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  • Portfolio Homepage Hayley Minner
  • Candidate in Master of Arts in English/TESOL Salisbury University

Introduction

  • This professional portfolio demonstrates the knowledge and the theoretic implications I have gained from Salisbury University’s ACE TESOL program. My ability to utilize effective ESOL teaching strategies, techniques, and theories within the classroom is evident through the attached artifacts.
  • Table of Contents

Table of Contents

  • Introduction
  • Philosophy of Language Teaching
  • Resume
  • TESOL Standards
  • Technology Standards
  • List of Courses
  • Reflective Essay
  • Pictures
  • Contact Information
  • Return to Homepage

Hayley Minner Candidate in Master of Arts in English/TESOL

  • ESOL Teacher
  • Stephen Decatur Middle School
  • Berlin, MD
  • *Contact the English Department at
  • Salisbury University for further information.
  • Table of Contents

Masters in English TESOL ACE Program Courses

  • Principles of Linguistics
  • Survey of Modern English Grammar
  • Second Language Acquisition
  • Literacy and ESOL Writing
  • Bilingualism
  • Language and Culture
  • Literacy and ESOL Reading
  • Current Methods in ESOL Instruction
  • ESOL Program Development
  • ESOL Tests and Measurements
  • ESOL Materials Assessment
  • Return to Table of Contents
  • Teaching in Ecuador
  • 2004

TESOL Standards

  • Domain 1: Language
  • Domain 2: Culture
  • Domain 3: Planning and Managing Instruction
  • Domain 4: Assessment
  • Domain 5: Professionalism
  • Return to Table of Contents

Domain 1: Language

  • Standard
  • 1.a.
  • Standard
  • 2.a.
  • Return to TESOL Standards
  • The teacher candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content are achievement.

Standard 1.a. Describing Language

  • Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for both social and academic purposes.
  • Artifact
  • Reflection
  • Return to TESOL Domain 1

Standard 1.a. - Describing Language

  • The word etymology activity would be integrated into my classroom because it demonstrates the vast diversity of the English language and vocabulary. It is important for English language learners to recognize that words from their primary language were adopted in to the English language. This realization will aid in the development of high self-esteem. The objective of the Principles of Linguistics course is to impel candidates to utilize their knowledge of phonetics, syntax, semantics, pragmatics, and discourse to design effective strategies to enhance students’ learning on all levels. While researching, analyzing, and presenting the assigned word, I applied the knowledge of linguistics by recognizing the word’s linguistic origin, semantic history, and place and manner of articulation. The word etymology exercise exceeds the standard for describing language, as cited in the NCATE/TESOL standards, because it demonstrates my mastery of linguistics and my ability to develop goals and techniques for instructing English language learners.
  • Return to Domain 1
  • View Artifact

Standard 1.b. - Language Acquisition and Development

  • Candidates know, understand, and apply concepts, theories, research, and practice to facilitate the acquisition of both a primary and a new language in and out of classroom settings.
  • Artifact
  • Reflection
  • Return to TESOL Domain 1

Standard 1.b. - Language Acquisition and Development

  • I chose to integrate the Longitudinal Research Project, Building Bridges, into my classroom pedagogy because it demonstrates the necessity of providing English language learners with a comfortable, non-threatening learning environment with an established student-teacher relationship to ensure language learning success. I was motivated to research this topic when I realized that the majority of English language learners are not receiving the education they deserve. I noticed, through my observations, that many are forced to sit in core classrooms where they are excluded because the teachers either do not have the training, or the experience, in working with this unique population. The objective of the Second Language Acquisition class is identified as becoming aware of the linguistic and extra-linguistic factors which affect the learning of a second language. The process of researching, observing, and presenting exceeds the standard for domain one.
  • Return to Domain 1

Domain 2: Culture

  • Return to TESOL Standards
  • Standard
  • 2.b.
  • Standard
  • 2.a.
  • Candidates know, understand, and use the major concepts, theories, and research related to the nature and structure of culture to construct learning environments that support ESOL students’ language and literacy development and content area achievement.

Standard 2.a. Nature & Role of Culture

  • Candidates know, understand, and use the major concepts, principles, theories and research related to the nature and role of culture in language development and academic achievement, which support individual students’ learning.
  • Artifact
  • Reflection
  • Return to TESOL Domain 2

Standard 2.a. - Nature and Role of Culture

  • I plan to integrate the lesson plan using Esperanza Rising by Pam Muñoz Ryan into my classroom because it gives students an opportunity to interact in a creative, meaningful way while building their reading fluency and comprehension. The language experience approach, as described by Peregoy and Boyle, is a multi-strategy approach to comprehension that incorporates reading, writing, listening, and speaking skills and this lesson effectively integrates those four language skills. The lesson plan integrating Esperanza Rising meets the objective for the Language and Culture course because the culture of my English language learners is represented throughout the text, in the setting, the characters, and the author. Acknowledging and integrating various cultures into the classroom encourages a positive sense of self among the students and a pride in their heritage. The main objective identified in the Language and Culture course, to help candidates to identify, evaluate, and apply strategies for reducing ESOL problems associated with language and cultural varieties within society, is accomplished by the implementation of this lesson. This selection exceeds the Nature and Role of Culture standard, as cited in the NCATE/TESOL standards, because a firm grasp of the relationship between language and culture is evident as well as my ability to design learning environments that support individual student learning.
  • Return to Domain 2
  • View artifact

Standard 2.b. Cultural Groups & Identity

  • Candidates know, understand, and use knowledge of how cultural groups and students’ cultural identity affect language learning and school achievement.
  • Artifact
  • Reflection
  • Return to TESOL Domain 2

Standard 2.b. - Cultural Groups & Identity

  • The information gained while researching and conducting the ethnographic study will be carried with me in to my classroom. It is critical for teachers, especially those of English language learners, to recognize the effects that a student’s primary language and culture have on the acquisition of the target language. The main objective of the Bilingualism course is to enable candidates to apply knowledge of bilingualism and bilingual educational practices, depending on the situation, to the schools and learners in our rural environment. The ethnographically based project succeeds in accomplishing this objective because I recognized the positives and negatives of bilingualism and its utility in schools in this community. Although implementing a bilingual program in this area may not be feasible, the integration of a student’s culture and language is crucial. The ethnographic study demonstrates my recognition that students come to school with a language and culture that interact to form the student’s identity. The student’s identity is directly related to their sense of self-worth, which is usually correlated to their academic achievement. For these reasons, this study exceeds the cultural groups and identity standard, as cited in the NCATE/ESOL standards.
  • Return to Domain 2
  • View artifact

Domain 3: Planning & Managing Instruction The candidates know, understand, and are able to use effective practices and strategies related to planning and management of ESL instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies and structures, and effectively choosing and adapting classroom resources.

  • Standard
  • 3.a.
  • Standard
  • 3.d.
  • Standard
  • 3.b.
  • Standard
  • 3.c.
  • Return to TESOL Standards

Standard 3.a. Planning for ESL Instruction

  • Candidates know, understand, and apply concepts, research, and best practices to plan and organize classroom instruction in a supportive learning environment for ESOL students. Candidates demonstrate enthusiasm for learning a second language, serve as effective English language models, and manage the classroom effectively for multilevel classrooms with learners from diverse backgrounds.
  • Artifact
  • Reflection
  • Return to Domain 3
  • Artifact 2
  • Reflection 2

Standard 3.b. Managing ESL Instruction

  • Candidates know, understand and use a variety of effective teaching strategies and materials for developing and integrating English listening, speaking, reading, and writing.
  • Artifact
  • Reflection
  • Return to Domain 3
  • Artifact 2
  • Reflection 2

Standard 3.c. Managing Content Instruction for ESOL Learners

  • Candidates know, understand, and implement a range of teaching strategies, structures, and models to support ESOL students in accessing the core curriculum by learning language and academic content together.
  • Artifact
  • Reflection
  • Return to Domain 3
  • Artifact 2
  • Reflection 2

Standard 3.d. Using Resources Effectively in ESL Instruction

  • Candidates are familiar with a wide range of materials, resources, and technologies and choose, adapt, and use them effectively in ESL teaching.
  • Artifact
  • Reflection
  • Return to Domain 3
  • Artifact 2
  • Reflection 2

Standard 3.a.b.c.d. - Planning and Managing Instruction

  • The Rainforest unit plan will be incorporated into my classroom because it represents my ability to incorporate the language skills of reading, writing, speaking, and listening into a thought-out unit addressing the needs of English language learners. The teacher needs to take on the role as an advocate for the students, as well as for the standards, and the Rainforest unit demonstrates this ability to balance these concepts. The objective of the Literacy and ESOL Reading course is identified as developing candidates’ instructional proficiency in second language reading instruction. This plan met the objective for the Literacy and ESOL Reading course because the foundation of the plan consists of strategies and activities for implementing reading into an ESL classroom. This plan exceeds the standards for Planning and Managing Instruction, as cited in the NCATE/TESOL, because it demonstrates my excellent ability to create a supportive, creative classroom environment where the primary language and culture are valued while also accomplishing specific ESL and content, standards-based objectives. The activities within the unit build upon the students’ strengths while supporting and extending their listening, speaking, reading, and writing skills in both social and academic environments. Specific aspects of this unit also demonstrate my knowledge regarding the selection and use of computer software and internet resources to enhance language instruction.
  • Return to Domain 3
  • View artifact

Standard 3.a.b.c.d. - Planning and Managing Instruction

  • The microteaching: juxtaposing the Suggestopedia and the Grammar Translation methods, will be integrated into my classroom pedagogy because it contrasts two methods for language teaching. The ultimate goal of Current Methods in ESOL Instruction is to equip educators with dynamic pedagogical techniques that will instigate informed decisions concerning the approaches and methods that will enable students to most efficiently achieve language proficiency. The microteaching of methods exceeds standards 3 a.b.c.d.
  • Return to Domain 3
  • View artifact

Domain 4: Assessment The candidates understand issues of assessment and use assessment measures as they related to ESOL students.

  • Standard
  • 4.a.
  • Standard
  • 4.b.
  • Standard
  • 4.c.
  • Return to TESOL Standards

Standard 4.a. Issues of Assessment for ESL

  • Candidates understand various issues of assessment, for example, cultural bias, political and social factors in assessment, IQ and special education testing, as they affect ESOL student learning.
  • Artifact
  • Reflection
  • Return to Domain 4

Standard 4.a. Issues of Assessment for ESL

  • The information gained from reading “No Child Left Untested” will be integrated into my classroom pedagogy because the disservice placed upon English language learners is intolerable. “No Child Left Untested” communicates the unfair disadvantage low English proficient students are subjected to on standardized, or “high stakes” tests when they receive minimal accommodations but are held at the same high standards as native-English speaking students. Reflecting on the chapter fourteen, “No Child Left Untested” in Crawford’s Educating English Learners: Language Diversity in the Classroom, reinforces the Bilingualism course’s objective to enable candidates to critique the current policies regarding bilingualism and assessment. This reflection demonstrates my thorough understanding of the different purposes of assessment while also recognizing biased elements, and therefore invalid measures of their abilities, in assessment situations.
  • Return to Domain 4
  • View Artifact

Standard 4.b. Language Proficiency Assessment

  • Candidates know and use a variety of language proficiency instruments to inform instruction and understand its uses for identification and placement of students
  • Description & Reflection
  • Return to Domain 4

Standard 4.b. Language Proficiency Assessment

  • SDMS currently uses the EduSoft program to compile information and to create reports to facilitate students’ identification and placement within the general education classroom.
  • The ELL department has adopted a new ELL assessment that will accurately identify and place English Language Learners.
  • Return to Domain 4
  • Both of these assessment tools aid in the identification process and placement of ELLs and demonstrate the achievement of this standard.

Standard 4.c. Classroom-based Assessment for ESL

  • Artifact
  • Artifact 2
  • Reflection
  • Return to Domain 4

Standard 4.c. Classroom-based Assessment for ESL

  • The knowledge gained regarding assessment measures throughout this program has been critical in my growth as a professional. I plan to integrate the various assessment measures contained in the Rainforest unit plan into my classroom because students should not be assessed solely on their ability to produce. It is also vital, as an advocate for the ESOL population, that teachers realize the diverse assessment strategies available and not base student progress and intelligence on language knowledge. The assessment measures contained in my Rainforest unit plan exceed the NCATE/TESOL standard, Classroom-based Assessment for ESL. Various assessment measures were developed and utilized during the Rainforest unit for the Literacy and ESOL Reading and Writing courses. The assessment measures developed promote and measure student learning while recognizing the interdependent relationship between teaching and assessment. Also, the ESOL students’ literacy skills are appropriately assessed in English and knowledge of their native language literacy skills is obtained.
  • Return to Domain 4
  • View artifact
  • Artifact 2

Domain 5: Professionalism The candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaborative to improve the learning environment.

  • Standard
  • 5.a.
  • Standard
  • 5.b.
  • Standard
  • 5.c.
  • Return to TESOL Standards

Standard 5.a. ESL Research and History

  • Candidates are knowledgeable of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.
  • Artifact 1
  • Reflection 1
  • Return to Domain 5
  • Artifact 2
  • Reflection 2
  • Artifact 3
  • Reflection 3

Standard 5.a. ESL Research and History

  • The information gained from reading chapter fourteen, “No Child Left Untested” in Crawford’s Educating English Learners: Language Diversity in the Classroom, will be integrated into my classroom pedagogy because the knowledge of historical events and mandates that have created the current trends is necessary to appreciate the growth and expansion of the field. “No Child Left Untested” informs the reader of the major “turning points” in ESL history and the court cases that supported English language learners. Reflecting on the chapter fourteen, “No Child Left Untested” reinforces the Bilingualism course’s objective to enable candidates to critique the current policies regarding bilingualism. This reflection demonstrates my thorough understanding of the legal processes, mandates, and policies that have impacted the development of the field of ESL, and thus the instruction of English language learners. This, therefore, meets the standard for ESL Research and History, as cited in the NCATE/TESOL standards.
  • Return to Domain 5
  • View artifact

Standard 5.a. ESL Research and History

  • The microteaching: juxtaposing the Suggestopedia and the Grammar Translation methods, will be integrated into my classroom pedagogy because the theory and evolvement of each method demonstrates the ever-changing ESL teaching methods. The knowledge gained from this assignment also allows me to make an informed decision of which methods I plan to integrate into my ESL classroom. The Current Methods in ESOL Instruction course aims to acquaint students with the theories, approaches, methods, and specific techniques concerning the teaching of English Language Learners. The microteaching is evidence of my ability to use a variety of research-based second-language teaching strategies and methods. Therefore, this artifact meets standard 5.a.
  • Return to Domain 5
  • View artifact

Standard 5.b. Partnerships and Advocacy

  • Candidates serve as professional resources,
  • advocate for language minority children, and
  • build partnerships with their families.
  • Description & Reflection for Artifact 2
  • Return to Domain 5
  • Artifact 1
  • Reflection 1

Standard 5.b. Partnerships and Advocacy

  • The ACE-TESOL final report consists of a compilation of
  • information and knowledge gained from the ACE-TESOL
  • program. The information is interpreted and applied to
  • my experiences as an English Language Learner teacher
  • and my growth as such, is documented in this report. For
  • this reason, the final report meets the standard for ESL
  • Partnerships and Advocacy, as cited in the NCATE/TESOL
  • standards.
  • Return to Domain 5
  • View Artifact

Standard 5.b. Partnerships and Advocacy

  • As the only English Language Learner
  • instructor at my school, it is my responsibility
  • to foster parent involvement and to act as a
  • liaison between the home and the school. On
  • numerous occasions I have played the role of
  • interpreter, nurse, and secretary, among many more.
  • I strive to develop a relationship between my
  • students’ parents and society as a whole, which
  • demonstrates my ability to achieve
  • partnerships and to act as an advocate
  • for this unique population.
  • Return to Domain 5

Standard 5.a. ESL Research and History

  • The ACE-TESOL final report consists of a
  • compilation of information and knowledge
  • gained from the ACE-TESOL program. The
  • information is interpreted and applied to my
  • experiences as an English Language Learner
  • teacher and my growth as such, is documented
  • in this report. For this reason, the final report
  • meets the standard for ESL Research and
  • History, as cited in the NCATE/TESOL standards.
  • Return to Domain 5
  • View Artifact

Standard 5.c. Professional Development and Collaboration

  • Candidates collaborate with and are prepared to serve as a resource to all staff to improve learning for all ESOL students.
  • Artifact
  • Reflection
  • Return to Domain 5

Standard 5.c. Professional Development and Collaboration

  • The presentation, “Tips for Working With English Language Learners,” was developed as a mini- workshop for colleagues at SDMS. This presentation was created during the ACE TESOL program although it was not a requirement for any course. The presentation demonstrates my willingness to accept and embrace the role of ESOL advocate and resource person in my school.
  • Return to Domain 5
  • View artifact

Maryland Teacher Technology Standards

  • Standard 1
  • Standard 2
  • Standard 3
  • Standard 4
  • Standard 5
  • Standard 6
  • Standard 7
  • Return to the Table of Contents

Standard 2 - Communication

  • View artifact: NTeQ Lesson Plan –
  • Graph Club

Standard 1 –

  • Information access, evaluation, processing and application
  • View Artifact: Hot List of Educational Technology Resources
  • Return to Technology Standards Table of Contents

Standard 4 – Assessment for administration and instruction

  • View artifact: Data of Prospective
  • Schools
  • Data Summary
  • Return to Technology Standards Table of Contents

Standard 3 -

  • Legal, Social, and Ethical Issues
  • View artifact: Group Case Study for the One Computer Classroom
  • Return to Technology Standards Table of Contents

Standard 5 – Integrating technology into the curriculum and instruction

  • Return to Technology Standards Table of Contents

Standard 6 – Assistive technology

  • Return to Technology Standards Table of Contents

Standard 7 – Professional growth

  • View artifact:
  • My Philosophy on
  • Integrating Technology into the
  • Classroom
  • Return to Technology Standards Table of Contents


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