Education & Training


Course Details & Registration Information

Course
ESL Teaching Certificate Student Learning Experience
Name
SEF-3001HC2
Available Classes
Not currently offered.
Description Course Outline Requirements Intended Audience More Details
Intended Audience
This course is intended as a practice teaching opportunity for those who are working toward a short-term TEFL/TESL certificate.
Description
Learn how to teach adult ESL with the guidance of a mentor! Find out how to select topics that are level appropriate and adult-education focused, create lesson plans, organize practice activities, create needs/goals analyses, and conduct assessments. You’ll be placed in an ESL classroom at North Carolina's largest community college ESL program, with a veteran instructor who will be at your side at all times to assist you, address problems, and provide feedback. On completion, you’ll know the basics of classroom management, curriculum development, and assessment for teaching in a community college or in an overseas setting. You may take one or both of the following courses concurrently with this course: Collaborative Language Learning SEF-3001BE2; Culture EDU-3002J3.
Course Objectives
  1. be able to demonstrate entry level proficiency in their ability to design lesson plans that are in line with curricular goals and program standards as evidenced by the interaction with and observation of a mentoring instructor.
  2. be able to demonstrate entry level proficiency in their ability to design and implement activities for assessing the needs and goals of adult ESL students as evidenced by the interaction with and observation of a mentoring instructor and the lesson plan submitted to the program supervisor.
  3. be able to demonstrate entry level proficiency in their ability to make use of knowledge of needs and goals of students for effect learner-centered instruction as evidenced by the interaction with and observation of a mentoring instructor.
  4. be able to demonstrate entry level proficiency in their ability to design and implement tools for summative assessment as evidenced by the interaction with and observation of a mentoring instructor and the documents submitted to the program supervisor.
  5. be able to demonstrate entry level proficiency in their ability to conduct regular, formative assessment for the purpose of evaluating the learning of the students and the success of a given lesson plan or activity as evidenced by the interaction with and observation of a mentoring instructor.
  6. be able to demonstrate entry level proficiency in their ability to manage an adult ESL classroom from start to finish for a minimum of a three-hour class period including starting and ending on time, maintaining accurate attendance records, using effective grouping strategies, relating to students from diverse backgrounds, and managing classroom interruptions as evidenced by the interaction with and observation of a mentoring instructor.
  7. be able to demonstrate entry level proficiency in their ability to analyze how and when different types of language teaching methods are used to achieve desired student learning outcomes as evidenced by the interaction with and observation of a mentoring instructor.
  8. be able to demonstrate entry level proficiency in their ability to give direct instruction including the use of effective techniques of checking for understanding as evidenced by the interaction with and observation of a mentoring instructor.
  9. be able to demonstrate entry level proficiency in their ability to design and implement learning activities that are pedagogically significant, engaging, and collaborative in nature as evidenced by the interaction with and observation of a mentoring instructor.
  10. be able to demonstrate entry level proficiency in their ability to design and implement learning practice activities that move appropriately from guided practice to independent practice as evidenced by the interaction with and observation of a mentoring instructor.
  11. be able to demonstrate entry level proficiency in their ability to critique and analyze their own teaching style, presentation skills, and use of evidence-based teaching methodology as evidenced by weekly reflection journals submitted to the program supervisor.
Outline of Instruction
  1. Team Teaching. During the first week, the student teacher will teach part (part is defined as 45 to 90 minutes) of the class and observe during the remainder of the class. The mentoring instructor (ESL instructor) will be present to observe the student teacher and will provide written feedback This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program supervisor to describe what happened during the class and to describe how the methodology chosen supported the learning objectives of that ESL class.
  2. Team Teaching. During the second week, the student teacher will teach part (part is defined as 45 to 90 minutes) of the class and observe during the remainder of the class. The mentoring instructor (ESL instructor) will be present to observe the student teacher and will provide written feedback within 24 hours. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program supervisor to describe what happened during the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  3. Team Teaching. During the third week, the student teacher will teach part (part is defined as 45 to 90 minutes) of the class and observe during the remainder of the class. The mentoring instructor (ESL instructor) will be present to observe the student teacher and will provide written feedback within 24 hours. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program supervisor to describe what happened during the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  4. Team Teaching. During the fourth week, the student teacher will teach part (part is defined as 45 to 90 minutes) of the class and observe during the remainder of the class. The mentoring instructor (ESL instructor) will be present to observe the student teacher and will provide written feedback within 24 hours. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program supervisor to describe what happened during the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  5. Solo Teaching. During the fifth week, the student teacher will teach the entire three hours of ESL class under close supervision by the mentoring instructor (ESL instructor). Written feedback will be provided mentoring instructor within 24 hours of the lesson being given. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program superivsor to describe what happened in the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  6. Solo Teaching. During the sixth week, the student teacher will teach the entire three hours of ESL class under close supervision by the mentoring instructor (ESL instructor). Written feedback will be provided mentoring instructor within 24 hours of the lesson being given. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program superivsor to describe what happened in the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  7. Solo Teaching. During the seventh week, the student teacher will teach the entire three hours of ESL class under close supervision by the mentoring instructor (ESL instructor). Written feedback will be provided mentoring instructor within 24 hours of the lesson being given. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program superivsor to describe what happened in the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  8. Solo Teaching. During the eighth week, the student teacher will teach the entire three hours of ESL class under close supervision by the mentoring instructor (ESL instructor). Written feedback will be provided mentoring instructor within 24 hours of the lesson being given. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program superivsor to describe what happened in the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  9. Solo Teaching. During the ninth week, the student teacher will teach the entire three hours of ESL class under close supervision by the mentoring instructor (ESL instructor). Written feedback will be provided mentoring instructor within 24 hours of the lesson being given. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program superivsor to describe what happened in the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  10. Solo Teaching. During the tenth week, the student teacher will teach the entire three hours of ESL class under close supervision by the mentoring instructor (ESL instructor). Written feedback will be provided mentoring instructor within 24 hours of the lesson being given. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program superivsor to describe what happened in the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  11. Solo Teaching. During the eleventh week, the student teacher will teach the entire three hours of ESL class under close supervision by the mentoring instructor (ESL instructor). Written feedback will be provided mentoring instructor within 24 hours of the lesson being given. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program superivsor to describe what happened in the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
  12. Solo Teaching. During the twelfth week, the student teacher will teach the entire three hours of ESL class under close supervision by the mentoring instructor (ESL instructor). Written feedback will be provided mentoring instructor within 24 hours of the lesson being given. This feedback will also be sent to the program supervisor. The student teacher will send a reflection email to the program superivsor to describe what happened in the class, to evaluate his/her own teaching style and presentation skills, and to set a specific goal for improvement in the following week.
Contact Hours
42
CEU's
4.2
Industry Standard, State, or National Certification
No
CE to CU Articulation
No
Prerequisites
Prior to taking this course, students must have taken and passed the following courses:
a. Language Acquisition and Adult Learners – EDU-3002C2
b. Methods and Materials for Teaching ESL – EDU-3002F3
c. Lesson Planning for the ESL Classroom – EDU-3002Z3
d. Nuts and Bolts of Teaching Grammar – EDU-3002M3
e. Pronunciation – EDU-3002E3
f. Beginning Literacy in the ESL Classroom – SEF-3001BN2
Prior to taking this course, students must have six hours of observation of their assigned mentoring instructor's ESL class.
Text and Supplies Needed
All participants in this course must have passed a Wake Tech background check within the last six months or have been volunteering/in employment with Wake Tech Community College consistently since their last background check. Participants are responsible for providing photocopies for ESL students in their classroom at their own expense.
Clinical Site/Special Facilities
None
Requirements for Successful Completion of this Course
  1. Attendance 100%
  2. Participation
  3. a. Students must attend all twelve classes. Classes missed for any reason must be made up.
    b. Assignments - All assignments must be completed and submitted to the program supervisor.
    i. Create and implement a tool for analyzing the goals and needs of the ESL students in their classroom. This will be completed under direct supervision from their mentoring instructor. The lesson plan
    and all accompanying documentation must be turned in within one week of completion to the program supervisor.
    ii. Create and implement a tool for summative assessment. This would consist of a test/quiz of some kind based on instruction given either by the mentoring instructor or the student teacher This will be
    completed under direct supervision by their mentoring instructor. The tool and all accompanying documentation will be turned in within one week of completion to the program supervisor.
    iii. Submit a weekly reflection email to the program supervisor describing what happens in their classroom each week, evaluating their teaching style and presentation skills, and to set a goal
    for the following week.
    iv. Additional assignments may be added as needed for the benefit of the student teacher. These assignments will always be printed on the syllabus that is provided for the student teacher prior to the start of the
    course. No additional assignments may be added once the course begins.
Accreditation/Special Approval Requirements
None
Intended Audience
This course is intended as a practice teaching opportunity for those who are working toward a short-term TEFL/TESL certificate.
Specific Industry or Business Support Needs
ESL/EFL Instructor
Wake County Need for Industry Positions
Wake Tech Community College, Triangle Literacy Council, NCSU Intensive English Program
Industry or Job Titles Related to training Outcomes for Employment
  • ESL/EFL Instructor
Related Courses
  • Methods and Materials for Teaching English As A Second Language - EDU-3002F3
  • Pronunciation - EDU-3002E3
  • Teaching Beginning-Level English Language Learners - EDU-3002D2
  • The Role of Culture in Teaching English to Speakers of Other Languages - SEF-3001EQ2
  • Designing Effective Language Practice Activities - SEF-3001ET2
  • Language Acquisition and Adult Learners - EDU-3002C2
Course Contact Information
Susan Shostak
919-334-1536