Advancing English Language Teaching through TESOL Standards

1 5/10/13

John Segota, CAE Associate Executive Director for Public Policy & Professional Relations

TESOL International Association

Argentina TESOL Conference 10 May 2013

TESOL International Association

•  More than 12,000 members

•  Representing 156 countries

•  100+ affiliates worldwide

TESOL International Association

Resources  

Prof.  Devel.  

Standards  Advocacy  

Research  

Systems Approach for EffectiveStudent Learning

©  Staehr  Fenner  and  Segota  2012  

Teachers  

Standards  

Student  Learning  

Assessment  

Standards

•  Student Standards –  ESL  Standards  for  PreK-­‐12  Students  (1997)  

–  PreK-­‐12  English  Language  Proficiency  Standards  (2006)  

•  Standards for Adult Education ESL Programs(2002)

Standards

•  Technology Standards (2011)

•  TESOL/NCATE Teacher Education Program Standards (2001/2010)

•  Standards for ESL/EFL Teachers

of Adults (2008)

P-12 Professional Teaching Standards

•  Define successful teachers’ knowledge, skills, and dispositions

•  Provide a starting point to assist with designing professional development

•  Share commonalities with ACTFL teaching standards

P-12 Professional Teaching Standards

P-12 Professional Teaching Standards

§  Domain  1  –  Language  o  1.a.  Language  as  a  System  o  1.b.  Language  AcquisiBon  and  Development  

§  Domain  2  –  Culture  o  Culture  as  It  Affects  Student  Learning  

P-12 Professional Teaching Standards

§  Domain  3  –  Planning,  ImplemenCng,  and  Managing  InstrucCon    o  3.a.  Planning  for  Standards-­‐Based  English  

Language  and  Content  InstrucBon  o  3.b.  ImplemenBng  and  Managing  Standards-­‐

Based  English  Language  and  Content  InstrucBon  

o  3.c.  Using  Resources  and  Technology  EffecBvely  in  English  Language  and  Content  InstrucBon  

P-12 Professional Teaching Standards

§  Domain  4  –  Assessment  o  4.a.  Issues  of  Assessment  for  English  Language  

Learners  o  4.b.  Language  Proficiency  Assessment  o  4.c.  Classroom-­‐Based  Assessment  for  ELT  

§  Domain  5  –  Professionalism    o  5.a.  ESL  Research  and  History  o  5.b.  Professional  Development,  Partnerships,  

and  Advocacy  

Standards for Teachers of Adults

•  Performance-based

•  Support and sustain student learning

•  Applicable to a variety of settings

Standards for ESL/EFL Teachers of Adults

Student  Learning  

PracBce  •  Assessing  •  InstrucBng  •  Planning  

Knowledge,  AbiliBes,  and  DisposiBons  •  Learning  •  Content  •  Language  

Proficiency  •  IdenBfy  

 &  Context  •  Commitment  &  

Professionalism    

Standards for Teachers of Adults

•  Practice – Standard  1:  Planning  – Standard  2:  InstrucBng  – Standard  3:  Assessing  

Standards for Teachers of Adults

•  Standard 2 – Instructing – 2.1  Classroom  Management  – 2.2  Instructor  Role  – 2.3  AcBviBes  &  Strategies  – 2.4  Learner  ConsideraBons  

Standards for Teachers of Adults

•  Standard 3 – Assessing – 3.1  Need  for  Assessment  – 3.2  Types  of  Assessment  – 3.3  EvaluaBon  of  Results  – 3.4  Learner  ConsideraBons  – 3.5  Development  and  Changes  

Standards for Teachers of Adults

•  Knowledge, Abilities, and Dispositions – Standard  4:  IdenBty  &  Context  – Standard  5:  Language  Proficiency  – Standard  6:  Learning  – Standard  7:  Content  – Standard  8:  Commitment  &  Professionalism  

Standards for Teachers of Adults

•  Standard 4 – Identity & Context – 4.1  Classroom  Environment  – 4.2  Learner  IdenBBes  – 4.3  Instructor  InteracBon  – 4.4  Learner  CommuniBes  

Standards for Teachers of Adults

•  Standard 8 – Commitment and Professionalism – 8.1  Gaining  and  Using  Knowledge  – 8.2  Skill  Development  – 8.3  AdvocaBng  •  Advocates  •  Build  RelaBonships  •  Encourages  social  and  poliBcal  strength  •  Serves  as  a  professional  resource  

EFL Context

•  Guidelines for Developing EFL Teaching Standards – Basic  fundamentals  – TheoreBcal  foundaBon  – “How-­‐to”  steps  – Examples  

•  Published by September 2013

John Segota jsegota@tesol.org

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