UNIT 3: PLAN OF ACTION

Area of Need e.g., have a good grasp of how sounds work in English	Action to be Taken e.g., review the phonemic chart and practice using it to explain a few challenging words	When e.g., by May 12
1.    How to teach sounds using the phonemic chart	·       Search for Phonemic chart and practice using it. ·       Practice using it with PLN	January 1, 2019
2.    How to teach grammar using the correct grammatical terms.	·       Search and read books on Grammar ·       Start searching online for resources and materials	January 1, 2019
3.    Having effective teaching strategies for all learners	·       Search for teaching strategies for all levels ·       Read up on types of strategies ·       Find strategies that are relevant to the learns needs.	March 1, 2019

UNIT 2: MY TASK ANALYSIS based on Hedge, 2013

Task Analysis based on Hedge, 2013

Describe symptoms to a pharmacist in order to get an appropriate medication [1]
Linguistic competence	Pragmatic competence	Discourse competence	Strategic competence	Fluency
What learners need to know… · To learn vocabulary words that are related to their medical symptoms. · How to pronounce symptom words correctly · How to use the correct sentence structure when asking questions and replying · How to greet self and end conversation in a polite manner	What learners need to know… ·     How to stress the correct words when they want to express how they are feeling ·     Understand the use of stress and intonation ·     How to express their intention for visit	What learners need to know… ·     When to recognize discourse markers ·     When to ask appropriate questions ·     When to open and close conversation ·     How to listen carefully when given instruction about medicine and what to do in case of symptoms occur	What learners need to know… · When to ask for clarification · Use of a dictionary and/or thesaurus · Role-playing · Discussion of what to ask and what the doctor may ask · To bring out their prior knowledge about prior visits to the pharmacist(KWL Chart)	What learners need to know… ·   To recognize discourse markers ·   How to speak in a consistent slow but flowing pace ·   To reply to questions when asked ·   To ask questions to ensure they understand instructions to medicine

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[1] Speaking CLB 5 (Sharing Information) task, CLB: ESL for Adults, 2012: 53

UNIT 2: Acronyms Around the World of TESL

ACRONYM-MANIA!

I am from Northern Manitoba and there isn't any type of TESL Programs in our area.  I am familiar with a few acronyms that I have learned  before enrolling in this program.  BUT...after all the reading I have done in this course, I must say I have never seen so many Acronyms in all my life! So far, I have learned of the following acronyms through readings or by researching information online.  The following are JUST A FEW acronyms I have come across so far, such as: 

• EAP - English for Academic Purpose 
• ELLs - English Language Learners
• L1 - Speaker's first language 
• L2 - Speaker's second language 
• L3- Speaker's third language 
• TESOL - Teaching English to Speakers of Other Languages 
• ESL - English as a Second Language 
• TESL - Teaching English as a Second Language , meaning teaching the English Language in English Speaking country
• TEFL - Teaching English as a Foreign Language, which means teaching the English Language in a Foreign country 
• SLA - Second Language Acquisition
• VESL - Vocational English as a Second Language
• LSP- Languages for Specific Purposes
• ESP-English Specific Purposes
• EAP - English for Academic Purposes
• PLLT - Principles of Language & Teaching 
• ZPD - Zone of Proximal Development
• ACTFL- American Council of Teaching Foreign Language
• TBLT- Task-Based Learning
• AMMM- And Many Many More! This is not over yet! 

Throughout my researching I came across a list of acronyms for TESL:  

http://itslj.org/acronyms.html

My Self - Analysis

💁MY SELF-ANALYSIS

	Name: Lara Age: 47 Live in Northern Manitoba with my 2 boys who are ages 14 and 17. They both are goal tenders, which makes me a hockey mom.  Love being around family and friends. I am originally from Opaskwayak, MB which is located across the bridge from the Town of The Pas.   Throughout my life I have lived in other communities in both Saskatchewan and Manitoba.  I have taught middle school and some high school.  Eventually I went on to working with adults in a teaching setting.  I continue to work with adults today.  I one day would like to have my own business.
Education and Experience	I received my Bachelor of Education in 2001 and since I have had experience teaching youth and adults.
Role and Responsibilities	In my job: Teaching adults’ essential skills related to employment (preparing and planning future goals), referring them to resources and supports in the community.
Digital Skills	The only social media I have is Facebook.  I know that basics of it but wouldn’t know how to do a live video.   I have knowledge in MS Word and I probably have other things to learn about it, however, I do know more than just the basics. I know some Publisher.  I learn as I go with this software. I know very little of excel but keep learning new things in my place of employment. This is my first online course and it is quite the experience!
Relevant Skills and Knowledge	Experienced in teaching and working with adults with varied essential skills type teaching (carpentry related and intro to industry).  Working with others and determining their needs in finding employment or any other resources in the community.
Motivation and Desires	In my line ow work, my motivation is seeing people accomplish their goals and knowing that they are happy with the outcome.
Goals and Expectations	Goal is to complete this program and use it in my line of work and perhaps have my own business one day.
Obstacles to Success	Some obstacles to success (during this program), is time. I  need time, quiet time to study and get things done .  Trying to manage home, hockey, work, can be stressful and tiring. Not asking for help when needed. I try to figure things out on my own and I end up losing TIME!
Unique Assets	I am empathetic and caring.  I like to analyze situations before I make decisions.  I like to finish what I start even though I can be sometimes difficult. I tend to stick with things even though it gets tough, I will keep going.

UNIT 2: Assessing the Needs of Learners

Needs Assessment

The  website below describes the different types of needs assessments for diverse learners.    I like it because it is a learning tool that is specific to the assessed need of the learner.  It also provides the students the responsibility to be proactive in their learning development and give the teachers a good snapshot of what types of lessons to prepare.   Most importantly it provides feedback to the learners and the teacher to ensure the  goals  are being met. 

http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-5NeedsAssessment&LearnerSelf-Evaluation.pdf

I also liked this sample.  It is more specific to a beginner level. It is easy to read and understand and user-friendly. 

http://www.mcael.org/uploads/File/instructor_library/tt-appendix-a.pdf

UNIT 2: Conducting the Learner Analysis - Brenda and Whitney

Conducting the Learner Analysis

Persona 1

When discussing this profile with your partners, identify how you can use this information in your planning.

👩	Name: BRENDA Age: 65 University educated, comes from a small Metis community. Has 3 children. Enjoys walking, reading, watching movies (mostly drama)and enjoys her great grandson’s.  Worked for corrections for many years. Recently retired and is looking at starting another small business to keep her busy.  Multilingual-
Education and Experience	Sociology and Native Studies Major. Grew up speaking Michif and now speaks both English (her second language) and Cree
English Language Proficiency	Proficient Cree and English language skills Ability to write comprehensive reports and present them in either language
Digital Skills	Computer use is limited to texting, emails, googling, typing reports, and searching the net.
Learning Strategies	Interested in upgrading her language skills at all times. Reads a lot and taking online tests on definitions and likes to use complex vocabulary.
Cultural Considerations	Respectful to everyone in the community(ies) and works hard to maintain self-respect of herself and others, and expects the same from others.
Motivation and Desires	Motivated to develop her language skills in order to communicate with anyone in any field.
Goals and Expectations	She likes to be able to write more effectively. Be able to report and communicate effectively in any context.
Obstacles to Success	Tends to procrastinate and get things done immediately.
Unique Assets	Ability to communicate in many fields. Good problem-solver and great critical thinking skills

Persona 2

👸	Name: Whitney Age: 24 Young Cree woman attending University.  She is single with a five-year-old boy.  She has a great singing voice. She is outgoing and very respectful to others.  She helps out her family whenever she can. English Language only. Limited understanding of the Cree Language.
Education and Experience	Currently in Nursing School
English Language Proficiency	Advanced English Language Skills
Digital Skills	Excellent computer skills –has extensive experience with Microsoft Office and very comfortable using the computer.  Has more than one social media account.
Learning Strategies	Relatively skilled and independent; continues her education. She continues to develop her reading and writing skills and is learning to solve problems independently
Cultural Considerations	She has respect for her instructors and for others.
Motivation and Desires	She is motivated in continuing to develop her education and is acceptable of any critical analysis of herself and will attempt to make changes as required.
Goals and Expectations	To complete her nursing degree and knows she needs to discipline herself by working hard and reading and completing assignments.
Obstacles to Success	Prioritizing, unsuppor
Unique Assets	She perseveres even though she is having difficulty.