Posted: September 13th, 2017

Field experience report/ED553 TESL FIELD REPORT IN TESL

Field experience report/ED553 TESL    FIELD REPORT IN TESL

Order Description

write the report as an essay. Not the way as it appears in the file attached.

ED553 TESL    FIELD REPORT IN TESL

10%     1. BACKGROUND SCHOOL AND TEACHER
What is the type of community, school, is the ESOL program in? What are the ESOL resources?
LADO International Institute is specialized in providing quality, comprehensive English language instruction. Instructional materials were created by applied linguist and LADO founder, Dr. Robert Lado. Dr. Lado’s English Series, which is used in the first six levels of ESOL program.
What type of ESOL program is it?  Pull out TESOL?  Pull in TESOL? Bilingual? …
How are students entered, monitored, and exited from ESOL?
Did the teacher allow you to work in the classroom (s)?
What did you learn from the teachers about the teaching of ELL in this school?
I learned a unique methodology developed by Dr. Robert Lado. An internationally recognized applied linguist, Dr. Lado developed the Total Approach for teaching and learning English. This approach appeals to different learning styles and takes into consideration the native language, culture, and education of the students.
What was the teacher’s professional background?  Memberships in professional organizations?
At LADO, many of our dynamic teachers hold master’s and doctoral degrees and have over five years of experience teaching ESL/EFL. Teachers who I observed have also lived and worked abroad and are fluent in multiple languages.
40%     2. LESSON OBSERVATION  [Notice the 40% weight]
2.1    Topic, Warm up, How were students engaged? How were they made to comprehend?
Topic: using both….and, Either….or, Neither…..nor. The theme was about “Clothing”. First, warm up: asking questions about clothing to break the ice and get students engaged. Then they listened to a conversation once. Teacher asked comprehension questions to check their understanding.
2.2.    Materials.  What pictures, graphics, explanations, activities?
Teachers used pictures, realia, explanations to explain meaning of vocabularies. Listening to conversations. Activities: pair work to discuss their answers, group work to do projects.
2.3.    Tell about the content of the lesson both English and academic:  Which English skills were addressed? Are they worked on separately or simultaneously?   How were these assessed?
English skills: Listening and Speaking. They worked simultaneously. Students are given activities, which allow them to learn naturally by inferring meaning through context (as children do). Second, because the students are adults, they are allowed to use their developed abilities to learn discrete grammar and language patterns rationally. They were assessed using formative assessment.
2.4.    Tell about the delivery of the lesson.
What techniques were used for linguistic and academic input?
What is the teacher’s linguistic feedback like?  Did this promote student achievement?
How was meaning reinforced: hand gestures, visuals…Is there correction? Is it overt?
Teachers used hand gestures to reinforce meaning.
What specific techniques did you observe, i.e. for vocabulary, literacy, written, oral language…?
What strategies were used that demonstrate principles of sheltered instruction?
Teachers used various of strategies that enhance sheltered instructions for example:
1.    Displayed content and language objectives.
2.    Used manipulatives, visuals, realia, props, games, hands-on activities.
3.    Created climate of acceptance/respect that supports acculturation.
4.    Used cooperative learning groups.
5.    Model activities for students.
6.    Ask yes/no questions or questions that require a one-word answer.

10%     3. LEARNER VARIABLES
What are the linguistic backgrounds of the students? Do they have LIMITED Formal Education, Diplomatic status, or are they from languages without a Roman Alphabet?  Are they already bilingual in other languages?  How LONG have students been in the USA?
Most of the students I noticed are from Ukraine. There may be students with limited formal schooling who may have may have attended schools in their country of origin, but experience gaps in their educational experience as a result of their school system having limited resources, poorly trained teachers, a shorter school year because of the civil war going on there. They have been in the USA for three to five months.

What are some key learner characteristics you observed for example cultures, status, ESL level, age, previous education, LD, GT, personality?  What did the teacher do to accommodate these?
Their age: 22-28
Level: 2nd level
Previous ed: high schools and bachelor degrees
The teacher I observed in Washington D.C. branch enhanced the self-esteem of his students by reinforcing their potential to succeed and praising their efforts rather than overcorrecting their errors.
Were visual, auditory, tactile, musical kinesthetic, social…skills addressed?
Yes. They were addressed sometimes. Especially the visual and auditory.

40%     4. REFLECT ON MOTIVATION AND MANAGEMENT [Notice the 40% weight]
4.1.     List the strategies used to motivate students.   What are the barriers and the nurturers of
academic and English achievement?  How does a teacher motivate without
resorting to punishment?  Be specific. Would you do the same? Do other teachers have other ways? Give an example of a successful motivational technique you would or have used. What is the biggest motivational challenge?
4.2.     List the strategies used to manage students.  What were the biggest management
challenges for this age group?
What are successful ways to manage students in positive ways? Be specific.
Give an example of a management technique that you would or have used?
4.3.    What was the most interesting part of your field experience for you personally?
The most interesting part in my field experience was observing the TEFL class. I learned a new vocabulary strategy, which focuses on vocabulary usage errors and teacher must follow a certain procedure to succeed this. Here are some of the procedures:
1-    Explain it to yourself: by generating examples, all referring to a single happening. A single context. Analyze. Examine usage. How are examples similar to each other? How are they different?
2-    Model in context: by writing a brief LS with examples.
3-    Lexical chunk: identify each vocabulary word’s collocations. Using colors to identify the parts of speech is very helpful and it makes students see the bigger picture.
4-    Explain: address the vocabulary words’ meaning and usage. Tell what the vocabulary words have in common and how they differ.
5-    Visualize: create a visual or symbolic representation that illustrate the differences.
6-    Concept check: by asking questions to make students demonstrate that they understand you.
I also learned about the Total Approach by Dr. Robert Lado. Illustrated by Vance, I found out that students achieve far greater accuracy in speech and writing than in other approaches in which functional communication is the only goal. In addition, students can progress toward proficiency in the four skill areas of reading, writing, listening, and speaking. The classes that I observed were student-centered with an emphasis on student talk time. Moreover, they practice their English through a variety of communicative activities as well as in structured drills and exercises where accuracy and dexterity are the goals.

At the end, it was a great experience to complete my TESL field experience at LADO institute and I would definitely repeat this experience some other time.