Sample e-Portfolio

Mary Wong’s Sample TESOL Portfolio : 

Mary Wong’s Sample TESOL Portfolio Azusa Pacific University

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Link to Cambodia TESOL paper Description: This paper demonstrates my proficiency in written English. Reflection: It is a bit too informal with the use of “you” and the abundance of references could be put in footnotes to not interrupt the flow of the paper. Application: I submitted it to the online Cambodia journal. Link to TESOL presentation Description: This presentation provides evidence of my speaking proficiency. It was given at the TESOL 2007 convention. Reflection: I had the talk recorded and this helped me see I should not read papers at conference presentations. I wish I had spoken from an outline and looked up more. Application: This presentation became a chapter in book see Wong (2009). TESOL Competency 1 Proficiency in spoken and written English at a level appropriate to my anticipated teaching context of teaching in graduate programs in the U.S. and abroad.

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Link to my SLA journal project Description: These two journal entries were part of a project for TESOL 505 SLA in which I was describing my struggles in learning Thai and Chinese. Also provided is the form in which my tutor asses me at the high intermediate level in spoken Chinese w/ the ACTFL scale. Reflection: I was humbled by the process of learning another language again, which is harder than I thought it would be. Application: I learned that I need to review and repeat more as a language teacher and not assume students understand. TESOL Competency 2 Experience of learning another language: Chinese and Thai

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Link to a journal entry in TESOL Practicum course. Description: This journal entry describes how a conflict I had with a student may have been due to our different cultural expectations regarding the role of students and teachers. Reflections: the concept of collectivist and individual cultures helped me understand Applications : I will try to react differently next time. For example I will no longer assume that my interpretations of the event is the only one and seek to suspend judgment and think of students may understand the event based on their culture. TESOL Competency 3 Conscious understanding of their own and other cultural systems and how this affects TESL/TEFL

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Link to Response to readings in TESL 535 Sociolinguistics Description: This reading response describes how languages are used in multilingual societies (code switching), how languages are always changing (with examples of lexicon and structure) how they vary (examples of World Englishes), and how this affects the language classroom. Reflection: I recall that I at first didn’t like students to code mix or code switch in my ELT classes , but now I understand that it is a natural occurrence in multilingual societies. Application: I will allow L1 in my classroom now and teach a number of Englishes and no longer focus on just the American standard variety. TESOL Competency 4 Understanding of the nature of language, language varieties, the structure and development of the English language, and the pedagogical implications in the ESL and EFL setting.

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Link to paper on SLA Description: This paper written in TESL 505 SLA, provides evidence of my understanding of how languages are acquired. It describes several individual and contextual variables that affect language acquisition and what language teachers can do to make the most these variables. Reflection: I need to be reminded of the complexity of SLA and the individual and contextual factors that may inhibit or help learning. Application: I would like to engage in action research to see what happens to students learning when teachers seek to raise students’ awareness of these factors. TESOL Competency 5 Knowledge of the process of language acquisition and the effect on language acquisition of both individual and contextual variables.

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Link to my PowerPoint Description: This narrated PowerPoint presentation includes several photos of my teaching in which I demonstrate how I apply the principle of student-centered learning in a class of adult learners as they engage in a role play activity in which they offer help to a lost student. Reflection: Although student-centered learning is useful, it does not replace the teachers’ role as instructor. Application: Next time I will ask students to record and evaluate their role plays so I am not the only one evaluating them. TESOL Competency 6 Demonstrated ability, through actual teaching experience, to apply the principles of language pedagogy in various classroom situations and with various instructional materials.

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Link to TESL 570 project Description: This project was developed in TESL 570, and revised after it was graded and returned. It demonstrates my ability to create a valid test and to interpret the results in actual students. Please note the highlighted sections of the paper in which I demonstrate how I checked for validity and assessed student progress. Reflection: [add later] Application: [add later] TESOL Competency 7 Demonstrated ability to apply the techniques and principles of second-language assessment, and to interpret the results of such assessments in determining language proficiency and student progress

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Chapters from TESL 560 Description: Chapter 5 from my language program design project describes the criteria I would use to select and evaluate a textbook for a course I developed. Chapter 6 describes how I would evaluate the course as whole. I have also included an additional page which describes how I would evaluate the larger curriculum in which this course resides. Reflection: [add later] Application: [add later] TESOL Competency 8 Demonstrated ability to evaluate the effectiveness of language teaching materials, procedures, and curricula.

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Link to 560 project Description: [add later] Reflection: [add later] Application: [add later] TESOL Competency 9 Experience in designing a course of language instruction based upon an articulated working philosophy of language learning and teaching.

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Link to TESL 557 Observation Report Description: [add later] Reflection: [add later] Application: [add later] TESOL Competency 10 Experience with various classroom observation tasks and classroom research procedures.

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Link to response paper in TESL 535 and 537. Description: [add later] Reflection: [add later] Application: [add later] TESOL Competency 11 Sensitivity to the ethical issues entailed in English language teaching in various contexts especially those related to missionary work such as cultural imperialism, language death, native speaker bias, etc.

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Link to reflection in 537 Description: [add later] Reflection: [add later] Application: [add later] TESOL Competency 12 Demonstrated ability to articulate how one’s worldview, faith, and teaching philosophy impacts one's pedagogy and professional activities

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Link to reflection in 537 Description: [add later] Reflection: [add later] Application: [add later] TESOL Competency 13 Demonstrated ability to articulate a holistic view of students as spiritual and linguistic beings created by God, and languages as a gift of God in all their complexity and variety.

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Link to reflection in 537 Description: [add later] Reflection: [add later] Application: [add later] TESOL Competency 14 Demonstrated ability to articulate one's gifts and life purpose as a basis for one's identity as a professional language educator

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Link to project in 501 Description: [add later] Reflection: [add later] Application: [add later] TESOL Competency 15 Demonstrated ability to use technology related to language teaching

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C V Goals for continued development