From English Language Learners to Cross-Cultural Scholars: Perception, Practice, and Policy

Please click to download my latest presentation: From English Language Learners to Cross-Cultural Scholars: Perception, Practice, and Policy. I will be presenting this tonight as a guest lecturer in a course for graduate students in reading and speech/language pathology at the MGH Institute of Health Professions.It contains an outline of practices for teachers of English Language Learners based on the National Board Standards, and it also provides a very brief overview of the SIOP model.

Presentation

The front page of my latest presentation.

National Board for Professional Teaching Standards: Mission Accomplished (Almost)

Over the past two years, I have been working towards my National Board for Professional Teaching Standards certification in English as a New Language – Early Adolescence through Young Adulthood.

Electronic Portfolio SubMISSION: MISSION ACCOMPLISHED!

At 6:34 am on this Memorial Day Saturday, I completed my electronic submission. Yay, Me!

  • Entry 1: Assessment: 14 page essay + 20 pages of student work
  • Entry 2: Scaffolding: 14 page essay + 15 minute video
  • Entry 3: Interaction: 14 page essay + 15 minute video (passed in 2012 through Take One!)
  • Entry 4: Professional Accomplishment: 25 pages of writing and documentation + 2 page reflective summary

The Examination

Well, I just have a 6-essays-in-3-hours assessment center exam to complete on Saturday, June 29 that will test my knowledge of: “the relationship of language domains in the English Language”;

Domains of English Language Development

Domains of English Language Development

the linguisitic structure of English (phonology, vocabulary, grammar, and discourse) in planning instruction;

Hook Model of Processes Involved in Reading and Writing, including phonology, vocabulary, grammar (which encompasses morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics), and discourse

Hook Model of Processes Involved in Reading and Writing, including phonology, vocabulary, grammar (which encompasses morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics), and discourse

factors influencing second language acquisition and strategies that can enhance second language acquistion“; “academic language associated with concepts common to curriculum”; “description of performance objectives designed to develop students’ knowledge of academic language”, adaptation of text and identification of content goals and supplemental resources for text; and definitions of terms related to English as a New Language and their instructional implications.

Lightbown, P. M., Spada, N., Ranta, L., & Rand, J. (2006). How languages are learned (Vol. 2). Oxford: Oxford University Press.

Will this be me in 2014?