PRACTICUM: Practicum for ESL
Completion of six credits of ESL or modern language
methodologies and three credits of linguistics.
Richards, J. and C. Lockhart (1994). Reflective
Teaching in Second language Classrooms. Cambridge
practicum in which the student demonstrates the knowledge
and skills developed in the ESL program in a field-based
setting. This class is designed to prepare students for a
leadership role in the development and management of ESL,
Bilingual, or modern language programs.
The course readings, assignments,
activities are in conformity with the five themes of the
School of Education: Knowledge and Inquiry,
Multiculturalism, Diversity, Inclusion, Multiple Contexts
and Communities, Leadership and Advocacy, and Excellence in
Practice. After successfully completion of this course, the
candidates will be able to:
1. The knowledge of policy and
program development and of its application to program
2. The knowledge, principles, and
skills required to teach second languages.
3. The knowledge, principles, and
skills of ESL curriculum development.
4. The knowledge, principles, and
skills of ongoing ESL student and program assessment and
5. The knowledge and skills necessary
to perform the supervision of language
This course is composed of two parts:
teaching practice and a reflective written project. The
teaching hours vary with past experience of each individual.
For beginning teachers, a minimum of 60 hours of teaching is
required. The setting for the practicum is decided by the
needs of each student and the placement availability. For
experienced teachers, especially those who taught for many
years in ESL and multilingual settings, a research type of
project is an option. Please contact me for
There are six sections for the written
project. Each has very specific objectives and
- Describe the current ESL program in
your setting, including policy statements that could be
part of the school or program's mission.
- Present a rationale for
each of the policies. If there are any policies, which
you do not agree with or which cannot be justified (use
your SLA knowledge to make this judgment), write what you
think the policy should be.
- Discuss how you would
effect change and why it might be difficult to do
2. Language Teaching
- Discrepancy analysis of
ESL methods available and those used: describe and
analyze the types of ESL methods you and others use in
the setting or somewhere else. How have your (and
others') ideas and instructional practices been formed?
How have they changed? How might you want them to change?
Do you find it difficult to change as much as you would
like? What barriers stand in your way?
- Do your methods reflect
your philosophies of language teaching?
- What kinds of
methodological questions would you ask a potential
employee? Employer? What kinds of answers would you want
to hear? To give?
- How would you inform a
teaching colleague of your disagreement with his/her
- Plan and implement
curriculum process. What kinds of ESL curriculum is being
used in your setting? What are its language
- Evaluate curriculum
effectiveness. Does the curriculum focus on the language
or on the learner?
4. Assessment and
- Outline the ways in
which linguistic proficiency is assessed in your
- How is language
proficiency assessment differentiated from assessment of
- How are the special
education needs of ESL students assessed.
- How can you assess the
development of the language skills?
- How is the ESL program
evaluated in your setting?
- Review the attached
Evaluation Data-Gathering Profile. Try to use it
with your students. Include five samples in your project
along with your evaluation of them.
- What model of
supervision is used in your setting? How effective is
- What model would you
aspire to use?
6. Summary of
- Read articles on "field
experiences" in ESL and ESL standards for K-12
students by TESOL http://www.tesol.edu/assoc/k12standards/it/01.html
- Write an essay article
on what preparation and skills teachers should have in
order to be successful in teaching ESL and/or content
areas in your school setting. You may write about your
own experiences from psychological , cultural,
professional, and personal perspectives in relation to
the article and the ESL standards that you have
- responses to open-ended
- literature response
- writing journals
- writing folders
- reading records of books
- vocabulary records
- writing samples (plays,
- letters, stories, published
- responses through visual
- anecdotal records
- interviews, probes
- response groups for writing
- participation in mini-lessons
- shared reading/writing experiences
- passage reading in books
- running records/miscue analysis
- audio tapes, video tapes
- note-taking samples
- one-to-one writing samples
- drafts, revisions, sketches
- oral presentations
- problem-solving groups
- whole-class evaluations
- responses through performing arts
- reading environmental print (K)
- dramatic play
- learning centers
- teacher-made tests
- cloze exercises
- informal reading
- unit or book tests
- holistic writing
- informal reading/writing
- standardized achievement
- minimum competency
- school, district, or state
- writing vocabulary (Clay, 1985)
- letter, letter-sound, & word
- spelling tests, vocabulary
Adapted from a form developed by R.
Anthony, T. Johnson, N. Mickelson, and A. Preece.