When educators teach English to speakers of other languages, what assumptions do they often bring, about learners’ goals, abilities, and backgrounds, and about the language-learning process? Which versions of English are often valued more highly in TESOL programs and materials? How can we create opportunities for English-language learning, while also recognizing the knowledge that learners already hold? Through reflections on readings, simulations, and weekly fieldwork, students will deepen their understanding of what it means to teach English to non-native speakers. Students will analyze and apply TESOL methodologies and receive feedback on their lesson planning and delivery in order to strengthen their teaching practice. Participants will learn from each other’s situated experiences and increase their awareness of issues involved in global migrations and language learning.

Outcome 1
Outline recognized TESOL frameworks and methods, and their critiques, with their historical contexts.

Outcome 2
Develop and implement original lesson plans and unit plans that effectively address a specific English Language Learner’s needs in multiple areas, including speaking, reading, writing, listening, grammar, pronunciation and/or specific content areas.

Outcome 3
Recognize barriers faced by adult English Language Learners in the U.S. and at Cornell, and propose institutional actions in response.

Outcome 4
Demonstrate knowledge and awareness of the cultural practices, values, and beliefs of diverse groups of individuals.

Outcome 5
Demonstrate understanding of systemic oppression at multiple levels.

Outcome 6
Assess one’s own cultural perspective and the potential for associated biases.