A situation analysis, giving all details available before the course begins:
New comers of the TESOL school scheme will be assessed for their English language proficiency by the teachers assigned by TESOL (Teaching of English to speakers of other languages). Programming system will be run under this teacher - member of TESOL (Dorr, 2006).
This TOSEL teacher is assigned to assist and teach student in establishing sound understanding of English language, coping with the required skills and academic strategies to assist the process of gaining firm proficiency in English language as necessitated by the course design and classroom environment (Dorr, 2006).
Teacher assigned by TESOL is also a member of programming system as a support member, the team of which is designed to develop a close relation with students and collaboration with other related groups including programming team, parents, other teachers, administrative staff and counselors in developing required level for the student. TESOL teachers will be liable to work in programming framework assessing the student's individual issues and addressing these issues in form of progress report (Dorr, 2006).
The strategies implementing the programme include different levels of processes conducted in the classrooms with students comprising of direct communication, skill development, collaborative environment, helping each other out, identifying the problems and addressing them (Dorr, 2006).
Duties of teacher do not limit to systematic implementation of programming at a classroom level for students, but they reach to a collaboration network with the students, the other class room teachers and other administrative staff. Teacher will alongside provide all possible support to the student to cope up with the allotted course structure. As TESOL members, teachers can identify and interpret weaknesses of the students through individual attention to them to help them focus on weak areas, bringing error free communication, and motivation through acquisition of required linguistic expertise (Dorr, 2006).
Teachers are allowed to use communication techniques employing language of Benchmarks in the initial stages, according to citation in this document, to assist teachers set realistic targets for the students alongside constant progress report (Dorr, 2006).
It is required by each TESOL student to reach an adequate level according to designed course structure through building of linguistic strengths, which have (L1) English as their second language (Dorr, 2006).
Instructors of TESOL are present who examine the language proficiency of newcomers or if there is no instructor from TESOL is present then this duty of evaluation is performed by the instructor of language arts. Speaking and listening are the components which are used for verbal assessment and with these writing and reading skills are also evaluated. At the same stage the grammar and vocabulary of English is also evaluated (Dorr, 2006).
Assessing the TESOL leaner is the crucial initial step to generate knowledge about him. His background including culture, education and personality can be evaluated over here. Student can be instructed and TESOL service can start getting the information about the student through primary assessment. Parents and the instructor in classroom must be provided with the initial assessment results (Dorr, 2006).
Suitability of the TESOL services would be determined by the team which consists of TESOL instructor, parents, classroom instructor and administration. TESOL teacher can be very beneficial for the beginner who does not possess ample educational background and had a minimum of two years gap in language skills. Academic and literacy skills development would be focused by this instruction and support. Students who are referred as English Literacy Development (ELD) learners include students of TESOL who were lacking in L1 skills. School District maintains a TESOL list where name of the student must be included who eventually have decided to avail the services of TESOL instructor (Dorr, 2006).
Section 2: Aims and objectives for your course:
Targeted Students: TESOL students who are beginners (Hamayan et al., 2007)
In case pre-requisite are required: Interlochen Faculty Placement Number of times course, Placement Exam of TESOL could be opted
Each semester credit: 2.0
Seating priority: zero
Time available for meeting: weekly tutorial, including daily
Description: By involving students into the activities like listening, speaking, writing and reading, students have been given an introduction to the fundamentals of English language. In order to enhance the reading skills, reading skills are learned by the students. They write short essays, customary paragraphs and complete statements and oral comprehension is developed in them. Making minimum amount of mistakes, principles of punctuation and grammar are practiced by them. Mainstream learners follow approach of written and oral language skills. Parts of speech are also learned by the students (Hamayan et al., 2007).
* Learning how to compose apparent paragraphs and statements.
* Improving the pronunciation
*Formulating strategies for improving reading
*Enhancing the academic reading skills (Hamayan et al., 2007)
Performance of Students:
* Having Role-plays
* Making presentation in front of class
* Expository text and literature reading
* Concentrating seriously on what others are speaking (Hamayan et al., 2007)
* Individual speaking evaluation
* Written and verbal tests
* Presenting in front of class
* Working in group (Hamayan et al., 2007)
Section 3: Explanation about primary objectives and aims.
The ones who have understanding towards process of language acquisition are considered as best TESOL instructors. The more knowledge regarding the ways of learning languages would help the instructor assist the students in a better way in learning language skills. In order to develop better understanding in students towards L2 skills, classroom instructors and TESOL instructors communicate with each other (Allington and Cunningham, 2007).
Learning of language is done individually, although some basic principles and conventional patterns are a part of development of English. Every learner has to undergo similar phases but the rate is different. Linguistic learning in the second (L2) follows similar rules and structures as they were in L1 by having successful communications. Guidance, conductive environment, ample time and sequenced practice are required by the leaner to have success in academics (Allington and Cunningham, 2007).
A variety of expertise and sub-expertise are required in order to get a command over a language. Learners should build up methodical abilities, tactics, sentence structure, vocabulary, pronunciationand pronunciation along with sociolinguistic abilities contained by the wide areas of verbal communication, listening, reading as well as inscription (Allington and Cunningham, 2007).
Infants normally and mostly pick up the talking language used every day, which is one of the two discrete forms languages that infants require. The other form is educational language skills, which a child gains by being educated at school, nursery, etc. In general, the language ability which is comparatively picked up in a lesser time is the social language; also known as BICS (Basic Interpersonal Communication Skills). On the other hand, the language skill that takes extensive time period is the Academic language which needs educational associations (Allington and Cunningham, 2007).
Section 4: An analysis of the course design prescribed for your situation
The TESOL Learning Plan
In order to focus on the requirements of a person, TESOL support is developed for it. Furthermore, eventually it is a service to aims towards incorporation (Cloud et al., 2009).
Till the time when the initial month of the student ends at the school, when the enrolment was made, an annual TESOL Learning Plan for every student is prepared by / the cooperation of TESOL tutor and classroom instructor. Classroom lodging, building language abilities through planning, timetable for TESOL support facilities along with results of TESOL individually. Further activities that will involve the child, like homework society plus buddy reading, should be incorporated in the plan (Cloud et al., 2009).
TESOL results for every student shall be given by the TESOL tutor on the basis of a language evaluation. Standards for TESOL Developmental Stages as well as the phases of language acquirement will be considered by tutors, moreover, they might discuss with classroom instructors and approved syllabus, mainly syllabus manuscripts for English lingo ability. The regions of major need might be put under special attention by TESOL tutors; inscription, listening and vocalizations will be considered by them. For every student, a clear statement plus revision all through the year of results must be made (Cloud et al., 2009).
Listening, verbal communication, interpretation and inscription are the four language abilities that TESOL support will aim on developing. TESOL instruction along with L2 development will incorporate visualizing and structures of presentation excluding inscription. Keeping in view the child's happiness as well as requirements, each ability should be built up in the background of significant communication plus activity (Cloud et al., 2009).
Developing an open language, listening to recognize uncomplicated English and a little know how regarding written English, is what is emphasized at the initial levels of L2 acquirement. Listening is followed by verbal communication. Prior to embark rigorously on interpretation and inscription courses, a student that is not knowledgeable in the L1 will have to build up a better base in verbal English. Though, at this level, contact with print along with building up of interpretation and…