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Abstract:
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This portfolio of teaching English as a second language (ESL) includes two parts. The first part
is a thoroughly developed statement of teaching philosophy that is based on field research and
theories. The second is a supportive section to demonstrate specific professional knowledge of
teaching and learning English as a second language within the TESOL standards. In the
statement of teaching philosophy, I discuss my goals, beliefs, and a culturally relevant
instructional approach (Ladson-Billings, 1992) that is guided by the sociocultural theoretical
framework (Vygotsky, 1978). I use my experience factors, such as my linguistic and cultural
backgrounds, to explain choosing the sociocultural theoretical framework and how it influences my understanding of students and their development of the English language. In the section of professional knowledge, I further describe and deconstruct the artifacts from major coursework accounting for my knowledge and ability as an ESL teacher. I explain the relevance of each artifact to its designated domain and the TESOL standards within each domain. I mainly focus on four subcategories: 1) learners and learning, 2) learning environment, 3) curriculum, and 4) assessment. Finally, I construct a critical reflection on the collection of artifacts that I developed, leading to a discussion of the implications and the problems for future practice of teaching. |
