1. Christina Salmon’s TESOL Portfolio
Ace Program 2007
Master of Arts in English/TESOL
Salisbury University

2. Introduction
The intent of this portfolio is to show the knowledge I have gained from Salisbury University’s ACE TESOL Program. The artifacts and reflections within the portfolio demonstrate my ability to meet
and exceed the
TESOL standards effectively.
Table of Contents

3. Table of Contents I. Philosophy of Language Education
II. TESOL Standards
III. Resume
IV. List of Courses
V. Contact Information
VI. Closing Remarks
Making an interdependence web

4. Philosophy of Language Teaching
A good teacher is one who motivates, challenges, and inspires her students to give their best effort daily. The best proven methods and strategies should be used with students of all abilities. We need to teach and prepare our students to become to be lifelong readers, thinkers, and dreamers. Teachers need to know their students well and use that knowledge to make lessons meaningful. We need to be open to learning from our students as well.
I believe that effective language teaching should consist of a variety of methods used with any given student in any given situation. Native language should be preserved and treasured while students are learning English. Cultural backgrounds should be used as an advantage in any lesson. Multicultural education should be as natural to students as reading, writing, and arithmetic. All children should be taught to embrace cultural differences and diversity. Students should learn together and from one another. I hope to help provide the skills a child needs to change the world for the better.
“We cannot hold a torch to light another’s path without
brightening our own.” -Ben Sweetland
Table of Contents

5. TESOL Standards Domain 1: Language Domain 2: Culture
Domain 3: Planning and Managing
Instruction
Domain 4: Assessment
Domain 5: Professionalism
Table of Contents

6. Domain 1: Language
Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement.
Standard 1.a
Standard 1.b
Reflection
Return to TESOL Standards

7. Standard 1.a. Describing Language
Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes.
Artifact 1
Word Etymology Activity
Artifact 2
Research Presentation
Artifact 3
Analysis of Korean
Artifact 4
Grammar Exam
Return to Domain 1

8. Standard 1.a – Word Etymology Activity
My word etymology activity shows my understanding of how morphemes combine to form words and also how words can be derived. Using the word etymology activity with future ESOL students will meet standard 1.a by showing students how an English word is formed. The idiom activity will aid my ESOL students in helping to understand and use new vocabulary. By completing my research of the etymology of cheese, I was able to find online linguistic resources that will help my students in learning about the structure of English. My future students will be able to use these same resources to better understand linguistic structures in English. My knowledge of the English language will certainly aid my future students.
Return to Standard 1.a

9. Standard 1.a – Research Presentation
Another artifact is my research presentation on intercultural communication. I discovered ways to teach ESOL students to use nonverbal communication and strategies for students to know when to use certain expressions socially or in a more formal setting. I also have an understanding of how students’ cultures can affect their behavior in American classrooms. I researched how students’ native languages are different from English in both oral and written aspects. The information gained from presenting this concept will help me to exceed standard 1.a.
Return to Standard 1.a

10. Standard 1.a – Analysis of Korean
This phonetic assignment demonstrates my knowledge of linguistics. The knowledge gained by completing this assignment on Korean phonology shows how I exceed standard 1.a. I now understand how different languages have allophones of the same sound, which can cause difficulty in pronunciation of English words. I can use minimal pairs to help these students better understand English as well. I also understand similarities and differences between phonemes in English and other languages, and I am aware of the problematic sounds for speakers of other languages. With my future students, I will be able to determine if students are having difficulty articulating sounds and provide them with activities to correct the pronunciation.
Return to Standard 1.a

11. Standard 1.a – Grammar Exam
In order to teach ESOL students, teachers must be knowledgeable of English grammar. According to Marianne Celce-Murcia and Diane Larsen-Freeman, ESL students will have a more thorough understanding of how language works if their teachers have a large knowledge of grammar themselves. Teachers should know and use metalanguage with their older students when teaching grammar. This will empower students by giving them proper vocabulary to use in any given situation. My knowledge of subject-verb agreement rules will benefit my future ESL students because I can give them explicit instruction in this area. Another section of this exam included a diagnosis of errors made by ESL students. By understanding why students make certain errors, teachers can plan effective instruction to help students overcome these mistakes. In addition to teaching students self-correction, I will also be able to teach my students the basic sentence patterns to enable them to form complete sentences. Lastly, this assignment included an essay about the difficulties of the verb be. Because I am aware of the problems of this unique verb, I will be able to offer students strategies for using it correctly. There are many aspects of this artifact that I will be able to incorporate into my classroom pedagogy. The knowledge displayed through this exam shows how I exceed standard 1.a
Return to Standard 1.a

12. Standard 1.b. Language Acquisition and Development
Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.
My math students participating in the global O.R.E.O. project.
Artifact
Observation and Presentation
Return to Domain 1

13. Standard 1.b - Observation Report and Gifted ELLs Presentation
I observed an advanced English language learner in her daily classroom activities over the course of one month. During this time, I witnessed second language acquisition principles at work. I was able to see how the principles effectively helped her to become a proficient speaker of English. In addition, I researched the position of ELLs in gifted programs. I plan to utilize the concepts gained from this experience in my own instruction of English language learners. The knowledge I gained about second language acquisition from the observations and research presentation on gifted ELLs demonstrates how I am able to exceed standard 1.b
Return to Standard 1.b

14. Domain 2: Culture
Candidates know, understand, and use the major concepts, theories, and research related to the nature and structure of culture to construct learning environments that support ESOL students’ language and literacy development and content area achievement.
Return to TESOL Standards
Standard 2.a
Standard 2.b

15. Standard 2.a Nature and Role of Culture
Candidates know, understand,
and use the major concepts,
principles, theories and research
related to the nature and role
of culture in language development and
academic achievement, which support individual
students’ learning.
Pals Kevin and Hunter
Artifact
Culture Lesson Plan
Return to Domain 2

16. Standard 2.a – Culture Lesson Plan
In multicultural education, students should be exposed to many different cultures from around the world. In elementary school, we also try to include literature in all subject areas including reading, social studies, science, and math. There are many books written for elementary age students that include stories or information about diverse cultures. Students would be able to learn about traditions that are most likely different from their own. After reading about another culture, students would be given the opportunity to prepare a poster that depicts a tradition that they celebrate with their family. Then students would present their poster to their classmates to teach them about the tradition. ESOL students would greatly benefit from this activity because it would allow them to share part of their cultural capital with their peers. Using the cultural motifs of ELLs shows them that their backgrounds are unique and important. When they see their classmates positively react to learning about their traditions, then ESOL students will feel valued for their uniqueness. By the end of day two of this lesson, the entire class will have been exposed to a variety of different cultures and traditions. Many of the students in my school are not aware of other types of traditions other than the ones they celebrate. This activity will open my students’ eyes to other cultures and become more informed individuals. This lesson plan exceeds standard 2.a because it demonstrates my understanding of the role of culture in language development to support student learning.
Return to Standard 2.a

17. Standard 2.b – Multicultural Education Reaction Paper
In her book, Language, Culture, and Teaching: Critical Perspectives for a New Century, Sonia Nieto describes multicultural education and its importance within school systems. Multicultural education should be pervasive and be implemented in all aspects of a school. A multicultural pedagogy will enhance student learning and critical thinking. Culture can, and should be, a major part of a student’s educational experience. This paper exceeds standard 2.b because my understanding of multicultural education is evident.
Return to Standard 2.b

18. Standard 2.b Cultural Groups and Identity
Candidates know, understand, and use knowledge of how cultural groups and students’ cultural identity affect language learning and school achievement.
Artifact 1
Ethnographic Project
Artifact 2
Multicultural Reaction Paper
Morgan wearing a traditional Native American costume.
Return to Domain 2

19. Standard 2.b – Ethonographic Project and Presentation
For the ethnographically based project, I interviewed a bilingual person during the course on bilingualism. I discovered how she learned English, and how her culture impacted her language learning. Students’ cultural backgrounds need to be considered when choosing effective teaching strategies for English language learners. The information learned from this project allows me to exceed standard 2.b
Return to Standard 2.b

20. Domain 3: Planning and Managing Instruction
Candidates know, understand, and are able to use effective practices and strategies related to planning and management of ESL instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies and structures, and effectively choosing and adapting classroom resources.
Return to TESOL Standards
Standard 3.a
Standard 3.b
Standard 3.c
Standard 3.d

21. Standard 3.a Planning for ESL Instruction
Candidates know, understand, and apply concepts, research, and best practices to plan and organize classroom instruction in a supportive learning environment for ESOL students. Candidates demonstrate enthusiasm for learning a second language, serve as effective English language models, and manage the classroom effectively for multilevel classrooms with learners from diverse backgrounds.
Artifact 1
Biography Unit Plan
Artifact 2
Reading and Assessment Plan
Return to Domain 3

22. Standard 3 – Biography Unit Plan
Understanding and appreciating biographies is an important skill that all students should master. Biographies provide information about people who have accomplished many things in their lifetime. Learning about an important person in one’s culture allows for a sense of pride and gratitude for his accomplishments. Reading about important people from other cultures also allows students a more global understanding of the world. It also allows English learners more opportunity to relate to what they are learning about.
During this time, students will be involved in a variety of listening, speaking, reading, and writing activities. Students will read a variety of biographies about different people with very different accomplishments. The activities and lesson contained in this unit plan exceed all of the standards of domain 3 because they are tailored to meet the needs of English language learners.
Return to Domain 3

23. Standard 3.a – Reading and Assessment Plan
In the literacy and ESOL reading course, my classmates and I compiled a Reading, Instruction, and Assessment Plan to be used in our roles as teachers and advocates of ELLs. Using the strategies, approaches, and theories contained within the plan in my instruction will enable me to exceed standard 3.a. The plan contains an abundance of ideas and best practices that can be used in my instruction of English language learners.
Return to Standard 3.a

24. Standard 3.b Managing ESL Instruction
Candidates know, understand, and use a variety of effective teaching strategies and materials for developing and integrating English listening, speaking, reading, and writing.
Artifact 1
Pepita Talks Twice Lesson Plan
Artifact 2
Biography Unit Plan
Return to Domain 3

25. Standard 3.b – Pepita Talks Twice Lesson Plan
Using this lesson plan for the children’s story, Pepita Talks Twice, is important because it exposes students to the Spanish language and culture. Many strategies are utilized to aid students in understanding the story. Throughout the lesson, students are reading, writing, listening, and speaking. This lesson exceeds standard 3.b because it show my knowledge of planning a lesson that meets the needs of English language learners.
Return to Standard 3.b

26. Standard 3.c Managing Content Instruction for ESOL Learners
Candidates know, understand, and implement a range of teaching strategies, structures, and models to support ESOL students in accessing the core curriculum by learning language and academic content together.
Artifact 1
Biography Unit Plan
Artifact 2
Reading and Assessment Plan
Return to Domain 3

27. Standard 3.c – Reading and Assessment Plan
In the literacy and ESOL reading course, my classmates and I compiled a Reading, Instruction, and Assessment Plan to be used in our roles as teachers and advocates of ELLs. Using the strategies, approaches, and theories contained within the plan in my instruction will enable me to exceed standard 3.c. The plan contains an abundance of ideas and best practices that can be used in my instruction of English language learners.
Return to Standard 3.c

28. Standard 3.d Using Resources Effectively in ESL Instruction
Candidates are familiar with a wide range of materials, resources, and technologies and choose, adapt, and use them effectively in ESL teaching.
Artifact
Materials Analysis
Return to Domain 3

29. Standard 3.d – Materials Analysis
The Houghton Mifflin Reading series used by my county has materials available to use with English language learners. This analysis critiques the given materials and proposes adaptations to be used in instruction of ELLs. This analysis exceeds standard 3.d because it demonstrates my knowledge of available resources and materials and how to use them in my instruction.
Return to Standard 3.d

30. Domain 4: Assessment
The candidates understand issues of assessment and use assessment measures as they relate to ESOL students.
Standard 4.a
Standard 4.b
Standard 4.c
Return to TESOL Standards

31. Standard 4.a Issues of Assessment for ESL
Candidates understand various issues of assessment, for example, cultural bias, political and social factors in assessment, IQ and special education testing, as they affect ESOL student learning.
Artifact
Reaction Paper
Return to Domain 4

32. Standard 4.a – No Child Left Untested Reaction Paper
In chapter 14 “No Child Left Untested” of his book, Educating English Learners, James Crawford explains educational history and laws and their effects on second language learners. He describes the changes that have been made over time throughout various presidencies, and how ELLs and all students have been affected. After reading this informative chapter, I still believe that high-stakes testing is a disservice to many students, and teachers, not politicians, should make decisions about assessments. This paper meets standard 4.a because it shows my knowledge of how assessments affect student learning.
Return to Standard 4.a

33. Standard 4.b Language Proficiency Assessment
Candidates know and use a variety of language proficiency instruments to inform instruction and understand its uses for identification and placement of students.
Artifact
Reading & Assessment Plan
Return to Domain 4

34. Standard 4.b – Reading and Assessment Plan
In the literacy and ESOL reading course, my classmates and I compiled a Reading, Instruction, and Assessment Plan to be used in our roles as teachers and advocates of ELLs. Using the ideas within the assessment component of the plan will allow me to inform my instruction and identify appropriate placement of students. This plan exceeds standard 4.b because it shows that I am aware of many language proficiency instruments.
Return to Standard 4.b

35. Standard 4.c – Reading and Assessment Plan
In the literacy and ESOL reading course, my classmates and I compiled a Reading, Instruction, and Assessment Plan to be used in our roles as teachers and advocates of ELLs. Using the strategies, approaches, and theories contained within the plan will enable me plan effective lessons. The plan also includes information about assessments which I will use to inform my instruction, thus exceeding standard 4.c
Return to Standard 4.c

36. Standard 4.c Classroom-based Assessment for ESL
Candidates know and use a variety of classroom-based assessment tools to inform instruction.
Artifact
Reading & Assessment Plan
Return to Domain 4

37. Domain 5: Professionalism
The candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment.
Standard 5.a
Standard 5.b
Standard 5.c
Return to TESOL Standards

38. Standard 5.a ESL Research and History
Candidates are knowledgeable of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.
Artifact
Microteaching Lessons
Return to Domain 5

39. Standard 5.a – Microteaching Lessons
The microteaching lessons juxtaposing the Natural Approach and Oral Situational Approach demonstrate my knowledge of using proven ESOL methods in instruction. I am also aware of other methods such as the grammar-translation method, audiolingual method, total physical response, and suggestopedia. These methods and approaches can be used in different scenarios with various students to best meet their needs. The microteaching lessons exceed standard 5.a because they show my understanding of current practices of ESL.
Return to Standard 5.a

40. Standard 5.b Partnership and Advocacy
Candidates serve as professional resources, advocate for language minority children, and build partnerships with their families.
Artifact
Return to Domain 5

41. Standard 5.b
Return to Domain 5

42. Standard 5.c Professional Development and Collaboration
Candidates collaborate with and are prepared to serve as a resource to all staff to improve learning for all ESOL students.
Artifact 1
Reading and Assessment Plan
Artifact 2
TESOL Standards Analysis & Plan
Return to Domain 5
Students working together on a puzzle.

43. Standard 5.c – Reading and Assessment Plan
In the literacy and ESOL reading course, my classmates and I compiled a Reading, Instruction, and Assessment Plan to be used in our roles as teachers and advocates of ELLs. Using the strategies, approaches, and theories contained within the plan will enable me plan effective lessons. The collaboration which is evident in this plan demonstrates how I am able to exceed standard 5.c.
Return to Standard 5.c

44. Standard 5.c – TESOL Standards Analysis and Sample Plan
In the ESOL Program Development course, I worked with a small group of teachers on an analysis of the TESOL standards. We also collaborated to create a sample math lesson plan on probability which utilized the standards to ensure that reading, writing, listening, and speaking activities were taking place with students of varying ability levels. The analysis and sample plan exceed standard 5.c because it demonstrates how collaboration benefits all learners.
Return to Standard 5.c

45. Masters in English/TESOL ACE Program Courses and Grades
Principles of Linguistics A
Survey of Modern English Grammar A
Second Language Acquisition A
Literacy and ESOL Writing A
Bilingualism A
Language and Culture A
Literacy and ESOL Reading A
Current Methods in ESOL Instruction
ESOL Program Development
ESOL Tests and Measurements
ESOL Materials Assessment
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46. Christina V. Salmon
Third Grade Teacher – Wicomico County Public Schools
Westside Intermediate School
8000 Quantico Road
Hebron, MD 21830
(410)
Table of Contents

47. Closing Remarks
As I near the end of my time in the ACE program, I am astounded by how much I have gained from this cohort. I have learned so much information about the best practices and methods for teaching English language learners including knowledge of linguistics, a newfound appreciation of the complexities of English grammar, and second language acquisition principles. Each course taught me many new concepts to enhance my instruction of both LEP and non-LEP students. I am excited and ready to begin using the methods and programs that I have learned about in my future role as an ESOL teacher.
Table of Contents