curriculum design and holds several translation and interpretation certifications. Shin has a master's degree in TESOL and is proficient in English, Korean, and Mandarin Chinese.
EstherYoungResume2016
This document provides a summary of Esther Young's academic and professional experience. She has a Master of Arts in Teaching from Rockford College and a Bachelor of Arts in African American Studies from Northwestern University. Her experience includes teaching positions in both English and Spanish in Illinois school districts from 2006 to the present. She has taught at the elementary, middle, and high school levels. Her roles have included teaching ESL, bilingual education, Spanish, and serving as an instructional coach. She also has experience teaching college courses as an adjunct professor.
Resume
Elizabeth Dugan is seeking a teaching position utilizing her passion for teaching English. She has a Bachelor's degree in Language Arts Education and Creative Writing from Ohio Northern University. She has over 7 years of teaching experience at the middle and high school levels in Kingstree, South Carolina. She is certified to teach English and has endorsements in AP Literature and Gifted Education.
My-CV_November 13 2015_LAST UPDATED
Dámaris Mayans is a PhD candidate in Spanish Linguistics at the University of Florida. Her dissertation focuses on monolingual and bilingual processing of lexical-syntactic features. She holds an MA in Spanish Linguistics and a certificate in translation from the University of Illinois. Her research interests include psycholinguistics, Spanish in contact with other languages, and bilingual and third language acquisition. She has published papers in peer-reviewed journals and conferences and has taught Spanish courses at the University of Florida.
F5 Grabbing the Tail of the Tiger: Making a K–16 Partnership Work
F5 Grabbing the Tail of the Tiger: Making a K–16 Partnership WorkCenter for Global Education at Asia Society
1) The document discusses the Chinese Flagship Program, which has centers at Ohio State University, University of Oregon, and Brigham Young University that provide Chinese language education from kindergarten through graduate levels.
2) It addresses the importance of aligning the goals of a Chinese language program with the needs of the students and where they are most likely to continue their education.
3) The document provides examples of how the Ohio State University Chinese Flagship Program works to clearly articulate its classes with college-level Chinese programs through methods like sharing materials and having staff visits.TeachingResumeMasters
This document summarizes the education and experience of a candidate seeking a teaching position. It outlines their educational background including a Master of Arts in Teaching with a concentration in secondary English education from Winthrop University along with relevant teaching internships. It also lists work experience in retail, administrative assistance, and private tutoring. The candidate has received several academic honors and has been involved in numerous education and leadership organizations on campus.
Green-Language programming presentation
This document outlines the current and future language programming at Richard Green Central Community School. It discusses moving from the current English immersion and developmental dual language (DDL) programs to a new dual language program beginning in 2014-2015. The dual language program will provide native English and Spanish speakers equal access to become bilingual and biliterate. The transition will require research, staff professional development, consideration of student mobility and equity, and planning to ensure support of the programs through high school.
KBakerResume-CV2016
Katherine A. Baker is an English teacher with over 17 years of experience who is also a certified Edmodo trainer. She has a Master's in Instructional Technology and has experience flipping her classroom and running professional development workshops. Baker coaches varsity swimming and coordinates her school's therapy dog program. She has published several articles on topics like flipped learning and BYOD apps and has received awards such as the 2015 American Graduate Champion.
resume english
Kasey Kruckenberg is a recent graduate of Central Michigan University with a Bachelor's degree in Spanish and a minor in Marketing and English as a Second Language teaching. She has work experience in retail, food service, landscaping, and bartending. She also has extensive volunteer experience including with Relay for Life, an animal shelter, tutoring ESL students, teaching English abroad, and participating in alternative winter and spring break trips through her university. She is proficient in Spanish and English and has strong leadership, organizational, customer service, and language teaching skills.
Abbey Kosiba Resume
This document is a resume for Abbey Kosiba, who is seeking a teaching position abroad after graduating with a Master's degree in Teaching. She has over 500 hours of classroom experience through student teaching placements at both the middle and high school levels. Her experience also includes tutoring for at-risk high school students. Kosiba demonstrates strong classroom management, leadership, and planning skills through her roles with sorority and volunteer work. She provides references who can speak to her qualifications.
Resume_CarolineWolf
Caroline Wolf has over 3 years of experience as an ASL/English interpreter. She has accrued over 250 hours of interpreting experience through internships at California State University, Northridge where she interpreted in classroom settings and received feedback and mentorship. She also has 125+ hours of volunteer interpreting experience on and off campus. Her skills include ASL/English interpreting, transliteration, and she is fluent in English, American Sign Language, and Hebrew. She received her degree in Deaf Studies with a minor in Jewish Studies from California State University, Northridge.
Similar to Simplfied CV (11.25.2016) (20)
F5 Grabbing the Tail of the Tiger: Making a K–16 Partnership Work
F5 Grabbing the Tail of the Tiger: Making a K–16 Partnership Work
Simplfied CV (11.25.2016)
- 1. Johnny Yang 420 Nord Avenue Apartment #14, CA 95926, USA Contact Number: 1- 702-525-9338 Email: yangj12885@gmail.com EDUCATION: California StateUniversity,Chico Chico,CA Masters of Arts - Major: Teaching International Languages Fall 2016 Bachelors of Arts - Major: Liberal Studies Spring2014 Minor – Japanese Sprint2014 United StatesMarine CorpsRecruit Depot San Diego,CA Spring/Summer2005 United StatesMarine Corps Schoolof Infantry San Diego,CA Summer/Fall 2005 MarineCorpsCombatServiceSupportSchool Jacksonville,NC Fall/Winter2005 CERTIFICATION: Graduate TeachingEnglishto Speakersof OthersLanguages December2016 Certificate inTeachingCollege-Level Writing May 2017 Top SecurityAgencyEducationProgram October2012 Certificate inOrganizational AutomotiveDiesel Maintenance January2006 TEACHING EXPERIENCE: Englishasa SecondLanguage Resource Center Chico,CA,USA January 2015 – Current Special Events Coordinator/English as a Second Language Tutor Planand coordinate events/activitiesforthe ESL Resource Center Tutor studentsinvarious aspectsrelatedtothe Englishwritingsystemandconductsessionswith studentstoimprove theircommunicative language skills. AmericanLanguage,andCulture Institute Chico,CA,USA June 2016 – August2016 Assistant Culture and Language Teacher Collaborativelyplan,andimplementinteractive activitiesaboutthe Americanculture aimedto improve of the communicative Englishproficiencyof visitingcollegestudentsfromTaiwanand exchange highschool studentsfromChinaandThailand. AmericanLanguage,andCulture Institute Chico,CA,USA January2016 - May 2016
- 2. Student Teacher Assistedinthe instructionof Americanslangelectivecourse aimedtoprovide studentsunderstanding of howto recognize,anduse popularAmericanslang ShonanInternational School Tsujido,KanagawaPrefecture,Japan December2015 - January2016 June 20015-August 2015 June 2011 – December2011 June 2010 – August2010 English Language Teacher Plan,designanddevelopinteractive curriculumforsummerandwinter programs. ImplementEnglishintothe subjectsof Science,Social Science,and Cultural Studies. Instructed combinationclassesof studentsin gradestwo,three,four,five andsix Utilize Canadianstandards tomeetlanguage proficiencyrequirements. Create and compile programportfoliosinpreparationforschool educationalaudit Tutor studentsinthe subjectof Englishinpreparationfornextlevel educationalentrance examinations Tutor studentsinpreparationforthe national Englishproficiencyexamination(EIKEN) TRIO: Upward BoundProgram Chico,CA,USA August2014 - May 2015 High School Academic Tutor Tutor HighSchool studentsinvariousacademic subjects Aidhighschool seniorsprepare andapplyforcollege andscholarships Englishasa SecondLanguage Resource Center Chico,CA,USA August2014 – December2014 English as a Second Language Intern-Tutor Tutor studentsinvariousaspectsrelatedtothe Englishlanguage Usedunique linguisticapproachtoaidstudentsinthe developmentEnglishpronunciation CommunityActionVolunteersinEducation Chico,CA,USA August2013 - December2013 Teacher’s Assistant AssistedTeacherwithassignmentcorrections Tutorednonnative Englishspeakingstudentsonanindividual basistoimprove readingskills
- 3. WORK EXPERIENCE: TRIO: Upward BoundProjects Chico,CA,USA June 2016-July 2016 June 2014-July 2014 Night Resident Advisor Manage frontdesk,answerphone callsandtake messages Conducthourlypatrolsinand outside of dormstoensure safetyof participants. Provide FirstAide andrecordincidentsif necessary Greetand interactwithstudentsandfacilitate the checkoutof recreational/educational tools. UnitedStatesMarine Corps,Reserves Sacramento,Ca October2004 to October2012 Marine and Automotive Diesel Mechanic DeployedtoAl-AnbarProvince,Iraq;CampAl TaqqaduminFall 2007 to Spring2008 Servedinsupportof OperationIraqi Freedom, andOperationEnduringFreedom Heldleadershipandinstructionalrolesinconjunctiontocooperativelymaintainahighunitreadiness level. -Honorable discharge upon separation- RESEARCH / PUBLICATION: Participatedindocumentaryonveteranadjustmentintosocietyafterhavingbeentoawar zone for recordssubmittedto the libraryof congress. Fall 2014 Participationinavideointerview publishedtothe CaliforniaState University,Chico’sstudent newspaperwebsite,The Orionon experiencesrelatedtoveteran’sissuesandsocial adjustmentback intouniversitylife. Fall 2014 AWARDS: - SelectedMarine CorpsReserveMedal - Global War on TerrorismService Medal - ArmedForces Reserve Medal - Iraqi CampaignMedal - National Defense Service Medal - MeritoriousMast(SecondAward) - SeaService DeploymentRibbon - Rifle QualificationBadge (Marksman) LANGUAGE: English: FluentinReading,Writing,andSpeech Hmong: FluentinReading,Writing,andSpeech Japanese: Conversational Speech,basicreadingandwriting References available upon request