TESOL Certificate Program

Instructor: Betsy Lindeman Wong

Semester/Year: Spring 2016

Contact Info:

Building/Room:

blwong@nvcc.edu

Alexandria Campus
Mondays: Bisdorf (AA) 277
Tuesdays: Bisdorf (AA) 460
Wednesdays and Fridays: Bisdorf (AA) 255
Thursdays: Tyler (AT) 114

Course Dates & Hours:

January 19 February 26
Monday Friday, 9:00am 12:00pm
Textbook: Teaching Adult ESL, Betsy Parrish (2004)

Program Description
NOVAs TESOL Certificate Program prepares participants to teach English as a
Second Language by combining language acquisition theory with guided teaching
practice from experienced instructors with advanced degrees in TESOL. Task-Based
Language Teaching (TBLT) is the programs primary teaching methodology. As part
of the Communicative Language Approach, Task-Based Language Teaching engages
English language learners in meaningful language use in order to complete realworld tasks in the classroom and to prepare students to be successful in the
workforce or future academic study (Willis & Willis, 2007; Ellis, R. 2003).
NOVAs TESOL Certificate Program (120 hours) includes:

In-person teacher training and a teaching practicum

16 Instructional Modules
Ongoing feedback & evaluation on student-teaching demonstrations
A final teaching portfolio which includes:
1. 13 hours of documented ESL Classroom Observations
2. Teaching Philosophy
3. Sample Lesson Plan

TESOL Certificate Program: Schedule, Readings, Learning Outcomes,

Assignments
Introduction to TESOL Second Language Acquisition (Tues.-Weds., 1/191/20); Text, Chaps. 1-3

Learned how first and second language acquisition differs.

Learned how to maximize adult students learning styles.

TESOL Certificate Program

Spring 2016

Learned how ESL instruction has changed over time.

Learned about second language acquisition (SLA) theorists/approaches.

TESOL Certificate Program

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English Language Teaching Methodology (Thurs.-Fri., 1/21-1/22); Article,

Wills & Willis (2007)

Learned about Task-Based Language Teaching (TBLT) & Problem-Based

Language Teaching (PBLT)
Designed and taught communicative tasks focused on productive and
receptive skills (see specific skill/content-based outcomes below)
Received continuous feedback on their teaching during the skill/content
based classes below

Assessing ESL Proficiency (Mon.-Tues., 1/25-1/26); Text, Chap. 9

Discussed definitions of assessment and testing

Reviewed a variety of different assessment instruments
Explored the most effective use of instructor feedback including using
rubrics
Practiced evaluating ESL students English proficiency
Assignment (in class, small groups): Design an assessment

Teaching Speaking & Listening (Weds., 1/27); Text, Chap. 4

Learned how speaking & listening instruction has changed over time
Explored tasks to foster students spontaneous and planned speaking
abilities and listening comprehension
Explored the use of multi-media as listening content
Learned about students understanding and use of nonverbal
communication
Evaluated the effectiveness of various forms of oral corrective
feedback
Assignment (homework for 1/28, pairs): Design a S/L task &
post-task

Teaching Reading & Writing (Thurs., 1/28); Text, Chap. 5

Explored their students purposes and strategies for reading

Learned strategies for enhancing reading comprehension
Explored the ideas of purpose, audience, rhetorical style, and genre for
writing
Learned about teaching students to paraphrase and summarize
Learned about the multi-step writing process
Assignment (homework for 1/29, pairs): Design a TBLT 10Minute r/w lesson

Lesson Planning (Fri., 1/29 Mon., 2/1); Text, Chap. 6

TESOL Certificate Program

Spring 2016

Reviewed lesson plans in terms of their scaffolding, assessment,

materials, and objectives within a TBLT format
Learned how to integrate assessment into a lesson plan
Created lesson plans that provide clear, measurable objectives and
meaningful communicative tasks
Applied principles of time management to a lesson
Used homework to support lesson objectives
Assignment (In-class/homework, small groups): Design a 10minute TBLT lesson

Classroom Management (Tues. Weds., 2/2-2/3); Text, Chap. 7

Learned how to identify student needs and wants

Learned how to create differentiated instruction for students with
different needs
Learned how to create rules and behavioral management strategies
Assignment (In-class, small groups): Design a classroom
management plan

Teaching Grammar (Thurs., 2/4); Article, Savage (2010)

Learned how grammar instruction has changed over time

Reviewed common ESL grammatical errors
Learned to prioritize grammar topics based on a students needs /
errors
Explored instructional tasks related to grammar
Assignment (Homework, individual): Design a post-task to
address a grammar point

Adapting Materials and Using Realia in ESL Instruction (Fri., 2/5); Text,
Chap. 8

Explored how to adapt existing materials to students real-life

communicative needs
Learned about the most effective classroom uses of realia
Learned to teach using authentic material

Teaching Content ESL/English for Specific Purposes (Mon. Tues., 2/8-2/9);

Article, Chi & Ngoc (2014)

Explored the definition of and multiple examples of ESP, such as English

for Engineers
Developed tasks that emphasize workplace pragmatics, speech acts, and
terminology for specific business industries or academic fields

TESOL Certificate Program

Spring 2016

Learned about credible sources for ESP content

Assignment (Homework, individual): Create a content-based TBLT
lesson plan

Teaching Pronunciation (Weds. Thurs., 2/10-2/11); Text, Chap. 4, Part 3

Learned methods of teaching English rhythm including syllable stress,

intonation, and pausing
Learned about specific difficulties facing students based on their native
language
Explored teaching students to self-correct
[TENTATIVE] Assignment (In class, small groups): Adapt an
existing activity

MINI PRACTICUM (Fri., 2/12): Teach a 10-minute lesson (you may use your
content-based TBLT lesson)
Using Technology in ESL Instruction (Mon., 2/15); Text, Chap. 8, Part 3

Learned about the supplementary benefits of technology and social media

Explored the types of mobile and web-based technology used in ESL
classrooms
Developed tasks using technology

Tutoring Adult ESL Students (Tues., 2/16)

Explored each phase of the tutorial cycle

Developed tasks that are appropriate to ESL students needs and wants
Created a month-long tutoring plan

Teaching Entry Level ESL Students (Weds., 2/17); Article, Brekke (2009)

Learned about different types of literacy and best practices in teaching

each group
Explored teaching phonics in a communicative way
Practiced differentiating mistakes and errors
Learned how to give directions to entry-level students

Teaching Vocabulary (Thurs., 2/18)

Learned about types of vocabulary relevant to ELLs including words, set &
variable phrases, idioms, and phrasal verbs
Explored scaffolded exposure to vocabulary and learning strategies

Cross-Cultural Communication (Fri., 2/19)

TESOL Certificate Program

Spring 2016

Developed an understanding of their own ideas, attitudes, and behaviors

associated with culture
Explored effective cross-cultural communication methods in multicultural
classrooms
Learned to identify topics appropriate for a class designed to teach
American culture
Developed tasks to foster students understanding of cultural diversity,
acceptance, and understanding to avoid and/or overcome
misunderstandings and improve communication

TESOL Practicum (Mon. Thurs., 2/22 2/25)

Developed and taught three task-based teaching demonstrations

Received a formal evaluation on each teaching demonstration from the
instructor

TESOL Review (Fri., 2/26)

Reviewed theory and research on second language acquisition and

teaching methodology
Identified and discussed teaching methodologies in classes they have
observed
Shared experiences and insights from ESL classroom observations
Reviewed any additional information or concepts that need clarification
Submitted a Teaching Portfolio

Attendance Policy

At least 90% attendance is expected each semester. That means no more than 3
absences (8.7 hours).
Students will receive part of an absence if they come late, leave during class, or
leave early.

Up to of a class = .25 of an absence

of a class to of a class = .50 of an absence
More than of a class = .75 of an absence
An entire class = 1 absence

Grading System
Passing is 70%. Grades are decided by the following:
Class participation and attendance (90% attendance is required)
Practicum teaching demonstrations
Teaching Portfolio

S Passing

The student has satisfactorily completed all course requirements.

TESOL Certificate Program

Spring 2016

G Making
ProGress

The student has completed the course requirements, but still needs
additional work to pass the class.

U
Unsatisfactory

The student has not satisfactorily completed the course

requirements and/or may have been absent for more than 10% of
class, or disruptive.

N Non
Attending

The student did not attend the class.

I Incomplete

Work needs to be submitted / edited and resubmitted.

Student IDs
Go to the MyNova office in CA Building, 1 st floor. ID Cards are free. With an ID, a
student may:

Use the computer labs, writing center and language lab.

Borrow materials from the library.

Enjoy student discounts where offered.

Technology

Students are expected to access Blackboard most days as a part of class. All class
materials, assignments and grades will be posted on Blackboard.
To set up your Blackboard username and password, call the IT Help Desk at (703)
426-4141; email ithelpdesk@nvcc.edu.
To get to Blackboard, visit www.nvcc.edu and click on MyNova.
To connect to the Nova WiFi network, follow these steps:
1. From the list of wireless networks on your computer, click on NOVAWifi.
2. You will be prompted to enter your username and password.
3. In the username field, enter directory\ (without the quotes) followed by
your MyNOVA username. It should look like this: directory\MyNOVA username
4. In the password field, enter your MyNOVA password.
5. Click on Connect.

TESOL Certificate Program

Spring 2016

Open Computer Labs

Alexandria has open computer labs in the Bisdorf Building, AA 332 (bring your Nova
ID to print!).
Hours:
Monday - Thursday: 8:00 a.m. - 10:00 p.m.
Friday: 8:00 a.m. - 5:00 p.m.
Saturday: 9:00 a.m. - 5:00 p.m.

Gift Giving and Receiving

Gift giving and receiving is strongly discouraged.

Safety/Weather Closing Policy

If the weather is inclement, classes may be cancelled. The easiest way to find out
about closings is to check NOVAs website, listen to the radio, or television. You can
also call the NOVAs Call Center at 703- 323-3000.
In the case of a school closing, coursework will be moved to Blackboard as the class
time will not be made up. Be prepared to check Blackboard for course materials,
readings and assignments. Students should expect to spend the same amount of
time doing coursework from home as they would spend in a regular class.
Weather Delays:
If the campus has a delayed opening, we will start late as long as there are 45
minutes of class.
Examples:
Campus opens at 11 AM We have TESOL class from 11 12.
Campus opens at 11:30 We do not have TESOL class (but you will have any
scheduled afternoon observations/practicum).
If you have not already done so, register your cell phone for NOVA Alert. NOVAs
emergency alert system sends text messages to your cell phone and personal email
addresses. This lets NOVA communicate with you when timely and accurate
information is vital. To be part of NOVA Alert, you must register for it! Go to
http://www.nvcc.edu/emergency

Academic Honesty
Cheating is not allowed at NOVA or any other American college or university.
Cheating is asking for/giving answers on assignments and tests, or copying another
writers work (plagiarizing). Students caught cheating will receive a grade of zero for
that assignment or test.
Student Handbook Link: p. 72-73

Harassment Policy
NOVA is a place for learning and growing. You should feel safe and comfortable
anywhere our programs are offered. In order to meet this objective, you should: a)
let your instructor, an ACLI Coordinator, the Director of Workforce Development, the
Dean of Students, or the Provost know if an unsafe, unwelcome, or uncomfortable
situation arises that interferes with the learning process; b) inform your instructor
immediately if there are circumstances which can be corrected to enhance your
TESOL Certificate Program

Spring 2016

performance in class.

TESOL Certificate Program

Spring 2016