Department of English Language and Literatures

Teaching English to Speakers of Other Language Advising and Exit Portfolio

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Overview

The Teaching English to Speakers of Other Languages (TESOL) concentration in English acquaints students with the basic knowledge and skills necessary to teach English as a second or foreign language. Courses offer a combination of advanced work in applied linguistics with training in current methods of language teaching. Students may take TESOL courses in several different forms. In addition to graduate and undergraduate degree programs on the Wright State campus, students can study and learn abroad. Internships are available in Japan and China, as well as in Southwestern Ohio. Graduates of our program are teaching English all over the world, whether for the Peace Corps or in conjunction with international universities or English Language Programs. Domestically, TESOL graduates are teaching English in public schools, two-year and four-year colleges or in intensive English programs, others are administering English as a Second Language (ESL) programs. The TESOL program collaborates closely with our LEAP Intensive English program, giving majors and minors extensive contact with Wright State’s international student body.


Program Options


TESOL Advisors

TESOL support staff may be reached at (937) 775-2279


TESOL Exit Portfolio

General Requirements and Due Dates

In the term prior to the one you plan to submit your TESOL portfolio, you must make an appointment with the Director of TESOL programs to receive details about The Teaching Question Response portion of the TESOL portfolio (Item 6). For example, if you plan on submitting your portfolio in the spring term, you must meet with the Director of the TESOL Program in the fall term.

The TESOL portfolio cannot be submitted in the summer semester.

Contact: Deborah Crusan, 479 Millett Hall, english@wright.edu

Program Track Portfolio Requirement Deadline
Bachelor of Arts in English, TESOL Concentration Not required  
Master of Arts in English, TESOL Concentration The TESOL Portfolio is part of the M.A. Culminating Project portfolio. Both portfolios must be submitted together. Wednesday of week 9 of the fall or spring semester no later than 4 p.m. Please note: The endorsement and the M.A. TESOL may be combined. When combined, follow the deadline for submitting the TESOL M.A. portfolio with the revised paper. See your TESOL advisor for details.
Combined B.A. and M.A., TESOL Concentration (4+1 and 3+1+1) Required Wednesday of the last week of the fall or spring semester no later than 4 p.m.
Minor in English, TESOL Not required  
Undergraduate Certificate in English, TEFL Not required  
Undergraduate Certificate in English, TESOL Required Wednesday of the last week of the fall or spring semester no later than 4 p.m.
Graduate Certificate in English, TEFL Not required  
Graduate Certificate in English, TESOL Required Wednesday of the last week of the fall or spring semester no later than 4 p.m.
Endorsement in English, TESOL Endorsement students must load their portfolios and coursework on TK20. Wednesday of the last week of the fall or spring semester no later than 4 p.m. Please note: The endorsement and the M.A. TESOL may be combined. When combined, follow the deadline for submitting the TESOL M.A. portfolio with the revised paper. See your TESOL advisor for details.

Portfolio Requirements

The TESOL exit portfolio consists of:

  1. A statement of the candidate's philosophy of teaching (1 page);
  2. An introductory essay (3-4 pages) containing
    1. A self-analysis of the candidate's development through the TESOL program, including overall strengths and weaknesses as an EFL/ESL teacher
    2. A description of the internship or practicum;
  3. The internship or practicum evaluation(s);
  4.  A CD containing a video recording of the candidate teaching a lesson in the internship or practicum class. The recording should be at least twenty continuous minutes in length, with a self-critique of the teaching (2-3 pages);
  5. The final project from TESOL Practices and Materials or an approved original curriculum and materials project from another course. The project must contain a theoretical base and justification;
  6. The Teaching Question Response (5-6 pages). The question must be included with the response. The candidate should request the teaching questions from the TESOL program director before beginning the portfolio. There are two scenarios, each with a specific grammar problem. The candidate will select one of the scenarios with the accompanying grammar problem and create a one-hour curriculum, addressing all the information required in the response.
  7. Candidate's curriuclum vita (optional).    

Submission Instructions

  1. The TESOL Portfolio must be completed electronically for the TESOL M.A. and TESOL endorsement. It may be done electronically for other programs. See the TESOL Director for more information.
  2. The TESOL exit portfolio replaces item 1 (the introductory essay) under “Portfolio Requirements” in the document Graduate Portfolio Procedures and Requirements. Therefore, TESOL M.A. candidates must complete the TESOL exit portfolio and items 2-5 of the M.A. Culminating Project portfolio.
  3. The TESOL exit portfolio is a professional document. It should be assembled professionally, with single files for each electronic section or with clearly identified hardcopy sections. Portfolios that are incomplete or unprofessional will be returned ungraded.
  4. The TESOL exit portfolio is evaluated using the TESOL Exit Portfolio Guidelines. If the portfolio is not acceptable, candidates will be provided with a written explanation of the reasons why. Candidates will be notified of the results once the grading is completed. The TESOL exit portfolio, when handed in independently of the M.A. portfolio, will be graded within two weeks of submission. Candidates for the TESOL certificate must be sure that when they submit their portfolio, their TESOL Program Checklist is up to date and their name is listed as they wish it to appear on the TESOL certificate.

Teaching Question Response Description

You will be given two options. Select one and respond in five to six pages. (Include the question sheet in section 6 of your portfolio.) Curriculum design is perhaps the most important aspect of an ESL or EFL program. For one of the two following populations (1 or 2), design a content-based curriculum for one hour of an ESL or EFL course which emphasizes listening, speaking, reading, and writing in a whole-language context. This hour is part of a course that may encompass a term, semester, or year-long curriculum.  In your design, address the issues that follow:

  1.  general objectives for the course
  2.  methodology with accompanying theoretical base for the course
  3.  specific objectives for the one hour
  4.  linguistic and cultural material for the one hour
  5.  types of learning and teaching activities for the one hour
  6.  teacher's roles for the one hour
  7.  learners' roles for the one hour
  8.  role of instructional materials for the one hour
  9.  a brief evaluation instrument for the hour
  10.  a brief contextualized grammar lesson that addresses the problem indicated

Guidelines for Evaluating the TESOL Exit Portfolio

The TESOL Exit Portfolio asks the student to assess his/her growth as a scholar/practitioner in the TESOL field. The TESOL exit portfolio should be assembled professionally, with sections clearly identified and listed in the table of contents.

The faculty committee charged with reviewing the student’s TESOL portfolio applies the following guidelines:

  • Demonstrates an understanding of the systematic nature of language
  • Demonstrates an understanding of the implications of the relationship between language and culture for teaching English as a second or foreign language
  • Shows familiarity with the theory and practice of teaching English as a second or foreign language
  • Illustrates the ability to create, select, and adapt techniques, activities, materials, and assessment tools appropriate for teaching English as a second or foreign language to diverse populations
  • Is carefully written, edited, and proofed

 


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