Student Learning Outcomes

The Student Learning Outcomes provide a platform where the culmination of coursework and experiences demonstrate my professional development in an applicable way.

SLO #2 TIL students demonstrate knowledge of and skills in foreign/second language  teaching (e.g., methods, approaches, and strategies) and culture teaching/learning in foreign/second language contexts. 

By taking the methods class I learned the fundamental basics to creating a lesson plan and managing the 50 minute class period better than I ever thought I could. The Effective Instruction Sequence, EIS, plan is the backbone to every lesson I create and leads the way in an organized and effective way. Taking culture class, the sense of cultural awareness while teaching is at the forefront of my motivations. During this semester, I was able to teach French every Friday. As the end of the week would approach and I would gear up with my lesson plan and ideas, I always tried to include a cultural piece from another Francophone country as well as France, demonstrating my dedication to cross cultural awareness and education in a foreign language classroom.

I felt a particular connection to a lesson plan I wrote in the teaching culture class, EDSL 633. Prior to reading any of the necessary information to complete this lesson, I had no idea the Haitian revolution was so closely linked to the French revolution. Research for this lesson plan led me to find out about the Francophonie Summit happening in Congo and inspired me to find multiple different aspects of this huge topic that could be extended across multiple lesson plans, activities, assignments and maybe even outings. At the French conversation hour that week, I ran into Niclette Kembi. Niclette is from the Congo and is studying English at ALCI this year. I happened to have my lesson plan (Cultural Perspectives-French and Haitian out as I had just printed it before coming to French conversation hour, when the word “Kinshasa” jumped out at Niclette. She instantly connected with me as we discussed the Francophonie summit that had just happened in her country. The pride that resonated in her voice coupled with the excitement in her eyes was priceless. My appreciation and understanding of the French culture improves every time because I am forced to do my outside research on topics that interest me and find a way to create a connection with students. Hopefully, when I have my own class, I will spark an interest in the students and build off of that. I hope to help them find their passion in the French language and culture and feed that with knowledge, and catered assignments to their interests. As the assignments progressed, I noticed an improvement in my methods and a more realistic understanding of the expectations of myself and of my students. By creating attainable, realistic goals, there is a higher rate of confidence and success. 

SLO #3 TIL students demonstrate knowledge of and skills in curriculum development and language learning materials in foreign languages/TESOL.

Through the textbook analysis and program evaluation in the EDSL 637 Curriculum class, I was to analyze and evaluate key points in language acquisition industry. With the program evaluation I realized how much work is put into a language program and how much there is to consider. How much is at risk but also how frequently a program needs to reevaluate itself. Without taking those much needed steps back, it would be easy to become outdated and irrelevant. This evaluation, along with the knowledge I already had as a result of working at ALCI, has contributed to my professional development. I found that I was able to take what I have learned in class and apply it to where I work, giving me a greater understanding of what I do, and what I see at work. I feel like I have a foot in both realms, student and professional, and can see clearer on both sides. 

SLO #4 TIL students demonstrate knowledge of and skills in assessment, testing, and evaluation in foreign languages and TESOL.

Through the testing and assessment class, EDSL 636, I was able to design my own exam (Hybrid Classroom Exam) that was a mixture of assessment types, combining the interpersonal, interpretive and presentational aspects of assessment. I also got to examine the French AP exam (AP French Exam Critique). With both assignments, I was able to reach a deeper level of educator. When writing my own test, I noticed things and aspects of tests I never thought I would. Moving assessment outside the classroom is promoting life long learning of a language, producing more authentic language, and a more integrated language. The students must understand what is being said in order to respond, creating that fundamental transaction of understanding. As it is difficult to assess listening without asking the students to produce another skill to demonstrate their understanding, either through speaking or writing, listening acts as a springboard for the other skills.  There is a greater emphasis on performance based testing in my hybrid exam as the students are performing for the majority of the exam. I found this to be the greatest way to encourage and facilitate the use of language on a more personal level for the students.

SLO#5 TESOL TIL students demonstrate knowledge of and competencies in linguistics,  and/or teaching literacy and composition.

My limited experiences in the teaching of literacy and composition will change as I take those classes next year. However, in the Fall of 2011, I was enrolled in ENGL 478 and I was able to document in a journal my experiences while tutoring reading. This was beneficial because it provided an outlet where I could document my observations in the ESL Resource Center and with ALCI students. (Reading Tutoring Journals).

It is interesting to note how my perspective has changed since I joined the TIL program. As an undergraduate student, I tried to hide my affinity for language teaching but it was something I could not control, not then, and not now. “During my tutoring, I found that the more theory I knew, the easier the tutoring became because I could apply multiple theories and see a problem from a multifaceted angle as opposed to just one sided. My tutoring experience shaped my subjective theory about the teaching of reading in that I see things magnified. I thought reading was a top down processing. Starting with a little bottom up but then only looking at it from a top down point of view. I never realized all the other things that process in the mind when we are reading, especially if its not your first language. I can relate because I have been a language learner my whole life, whether it was Spanish, French, Italian, or Japanese, I have been fascinated with language since I could speak. Given my insider approach to being a language learner, I feel I can relate to my students and understand their needs better.”

 SLO #7 TIL students demonstrate knowledge of and tools for conducting a broad variety of research for continued professional development and/or further academic study.

In contribution to the academy, I decided to write a thesis. This would have never been possible without the guidance and time absorbing research conducted in the EDSL 635 research class. But taking a step further back to ENGL 431, Teaching Composition, the spark that became the fire fueling my research started when I wrote a basic research paper looking at semantic transfer in ESL papers. This created the platform where I would toss and turn articles, books, blogs, and search through pages and pages and pages of reading to find in myself, the motivation to write a thesis. My literature review expands across various authors and demonstrates my capacities for research.

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