Professor, University of Arizona, Second Language Acquistion and Teaching, Tucson, AZ. 2015-Present. Teach courses to graduate level students in language program administration and methodology for teaching foreign/second languages.
ESOL Teacher Education Lecturer, University of Arizona, English Department, English Language and Linguistics, Tucson, AZ. 2007-2014. Teach courses to graduate level students in language teaching methodology, and evaluation for teaching ESOL.
ESOL Teacher Education Lecturer, University of Arizona, Center for English as a Second Language, Tucson, AZ. 2005. Taught second language acquisition component of 100-hour TEFL program in Beijing, China.
ESOL Teacher Education Lecturer, The Ohio State University, Columbus, OH. 1/2003- 6/2003. Working in conjunction with a local school district, I taught K-12 certification graduate level ESOL methodology courses on behalf of The Ohio State University Foreign and Second Language/TESOL Graduate Program. Content covered a range of current methodologies and teaching issues including CALL, assessment, and learner and social issues.
ESL Composition Instructor, The Ohio State University, Columbus, OH. 9/1999—9/2001. As instructor, I taught two courses each quarter with approximately 15 undergraduate or graduate students for 3-5 classroom contact hours per week. Designed and implemented course syllabi and daily lessons. Coordinated and maintained individual and course web pages and listservs. Conducted biweekly tutorial sessions with every student. Responsible for all classroom management. Participated in biannual program placement testing.
Business English Language Consultant for Aelita Software, Powell, OH. 7/2000-7/2001. Successfully created and supervised an ESL language program complete with speaking, pronunciation, and grammar classes, assessments, and supplemental course materials for newly arrived international employees with varying levels of English proficiency.
ESL Composition Instructor, The Ohio State University, Columbus, OH. 9/1993—9/1999. As GTA I worked intensively with 15 college students for 3-5 classroom contact hours per week. Designed and implemented course syllabi and daily lessons. Conducted biweekly tutorial sessions with every student. Responsible for all classroom management.
Middle School Intern, Hilltonia Alternative Middle School, Columbus, OH. 3-6/1999. Spent 10 weeks observing and teaching ESL during certification practicum. Worked collaboratively with mentor teacher in goal setting and assessment.
ESL Instructor, Columbus State Community College, Columbus, OH. 6-8/1998. Full teaching responsibilities for two 5 credit writing classes at the high intermediate level.
Writing Center Tutor, Columbus State Community College, Columbus, OH. 6-8/1998. Tutored NES and NNS students in English writing, primarily for first year writing courses, for approximately four hours weekly.
Elementary FLEX Intern, Tremont Elementary School, Upper Arlington, OH. 1-3/1998. Interacted for six hours weekly during certification practicum in supervised first grade class. Independently implemented beginning Russian program. Worked collaboratively with mentor teacher in other content area activities.
Secondary Russian Intern, Columbus Alternative High School, Columbus, OH. 9-12/1998. Spent a period of 50 hours observing and teaching Russian during certification practicum. Worked collaboratively with mentor teacher in goal setting and assessment.
ESL Intensive Lecturer, the American Language Program, The Ohio State University, Columbus, OH. 6-9/1997. Met daily for three hours with students and taught an intermediate integrated skills course. Cooperated independently with second instructor to coordinate topics.
ESL Elective Instructor, the American Language Program, The Ohio State University, Columbus, OH. 3-6/1996. Met daily with students to cover specific grammar issues relevant to their course work. Cooperated independently with second instructor to coordinate topics.
ESL Instructor. English Language Schools, IEP, Eckerd College, St. Petersburg, FL. 6-8/1995. Actively planned and implemented lessons for all skill areas and all proficiency levels. Independently taught six classes/day.
EFL Tutor, Moscow, Russia. 1-8/92. Worked privately with students from Croatia, Russia, South Africa, and Hungary. Students' ages ranged from 8 to adult. I met 2-3 times weekly with students to cover lessons, which I developed from available resources.
German Language Drill Instructor, Juniata College, Huntingdon, PA. 8-12/1991. Under the guidance of Dr. Klaus Jaeger, helped formulate and teach elementary level college German lessons according to the "Dartmouth/Rassias Method."
EFL Teacher, Moscow, USSR. 2-5/1991. Taught intermediate and advanced EFL classes in Public School #15. (Grades 7, 8, 11). Courses included pronunciation, conversation, composition, and culture.
LIST OF COURSES TAUGHT:
UNIVERSITY OF ARIZONA COURSES:
ENG 613 Methods of Teaching English to Speakers of Other Languages (3 units) Foundations, theory, and methodology in English as a second language.
ENG 595A Language Program Administration (3 units) Graduate seminar on current issues in administering and leading a foreign/second language academic program.
THE OHIO STATE UNIVERSITY COURSES:
ESL Intensive English Courses:
EDU T&L 023 Advanced Intensive English as a Second Language Intensive instruction in English as a second language for students with advanced proficiency; listening, speaking, structure, reading, and writing, with emphasis on English for academic purposes.
EDU T&L Grammar Review Intensive contextualized grammar language seminar for IEP students. ESL
Composition Undergraduate Courses:
EDU T&L 106 General English as a Second Language (5 credit hours) is designed to help the undergraduate student develop fluency and control of the basic skills needed for academic writing. The major fluency exercise is participation in an ongoing email journal group. Regarding academic writing, students do rhetorical reading and analysis of sample texts; they also produce texts that deal with a variety of rhetorical modes and structures, and engage in process-writing exercises that range from pre-writing to peer response. Grammar and syntax are addressed in the context of relevant writing assignments, and individualized attention is given to the student's progress in these areas.
EDU T&L 107 Advanced English as a Second Language (5 credit hours) is designed to give students practical experience with, as well as increased awareness and mastery of academic writing conventions related to summarizing, paraphrasing, documentation, and analytical writing in response to sources. Assignments in reading and in English grammar complement the aims of the writing assignments.
EDU T&L 108.01 Academic Writing in English as a Second Language (5 credit hours) focuses on various practices involving reading and writing about source texts. Students read both nonliterary and literary texts and use them in the writing of a series of academic papers. Citation and documentation techniques for print and electronic texts are discussed, and use of these techniques is required in all papers and exam essays. Students also receive instruction and extensive practice in grammatical editing skills.
ESL Composition Graduate Courses:
EDU T&L 106G General English as a Second Language (5 credit hours) is designed to help the graduate student develop fluency and command the basic skills needed for academic writing. Students do rhetorical reading and analysis of texts from their respective fields; they also begin work on summarizing and paraphrasing skills. Peer review of papers is introduced to increase the students' awareness of text refinement and editing skills. Grammar and syntax are presented and explored in the context of relevant writing assignments, and individualized attention is given to students' progress in these areas. EDU T&L
107G Advanced English as a Second Language (5 credit hours) is designed to help graduate students develop advanced skills in academic writing. By the end of the course students are expected to write polished essays that incorporate organizational patterns most frequently found in academic prose. Examples of writing by students and professionals are analyzed and used as points of departure for writing. Closely related activities include coverage of grammatical points relevant to the types of essays students are expected to write and revise. In addition, assignments are given to help students increase their competence in vocabulary use and proofreading skills.
EDU T&L 108.02 Writing in English as a Second Language (5 credit hours) is designed to help the graduate student to develop the skills necessary to write about and present research findings. Students learn to synthesize information from various courses, employ appropriate cohesive devices, and organize and present ideas in a coherent and scholarly manner. [Excerpted from www.esl.ohio-state.edu] Teacher Education Courses: EDU T&L 640 Methods and Techniques of Teaching English to Speakers of Other Languages (4 credit hours) Study of the use of new instructional materials for intermediate and advanced TESOL classes; teaching of reading, writing, literature, and culture; evaluation. [Excerpted from www.ureg.ohio-state.edu]
EDU T&L 727 How to Accommodate ESL (English as a Second Language) Students: Introduction to ESL This course deals with issues specific to ESL children. The course emphasizes linguistic, social, and psychological factors that impact the education of ESL children.
COLUMBUS STATE COMMUNITY COLLEGE:
ESL 100 English as a Second Language: Composition (5 credit hours) Students will polish their writing skill through grammar reviews, written exercises and the study of sentence structure, rhetoric and essay organization. Students will respond to both the content and technique of college level readings. Students will write essays using description, narration, cause and effect and comparison/contrast. [Excerpted from www.cscc.edu/DOCS/coursedescript.htm]