TESOL Professional Development Activity

TESOL: Professional Development Opportunity Professional development is an important aspect in the modern teaching environment given the consideration of teaching as a profession instead of people performing a job. In essence, since teaching is a profession, teachers should actively participate in professional development activities. These activities are primarily centered on sharpening the skills and enhancing competence for teaching practice. Educators have the essential responsibility of lifelong learning, which implies that they must constantly learn new approaches and strategies that benefit their students. Consequently, there are numerous opportunities that are available for professional growth and development of teachers.

For TESOL, professional development activities help improve their dedication to advancement and improvement of teaching English as well as enhance competence in their practice. One of the professional development activities that are available to these practitioners is conferences that are held by different organizations or associations in this field. The focus of a recently attended TESOL professional development conference was to provide networking opportunities through which these teachers can enhance their competence and efficiency. The conference provided an opportunity for these teachers to exchange ideas with others and discuss pertinent issues affecting them in teaching practice. Teachers exchanged ideas...

...

Conferences are basically opportunities that make positive contributions to an individual's professional development and work, especially TESOL professionals (Borg, 2014, p.1). One of the concepts learned in this course is the significance of networking as a tool for enhancing competence since professionals from different institutions exchange ideas freely and discuss issues that help them improve their teaching practice. The discussions in this conference involved exchange of ideas and evaluation of relevant issues to the group. Through this activity, TESOL professionals examined the various teaching models adopted by their peers and how to become more effective in their classrooms. Therefore, this conference demonstrated the importance of exchanging ideas with others in the same field in order to improve competence and professional practice.
In my current situation, involvement in a relevant professional association is mandatory in order to enhance my competence as a TESOL professional. Such an initiative would provide an opportunity for me to achieve my career goals through constant development and growth in teaching practice. Joining…

Sources Used in Documents:

References

Borg, S. (2014, August 27). The Benefits of Attending ELT Conferences. ELT Journal, 45, 1-12. Retrieved from http://eltj.oxfordjournals.org/content/early/2014/08/27/elt.ccu045.full.pdf?keytype=ref&ijkey=u7svXbp4n4j0WIz

Gottlieb, M. (2006). Assessing Academic Language Proficiency and Academic Achievement: A Bridge to Accountability. In Assessing English language learners: bridges from language proficiency to academic achievement (Thousand Oaks, CA: Sage Publications Inc., Chapter 4, pp.63-83).

Tomaszewski, R. & MacDonald, K.I. (2009). Identifying Subject-Specific Conferences as Professional Development Opportunities for the Academic Librarian. The Journal of Academic Librarianship, 35(6), 583-590.


Cite this Document:

"TESOL Professional Development Activity" (2016, June 11) Retrieved April 19, 2024, from
https://www.paperdue.com/essay/tesol-professional-development-activity-2159659

"TESOL Professional Development Activity" 11 June 2016. Web.19 April. 2024. <
https://www.paperdue.com/essay/tesol-professional-development-activity-2159659>

"TESOL Professional Development Activity", 11 June 2016, Accessed.19 April. 2024,
https://www.paperdue.com/essay/tesol-professional-development-activity-2159659

Related Documents

Develop a set of criteria for any ESL textbook. Locate three to five books, and then analyze each textbook based on either your ELD or SDAIE lesson plan or your own set of criteria. Provide the rationale and support for the textbook you choose to use.ESL textbooks can vary widely as it relates to overall structure and content. Although the information is very similar within the text, the presentation can

Constructivism in TESOL
PAGES 17 WORDS 5320

Constructivism in TESOL-1 ABREVIATIONS EFL - The term is the main topic on which the paper is based upon (English as a foreign language). It does not refer to the student learning English language which is not his or her native language nor is it being spoken in their native country English is totally a foreign language. ESL -- This refers to English as a second language. Students who learn English as a

English for academic purposes approach focuses on the reader, too, not as a specific individual but as the representative of a discourse community, for example, a specific discipline or academia in general. The reader is an initiated expert who represents a faculty audience. This reader, particularly omniscient and all-powerful, is likely to be an abstract representation, a generalized construct, one reified from an examination of academic assignments and texts

Journals of Herrera and Gottleib Books A healthy child is the joy of the family. Social and academic development of a child depend on his ability to use his eyes and ears effectively. When one of these organs is impaired, the child will face challenges to communicate or see effectively, which will affect the child's social and academic developments. When a child has developed a vision or ear impairment, early

Journals of Herrera and Gottleib Books A healthy child is the joy of the family. Social and academic development of a child depend on his ability to use his eyes and ears effectively. When one of these organs is impaired, the child will face challenges to communicate or see effectively, which will affect the child's social and academic developments. When a child has developed a vision or ear impairment, early

" Shin (2006) Shin also states that the CMC literature "illustrates shifts of focus to different layers of context." Early on, research relating to CMC in language learning and teaching looked at the linguistic content of CMC text to examine how language learners could improve certain communication functions and learn linguistic figures through CMC activities (Blake, 2000; Chun, 1994; Kern, 1995; Ortega, 1997; Pellettieri, 2000; Smith 2000, Sotlillo, 2000; Toyoda