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Professional Goals |
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To gain as much
experience with ESOL, Foreign Language, and Bilingual Education as
possible and contribute to their growth as professions |
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Education |
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Maryland State K-12
ESOL/Bilingual Education Teacher Certification |
| Summer, 2003 |
| University of
Maryland, Baltimore County, Catonsville, Maryland |
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Completion of a summer
workshop - Designing EFL Teacher Training Courses |
| Summer, 2002 |
| American University,
Washington, D.C. |
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Master of Education - Teaching
English to Speakers of Other Languages |
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September,
2000 |
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State
University of New York at Buffalo, Buffalo, New York, U.S.A. |
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Thesis:
”Building class rapport through
conversation-like discussion activities: an action research project
and how it affected a developing ESL teacher” |
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Bachelor of Arts |
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May, 1992 |
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Political
Science with concentrations in Foreign Policy and Constitutional Law |
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State University
of New York College at Fredonia, Fredonia, New York, U.S.A. |
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High School
Diploma |
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May, 1986 |
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Regents diploma
earned |
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Admitted into
the 3-1-3 early college admissions program |
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Fredonia Central
School, Fredonia, New York, U.S.A. |
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A Summary of Relevant
Skills and Qualifications |
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Experience
with children as a teacher and a parent
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Ten years of
teaching experience with ESOL including intensive language
programs, public schools, continuing education, English for
academic purposes, Content-based Instruction, and English for
Specific Purposes
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Sensitivity
and compassion from experience being a foreigner and language
learner
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Functional
Korean language proficiency and familiarity with a few other
languages
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Cross-cultural
communication experience and the ability to resolve conflicts and
misunderstandings
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Experience in
teacher training and classroom research methodology
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Experience in
curriculum planning, instructional systems design, and program
development
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Comprehensive
knowledge of second language acquisition theory and the principles
and practices of language teaching gotten from continual study and
training other teachers
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Training and
experience as a rater/evaluator of the IPT, the CASAS test, the
Test of Spoken English, the Test of Written English, the Foreign
Service Interview, the Michigan Test, and the Oral Proficiency
Interview
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Skills and
experience with website design, Computer Assisted Language
Learning, Internet Assisted Language Learning, and networked
language labs
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Experience
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February 2003 – present
Wilde Lake
High School, 5460 Trumpeter Rd.
Columbia, MD
21044
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Full time,
nontenured ESOL teacher |
$34,000 annual
salary
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Taught both
regular ESOL classes and sheltered ESOL content classes |
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Supervised by
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Marlene Arkin
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ESOL coordinator
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(410) 750-0158
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may be contacted
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May 2002 – October 2002
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The National Labor College, 10000 New Hampshire Avenue
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Silver Spring, Maryland 20903
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Contracted Instructor for the Colombian
Trade Union Education Project – ESL
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24 hours a week at $38
an hour
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Conducted pre-tests
and progress tests using the Oral Proficiency Interview exam
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Worked as a team
member to evaluate the effectiveness of, and recommend revisions for, an
innovative program for training Colombian labor union organizers
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Taught four-hour
intensive English language courses in both “survival English” and English
for specific purposes to prepare Colombian labor union leaders for
internships with US labor unions and empower them to discuss their
struggle in Colombia |
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Employed a wide range
of methods and techniques including communicative language teaching,
community language learning, and situational reinforcement
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Helped the Colombian
trainees to construct and launch their own website
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Supervised by |
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Chuck Hodell
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Assistant Provost for
Educational Design
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(301) 431-5440
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chodell@georgemeany.org
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may be contacted
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January – May 2002 |
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Howard County Community College ESL Program, 10901 Little Patuxent Parkway
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Columbia, MD, 21044 |
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Adjunct ESL Instructor |
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20 hours of
class time a week at $2,500 a course
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Taught two
sections of Advanced Academic Writing for ESL students
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Operated a
multi-media lab for networked writing instruction and computer assisted
instruction
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Built a website
to publish my students’ writing
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Conducted pre
and post tests modeled after the TWE
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Taught Oral
Communication for ESL students
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Helped students
to discuss readings, debate issues, and give presentations using Power
Point
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Taught Beginning ESL
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Helped build survival
skills through the teaching of various real-world competencies
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supervised by
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Dr. Jean M. Svacina
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ESL Coordinator and
Instructor
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(410) 772-4410
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jsvacina@howardcc.edu
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may be contacted |
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January 2000 – January 2002
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Sookmyung Women’s University TESOL Program, 53-12 Chungpa-dong 2 ka
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Seoul, Korea 140-742
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Teacher Trainer / Visiting Lecturer
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full time at pay equal
to $2,000 a month
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Developed and taught
graduate-level content courses in TESOL content-subject-matter (Second
Language Acquisition Theory for EFL teachers) to non-native English
speaker EFL teachers in a training program designed by the University of
Maryland, Baltimore County
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Worked as a team
member to establish curriculum and objectives
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Employed Content-based
Instruction methods prescribed by the University of Maryland County
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Corresponded with my
students through a website with a chatroom and a discussion board
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Worked with a team to develop the course
English for EFL teachers, its lesson plans, and materials
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Taught non-native speaker English
teachers specific English skills necessary to use communicative language
teaching methods
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Employed a variety of EFL teaching
techniques and activities as a model of ideal teaching
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Interviewed applicants for admissions
and placement using the Oral Proficiency Interview Test
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Assessed writing samples of prospective
students for admissions and placement
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Contributed new
questions for the objective test
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Conducted special
two-week workshops to develop Korean public school EFL teachers
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Taught non-native
English speakers the English skills needed to teach English in English
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Taught Second Language
Acquisition Theory to non-native English speakers to guide them in their
teaching practices |
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Designed all lessons
and materials
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Modeled techniques and
activities suitable for Korean public school EFL classes
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supervised by
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Ronald Schwartz
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Graduate School of
Education, University of Maryland Baltimore County
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1000 Hilltop Circle,
Baltimore M.D., 21250
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(410) 455-2379
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rschwart@umbc.edu
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may be contacted
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January -
December, 1999
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State University of New York at Buffalo, English Language Institute
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Christopher Baldy Hall Rm. 320, Box 601000, Buffalo, New York 14260-1000 |
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Teaching Assistant - Instructor of English as a Second Language |
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T aught 10
hours a week, paid by stipend and tuition waiver, paid extra for
assessment
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Conducted placement
tests using a version of the FSI exam
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Taught intensive,
low-intermediate level ESL courses centered on listening and speaking
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Taught intensive,
low-intermediate level ESL courses centered on listening and speaking
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Used a multi-media lab
for language instruction
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Evaluated speaking
samples for the Test of Spoken English (TSE) – the optional speaking
component for the TOEFL required for the MBA, TESOL and other programs
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supervised by
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Barbara A. Campbell
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Assistant Director of
Intensive Programs
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Tel: (716) 645-2077
Fax: (716) 645-6198
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bcampbel@acsu.buffalo.edu
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may be contacted |
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January - December,
1998
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Mahidol University
International College
25/25
Buddthamonthon 4 Rd.
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Salaya, Nakhonpathom, Thailand 73170 |
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EFL Instructor &
Coordinator of “English One”
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earned a
total income equal to $2000 from various part time assignments
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Lead a team
to redesign the existing EFL program to integrate the four skills and
shift to a content-based approach using the academic subject matter from
the other first-year courses
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Developed
lesson plans and extensive materials eventually incorporated into the
textbook
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Coordinated
nine other instructors and provided them with easy-to-follow plans and
materials
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Designed
standardized tests to help other instructors evaluate students’ progress
and achievement
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Taught six
classes of first-year students
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Assessed composition samples from the entrance examination’s essay section |
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Interviewed the final selection of
candidates for admission
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supervised by
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Dr. Ua Aree
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Advisor of International College Program
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(662) 441-0234
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may be contacted |
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January – March 1997
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Seoul, South Korea
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Private Instructor
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Instructed English
speaking skills to small groups of adult learners at various levels
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Gave private, in-home
EFL lessons to small groups of school-age children
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March -
September, 1996
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Neighborhood Community Center, Seoul, Korea.
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Instructor of English as a Foreign Language |
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Taught adults
communicative English skills through dialogues and activities |
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Chose books and wrote
lesson plans and curriculum used by later teachers |
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September – October, 1995
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The Academy of Language and Civilization of
Mongolian Nationality
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P.O. Box 13/550 C.P. office
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West Ulaan Baator, Mongolia.
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Instructor of English as a Foreign Language
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Taught 10 hours a week
at pay equal to $50 a month
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Taught adults beginner
to advanced integrated communicative English skills
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supervised by
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Professor Borjin Choi
Lubsangjab
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(976-1) 21343
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may
be contacted
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March – August, 1995
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Indo-Tibetan
Buddhist Cultural Institute, Sahdu Dhara, P.O. Kalimpong
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73401
Darjeeling, Northwest Bengal, India
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Volunteer English
Teacher
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Taught a
few hours a week as a volunteer
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Taught
elementary school age children English to prepare them for standard
subjects taught in English
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supervised by
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Jamplel Kalden
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Headmaster
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(03442) 55463
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may be contacted |
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July – December, 1993 & March – December 1994
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English Children’s Centers, Seoul, Korea.
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Instructor of English as a Foreign Language
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Taught up to 20 hours
a week at pay equal to $35
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Taught children
beginning English language skills through games and activities
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Coursework while
in the TESOL graduate program of the State University of
New York at Buffalo
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Development and Assessment of Second
Languages |
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Designed testing mechanisms of various type for
various purposes |
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Became calibrated and qualified to be an evaluator
of a variety of common tests |
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TESOL Methods and Materials |
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Learned modern principles, methods, and techniques
for ESOL instruction |
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Practiced various classroom observation and
teacher development tasks |
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Linguistics for TESOL |
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Studied various features of human language
including socio-linguistics and pragmatics |
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Examined the features of a wide variety of
languages around the world |
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Learned
techniques for building proficiency in specific
areas |
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Research in the Language Arts |
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Learned and practiced educational research
methodology for language arts education including
action research and ethnographic interviewing |
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Presented a cultural sensitivity workshop |
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Second Language Acquisition |
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Studied theories of second language acquisition
and reproduced famous research |
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Designed activities, lessons, and curriculum that
applied those theories |
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Teaching Writing in a Second Language |
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Studied and
practiced
modern approaches for ESOL writing instruction
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History and Structure of English |
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Discussed the past, present, and future of English
and its role in the world |
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Studied various
structures and their history |
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Learned the
origins of various words and expressions |
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TESOL Practicum |
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Conducted classroom observation tasks, classroom
research, and teacher development |
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Received feedback and advice on my own practices |
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Teaching Second Language Culture |
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Conducted ethnographic research on target cultures |
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Learned how culture instruction can be integrated
into language instruction |
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Studied the process of cross cultural
communication and adaptation |
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Psychology of Learning and Instruction |
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Learned theories of human cognition and learning
and discussed their applications |
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Internet Assisted Language Learning and
webpage design (a non-credit workshop) |
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Conducted classroom observation tasks, classroom
research, and teacher development |
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Used various web design tools to build websites
for educational purposes |
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Coursework from American University – one
credit summer workshop
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Developing EFL Teacher-training
Programs |
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Studied various training programs overseas
including programs for training Peace Corps
volunteers, Peace Corp teacher-training programs,
and Peace Corp Community-based instruction
programs |
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Read recent and classic texts on developing
teacher training programs covering topics such as
needs analysis and integrating proficiency
building into other areas of instruction |
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Coursework while earning Maryland state
K-12 ESL/Bilingual Education teaching certification at the
University of Maryland, Baltimore County
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Instructional Systems Development |
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Studied various models for planning and
implementing instruction |
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Practiced making design plans following various
models |
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| Teaching
Reading and Writing to ESOL/Bilingual Students |
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Studied best practices for literacy instruction |
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Conducted research on reading in content areas |
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| ESOL
Student Teaching Internship |
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Taught ESOL classes as a provisional hire
awaiting certification |
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Was observed by a variety of professionals and
colleagues for the purpose of assisting in my
development |
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Regularly reflected on my practices |
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References
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Please do not hesitate to contact the following people to verify my
credentials:
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Marlene Arkin
ESOL coordinator
Wilde Lake High
School
5460 Trumpeter Rd.
Columbia, MD 21044
(410) 750-0158
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Marlene Arkin is my supervising teacher and has been my cooperating
teacher throughout my internship period. She has observed my classes
and co-taught with me so she can vouch for my ability. |
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Chuck Hodell
Assistant Provost for Educational Design
The National Labor College
10000 New Hampshire Avenue
Silver Spring, Maryland 20903
(301) 431-5440
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Mr. Hodell can account for my work where I currently work at the Labor
College. He can describe the nature of my work and my contributions
to the program. |
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Dr. Jean M. Svacina
ESL Coordinator and Instructor
10901 Little Patuxent Parkway
Columbia, MD, 21044
(410) 772-4410
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Dr. Svacina is the coordinator who hired me and oversaw my work in the ESL
credit courses. She can comment on the quality of my work at Howard
County Community College. |
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Ronald Schwartz
Graduate School of Education
University of Maryland Baltimore County
1000 Hilltop Circle
Baltimore M.D., 21250
(410) 455-2379
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Mr. Schwartz is the advisor for the SMU-TESOL program. He routinely
visited the program to check on our work. While doing so he always
observed our classes and helped develop us as CBI instructors. He
trained me in his own special brand of CBI classroom interaction
techniques and can comment on how well I use them. |
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Joan Shin
Course Coordinator
SMU TESOL Certificate Program
Room 815, Main Building
Sookmyung Women’s University
Seoul, South Korea 140-742
(822) 710-9831
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Ms. Shin is the foreign faculty member with whom I worked most closely at
SMU-TESOL, designing tests and implementing changes. She can account
for my work with her reforming the English program. She regularly observed
my teaching for the sake of teacher development and can comment on its
quality. |
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Barbara A. Campbell
Assistant Director of Intensive Programs
English Language Institute
Christopher Baldy Hall Rm. 320, Box 601000
Buffalo, New York 14260-1000
Tel: (716) 645-2077 Fax: (716) 645-6198
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Ms. Campbell was
my supervisor at the English Language Institute where I was employed for
my teaching assistantship. She conducted in-service training
programs and observations of our classes. She can comment on my
teaching ability as well as my personal character.
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