Instructional Approaches

Evidence of excellence in instructional and curriculum design and planning in ESL is demonstrated in the lesson plans and assessments I developed for my UVA PGMT courses and clinical teaching activities. The artifacts I selected reflect K-12 pedagogy and ESL content-based courses in the UVA PGMT program. I wanted to bring elements from my previous work to my placements, but neither the pedagogical nor administrative structures were in place to achieve this. Thus, I made an effort to approach my learning of K-12 pedagogy as a student, not as an experienced teacher or educational researcher. Nevertheless, I see immense potential for my work in cooperative teaching partnerships with colleagues at other K-12 schools, at home and abroad, to foster a collaborative community and communication-driven curriculum that will accelerate the path to fluency in the L2.

Belief Statement

My K-12 lesson plans for WIDA Level One and Two learners reflect a culturally responsive approach to classroom instruction. I would rather see these students collaborating with peer learners in pairs and in base groups completing project-based activities that require students to think than to teach ESL by explaining syntax and phonology. Young ESL learners should be focused on developing their ear for the language and fostering a connection to the culture. The learning of English will come naturally to younger students. Thus, the instructor should be more concerned with shaping the ESL experience than worrying about accuracy. The time for refining accuracy comes much later in a young EL's language development.

I believe young ESL learners will benefit more from English they can use and remember. Therefore, ESL for K-12 and college-level ESL are totally different pedagogically. In college, there is a sense of urgency involved in preparing for academic study in a foreign language. In K-12, ESL learners have time to learn ESL more naturally. Grammar and linguistics are still important but are better situated in the latter part of the ESL learning path.

It takes effort to bring creativity and innovative teaching to the curriculum. Teachers must be knowledgeable, well-trained, and inspired to continue improving their teaching effectiveness.

I believe teaching can always be improved. Based on my clinical experiences in K-12 public schools, the ESL curriculum widely used today may not be adequately preparing ESL students to perform at the high level of English used in academic textbooks and college entrance exams. The next generation of ESL teachers has an unprecedented opportunity to re-envision the ESL curriculum, make better use of instructional technology, and offer more opportunities for authentic immersion and practice.

Evidence of Pedagogical Skills

I utilized an array of pedagogical skills to design and deliver the lessons in my clinical evaluation cycles and was required to devise a plan that aligned with the curriculum in use at my placement school and the state Standards of Learning (SOL). In addition, the PGMT program promoted the applied use of Understanding by Design principles (Wiggens & McTighie, 2006) to establish clear learning targets, engaging content, and a plan to check for understanding.