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TESOL Student Learning Outcomes
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Next Info Session: January 14, 2014
The TESOL program seeks to fulfill the mission of the College of Education, by infusing the TESOL curriculum with the following themes:
You will be collaborating with classmates on a range of activities and projects throughout your courses. In addition, faculty invite guest speakers from other SU units as well as from the larger community. You will also be working closely with ESOL professionals in TSOL 566 Internship in the TESOL Setting.
TESOL faculty members and many of the instructors at the School of Teaching ESL have experience teaching EFL abroad, in Germany, China, Russia, Japan, etc. Approximately 20% of the students in the TESOL program are international students; their expertise is sought in class discussions about ESOL teaching around the world. In the required TSOL 531 Second Language Acquisition and TSOL 536 Language in Society, you will be reading about and discussing the notions of ‘World Englishes’, ‘Native Speaker’, and ‘English as a Language of Wider Communication'.
You will also have the opportunity to increase your global awareness outside class. The program occasionally sponsors special sessions on teaching English in various parts of the world, and you are encouraged to join the international professional association.
The TESOL program uses email for advising and job announcements, queries to students, setting up meetings and appointments, etc.
The faculty models the use of technology in instruction and the program arranges technology training for students, as needed. Through in-class activities and assignments, you will have an opportunity to develop your own skills in the appropriate application of current and emerging technology, e.g., email, email discussion lists, use of Internet, electronic data bases, presentation software, web pages, etc.
D. Social Justice
In alignment with Jesuit values, the TESOL program is committed to justice education. Virtually every TSOL and EPDES class takes as its starting point the needs of the ESOL student, either abroad or in the U.S. Discussion of these needs entails an appreciation of the challenges for people of micro-cultures within the U.S. attempting to learn the language of the macro-culture and for non-native speakers of English learning a global language.
EDUC 501/520 Social Justice in Professional Practice is required of TESOL students, as well as students in all other College of Education programs. TSOL 531 Second Language Acquisition includes discussion and readings on language and identity, culture shock, and anomie of the second language learner. TSOL 536 Language in Society takes as a major theme the issue of power imbalances as reflected in and perpetuated by use of language. An elective, TSOL 537 Teaching English for Academic Purposes, considers the special challenges of students seeking academic success in a foreign university setting. Aside from coursework, you have an opportunity to reflect on issues of social justice as you volunteer in, observe, and complete your internship.
The TESOL program aims to prepare teachers of ESOL who will be successful classroom teachers in a wide variety of institutional settings and cultural contexts. We expect our graduates to be effective educational leaders, advocates, and change agents.
Any of these competencies can be a focus of concern as faculty monitor student progress (before Candidacy and before the Internship).
Throughout the TESOL program, you will have opportunities to develop and demonstrate the following eight competencies, which have been adapted from the national Guidelines for the Certification and Preparation of Teachers of English to Speakers of Other Languages in the United States (TESOL, March, 1975).
To achieve the objectives of your role as a teacher of English to speakers of other languages, you are expected to:
Have personal qualities, which contribute to your success as a classroom teacher, insure understanding and respect for your students and their cultural setting, and make you a perceptive and involved member of your community.
ESOL teachers need to be able to work successfully alone and with others. There are many opportunities for you to develop responsibility, collaboration, and leadership skills within the TESOL program: in coursework, in extracurricular TESOL activities, through involvement in the state professional organization, and through the internship.
Additional support for personal growth is available from SU's Counseling and Psychological Services (206.296.6090).
You demonstrate this competency by successfully participating in a wide range of in-class activities, by successfully completing both collaborative and independent assignments and projects and by taking responsibility for your own actions, including meeting requirements and deadlines.
Demonstrate proficiency in spoken and written English at a level commensurate with your role as a language model.
Whether you are a native-language or second-language speaker of English, your command of the language should combine qualities of accuracy and fluency; your experience should include a wide acquaintance with writings in English.
ESOL teachers need excellent oral and written communication skills. We require a TOEFL score of 580 (92 IBT) for admittance of non-native speakers of English. All TESOL students take TSOL 538 Structure of English.
You can develop communication skills through giving oral presentations, writing in a wide variety of genres throughout your courses, and participating in small and large group discussions. M.A. students also have an opportunity to develop their academic writing through TSOL 595 TESOL Graduate Project. You will also have the opportunity to develop your skills in using technology to communicate: email, Internet, presentation software, and other applications.
All TESOL students can get support for improving their written English from the SU Writing Center (206.296.6239). You demonstrate this competency through class discussions, oral presentations, written assignments, and ongoing interactions with classmates, faculty, staff, and site supervisors.
Have had the experience of learning another language and acquiring knowledge of its structure; and have a conscious perception of another cultural system.
If possible, the language and cultural system should be related to that of the population with which you are to work.
The majority of students in the TESOL program have already learned or acquired one or more languages other than their first language. Most have lived or traveled abroad. For students whose first language is English, it is highly recommended that they be proficient in another language.
Students have the opportunity of developing skills in a foreign language at SU (at the undergraduate level), at a local community college, or at a private language school.
Understand the nature of language; the fact of social, regional, and functional language varieties, the structure and development of the English language systems, and the culture of English-speaking people.
ESOL teachers need to be knowledgeable about language in general, and about the English language in particular, in order to design instruction, monitor student progress, and answer students’ questions.
You have opportunities to develop this competency in TSOL 534 and TSOL 535 Linguistics for Language Teachers I & II, as well as through electives, such as TSOL 536 Language in Society and TSOL 538 Structure of English.
Students who want additional training in linguistics may petition to transfer in graduate courses from other institutions (see your advisor).
You demonstrate this competency by successful completion of these courses and by passing the Comprehensive Examination.
Have a knowledge of the process of language acquisition as it concerns first and subsequent language learning and as it varies at different age levels; and understand the effects on language learning of socio-cultural variables in the instructional situation.
ESOL teachers need to be knowledgeable about language acquisition processes, be able to synthesize and analyze important concepts and information, and be able to access information resources.
You can develop this competency in EPDES 930 TESL Theory and Application, TSOL 531 Second Language Acquisition, and TSOL 536 Language in Society, as well as EDUC 500 Introduction to Educational Research.
You demonstrate that you have these competencies by successful completion of these courses and by successfully completing the Comprehensive Examination.
Have an understanding of the principles of language pedagogy and the demonstrated ability, gained by actual teaching experience, to apply these principles as needed to various classroom situations and instructional materials.
ESOL teachers need to be able to apply what they have learned in a decisive, professional manner to practical teaching situations and be able to reflect on their own practice.
You have opportunities to develop these skills in EPDES 930 TESL Theory and Application, EPDES 931 Methods of Language Acquisition, EPDES 932 Teaching Grammar to ESOL Students, TSOL 525 Second Language Writing, TSOL 537 Teaching English for Academic Purposes, TSOL 538 Structure of English, AEDT 510 Course Design for Adult Learners, AEDT 563 Instructional Methods for Adult Learners, and TSOL 566 Internship in the TESOL Setting.
You demonstrate this competency through your microteaching assignments, creation of syllabi, unit plans, and lesson plans, and through the internship.
Have an understanding of the principles, and an ability to apply the techniques and interpret the results of second-language assessment of student progress and proficiency; and an ability to evaluate the effectiveness of teaching materials, procedures, and curricula.
M.Ed. students have an opportunity to take as an elective EPDES 938 Testing and Evaluating ESOL Students. All students may elect to take AEDT 577 Evaluation in Programs for Adult Learners.
Have a sophisticated understanding of the factors which contribute to the life styles of various peoples, and which determine both their uniqueness and their interrelationships in a pluralistic society.
ESOL teachers need to conduct themselves with sensitivity to, and appreciation for, diverse populations.
Students read and discuss issues of diversity in TSOL 536 Language in Society and in the elective courses, EDUC 515 Multicultural Perspectives and EPDES 935 Cultural Variables in TESOL. There are also many opportunities for interaction with international students in class activities and projects.
You demonstrate this competency through your ongoing interactions with classmates, faculty, and staff, and by dealing with cultural differences constructively.
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