dc.contributor.author | Jingjing, Meng | |
dc.date.accessioned | 2019-05-03T18:06:17Z | |
dc.date.available | 2019-05-03T18:06:17Z | |
dc.date.issued | 2019-03-01 | |
dc.identifier.uri | http://hdl.handle.net/1803/9469 | |
dc.description | Teaching and Learning Department capstone project
This EFL portfolio is a final reflection of what I have learnt in the two-year master’s study in the English Language Learner program at Peabody College, Vanderbilt University. In the past two years, I finished ten classes, four practicums and one independent study. This portfolio helps me to link up my teaching philosophy, my actual learning on theories, my assignments that I finished and my future teaching implications.
This portfolio contains three sections: philosophy of teaching, artifact analysis and implications and future considerations. My philosophy of teaching expands four categories: students and their communities, the curriculum, sociocultural, psychological and political variables to facilitate English learning, and partnerships and advocacy. In the artifact analysis, I provide five artifacts from different class assignments as supporting evidence for my understanding of the following six TESOL domains: identity and context, learning, instructing, planning, content and assessing. The last part of the implications goes over the teaching identity I want to set up in my future teaching, the challenges that I consider I might face and a simple overview of how to continue improving myself as a language teacher. | en_US |
dc.description.abstract | This portfolio is a final reflection of what I have learnt in my two-year master study in the English Language Learners program at Peabody College, Vanderbilt University. In the past two years, I finished ten classes, four practicums and one independent study. This portfolio helps me to link up my teaching philosophy, my actual learning on theories, my assignments that I finished and my future teaching implications. This portfolio contains three sections: philosophy of teaching, artifact analysis and implications and future considerations. My philosophy of teaching expands under four categories: students and their communities, the curriculum, sociocultural, psychological and political variables to facilitate English learning, and partnerships and advocacy. In the artifact analysis, I provide five artifacts from different class assignments as supporting evidence for my understanding of four professional knowledge areas: the learner, learning context, curriculum, and assessment.The last implication section goes over the teaching identity I want to set up in my future teaching, the challenges that I consider I might face and a simple overview of how to continue improving myself as a language teacher. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Vanderbilt University. Peabody College | en_US |
dc.subject | English language learners, TESOL, EFL, Language teaching | en_US |
dc.subject.lcsh | Education | en_US |
dc.title | Capstone EFL Portfolio | en_US |
dc.type | Capstone | en_US |
dc.description.college | Peabody College of Education and Human Development | en_US |
dc.description.school | Vanderbilt University | en_US |
dc.description.department | Department of Teaching and Learning | en_US |