Presentation on TESOL's Standards for ESL/EFL Teachers of Adults to Washington State University Intensive American Language Center - January 2014

1. John Segota, CAE
Associate Executive 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 Teachers of Adults
• Performance-based
• Support and sustain
student learning
• Applicable to a
variety of settings

7. Andragogy
1. Need to Know
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 Teachers of 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 and Changes
– 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 Teachers of 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
4.1 Classroom 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 Learner Activity
– 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 and Professionalism
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 and Professionalism
– 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
8.2 Skill 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. John Segota, CAE
jsegota@tesol.org
http://www.SlideShare.net