INTR 611: TESOL Workshops

The ICCT schedule allows TESOL students to choose one of the following options, described below (based on enrollment, other options may be available):

1. Classroom Teaching

This practicum is particularly valuable for those who have not taught in an ESL/EFL classroom. It provides carefully supervised classroom teaching experience, integrating the methods and skills dealt with in the general TESOL classes with an actual teaching situation. It is open to two groups of ICCT participants: (1) those who would like to teach in an ESL classroom on Tuesday and Thursday evenings for three weeks, and (2) those who wish to observe ESL classes (but not actually teach) on Tuesday and Thursday evenings.

Both groups also attend the 12-hour Classroom Teaching Practicum that meets during the day on Tuesdays and Thursdays. During this time, the discussion focuses on the dynamics of ESL instruction and what is happening in the ESL classrooms on Tuesday and Thursday evenings.

2. Teaching ESL/EFL to Children

An inability to understand and communicate with other people is often a frightening experience for children. For example, thousands of political refugees have moved from a familiar culture to an unfamiliar one due to famine, poverty, or war. Others have moved abroad with their parents who serve in missionary, military or diplomatic capacities. Whatever the reason for crossing linguistic borders, these children share a common need to learn a second language. Furthermore, their learning task has dimensions that are unique to children.

The ESL/EFL teacher can be much more effective if he/she understands how language works and how children learn a second language. This workshop deals with current issues and practical concerns specifically related to teaching English to children. Participants have the opportunity to interact with and teach non-native speakers of English from a local middle school and to review instructional materials for children of all ages.

3. Curriculum Development and the Evaluation and Selection of ESL/EFL Textbooks

This workshop consists of four sub-groups: (a) Teaching Academic English, (b) Teaching Business English, (c) Teaching English for Bible and Theology, and (d) Teaching Bible-Based ESL/EFL. For the first six hours (the broad foundation), participants from the four sub-groups meet together for most of each two-hour session; for the final six hours, each sub-group meets separately.

At times, teaching English overseas can be something like assembling a washing machine without the instruction manual. New teachers often find themselves in situations where they are without a blueprint for guiding their students to higher levels of English proficiency. Even those teachers who do have a curriculum can benefit from learning how to create or adapt one, since most existing curricula need improvement.

This workshop focuses on curriculum development as a process that can be applied to a wide variety of contexts. We explore several models for ESL/EFL curriculum design, develop needs analyses instruments, and discuss practical issues in developing a curriculum. In addition, we look at textbooks and discuss ways to evaluate and adapt them.

Sub-group 1: Teaching Academic English. This section deals with the practical concerns of those who plan to teach English to learners who need the language for academic purposes such as advanced study in a college or university. It is also suitable for those who plan to do individual tutoring or work with small groups who want to learn general-purpose English as a bridge to future (perhaps now undefined) language use.

Sub-group 2: Teaching Business English. This section addresses the needs of teachers whose students are learning English for communication in business and workplace situations. These learners often need English in order to advance in their careers, attend professional conferences, or conduct business either across international borders or when English is the only common language of the participants.

Sub-group 3: Teaching English for Bible and Theology. This section focuses on the challenges facing teachers who must help their students bridge the gap between general-purpose English and the more specialized use of English common to many overseas seminaries and Bible institutes. In these schools, students must read biblical resources (commentaries, theology books, etc.) available only in English, and in some institutions, English is also the medium of instruction.

Sub-group 4: Teaching Bible-Based ESL/EFL. This section deals with a range of models for combining the teaching of English with various types of Bible study, along with appropriate materials for each type of instruction. It is particularly suitable for those who plan to teach the Bible to ESL/EFL learners in church-based programs, neighborhood programs, English camps, and tutoring situations.