Goal 6
knowledge of the teaching field (English).
Because my BA degree is also in teaching ESL, I have studied this field for over 4 years. From my BA degree, I learned about the TESL field from classes like Introduction to Linguistics, Bilingual Education, TESOL Methods 1 & 2, Phonology, Problems in English Grammar, and Sociolinguistics. My MA degree has built on and expanded the knowledge I gained from previous degree. Courses like Introduction to Applied Linguistics, Second Language Acquisition, TESL Methods, Discourse Functional Grammar, American English Pronunciation, and TESL Writing have influenced my knowledge of the TESL field the most, other than actual teaching experience.
The artifacts found here are selected journals reflecting my thoughts from readings from TESL Writing and TESL Methods.
The artifacts found here are selected journals reflecting my thoughts from readings from TESL Writing and TESL Methods.
Thoughts, questions, and reflections from readings
Journals from APLNG 412: Teaching Second Language Writing
ESL 114G
Artifact 14, Journal 1 is about the article "If I'd Known Twelve Things" by Alister Cumming who reflected on his own teaching experience. Learning from other teachers' experiences and mistakes is a way gain knowledge of the teaching field first-hand, rather than theoretically based, which can be a refreshing change. This can also show how teachers apply methodology and theories to practice.
Artifact 15, Journal 5 is about Chapter 11, Literature in the Teaching of Second Language Composition from one of our course books, Exploring the Dynamics of Second Language Writing. The article debates what kinds of readings to use in an ESL writing class, like multicultural or classics, if any at all.
Artifact 16, Journal 14 is about Chapter 9, A Common Ground: The Essay in Academy from another course book, Negotiating Academic Literacies. This chapter raised the question, what are the features of an academic essay and how do we grade one? This article was intriguing because it forces teachers to question ourselves, how and why we grade, and how we define a "good essay."
Artifact 15, Journal 5 is about Chapter 11, Literature in the Teaching of Second Language Composition from one of our course books, Exploring the Dynamics of Second Language Writing. The article debates what kinds of readings to use in an ESL writing class, like multicultural or classics, if any at all.
Artifact 16, Journal 14 is about Chapter 9, A Common Ground: The Essay in Academy from another course book, Negotiating Academic Literacies. This chapter raised the question, what are the features of an academic essay and how do we grade one? This article was intriguing because it forces teachers to question ourselves, how and why we grade, and how we define a "good essay."
| artifact14.docx |
| artifact15.docx |
| artifact16.doc |
Journals from APLNG 493: Methods for Teaching ESL
ESL 114G
Artifact 17, Journal 2 is about methodology pros and cons from a chapter of B. Kumaravadivelu's book Understanding Language Teaching: From Method to Postmethod. This journal questions the usefulness of methodology and explores the true purpose of it.
Artifact 18, Journal 9 is reflection of the article "Designing Workplace ESOL Courses for Chinese Healthcare Workers at a Boston Nursing Home" by Johan Uvin. In this article, the author had to design a class, teach it, and then reflect on the successfulness of his class. He was disappointed with how the class turned out and it was very useful to read how a teacher can (and maybe should) react to disappointment, humbling ourselves to truly critique our curriculum and practice. I would like follow his example in my own teaching experiences.
Artifact 19, Journal 14 is about task-based and content-based teaching from the article "Teachers' and Learners' Reactions to Task-Based EFL Course in Thailand." It is very useful to know these different approaches to teaching so that we may widen our horizon of what is possible in the classroom.
Artifact 18, Journal 9 is reflection of the article "Designing Workplace ESOL Courses for Chinese Healthcare Workers at a Boston Nursing Home" by Johan Uvin. In this article, the author had to design a class, teach it, and then reflect on the successfulness of his class. He was disappointed with how the class turned out and it was very useful to read how a teacher can (and maybe should) react to disappointment, humbling ourselves to truly critique our curriculum and practice. I would like follow his example in my own teaching experiences.
Artifact 19, Journal 14 is about task-based and content-based teaching from the article "Teachers' and Learners' Reactions to Task-Based EFL Course in Thailand." It is very useful to know these different approaches to teaching so that we may widen our horizon of what is possible in the classroom.
| artifact17.doc |
| artifact18.doc |
| artiifact19.doc |
