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When educators teach English to speakers of other languages, what assumptions do they often bring, about learners’ goals, abilities, and backgrounds, and about the language-learning process? Which versions of the global language of English are often valued more highly in TESOL programs and materials? How can we create opportunities for English-language study and learning, while also recognizing the linguistic and other types of knowledge that learners already hold? Through reflections on readings, simulations, roleplays, and weekly online fieldwork with an adult English Language Learner partner, students will consider these questions to deepen their understanding of what it means to teach English to non-native speakers. Students will analyze and apply TESOL methodologies to the needs of their learning partner and receive feedback from learning partners, classmates, and instructors on their lesson planning and delivery in order to strengthen their teaching practice. In the process, students and adult learning partners will also learn from each others’ situated experiences, and increase their awareness of educational, social, political, and economic issues involved in global migrations and language learning. By the end of this course, students will... 1. Evaluate recognized TESOL frameworks and methods, and their critiques, in historical context. 2. Develop original lesson plans that effectively address a specific English Language Learner’s needs in multiple areas, including speaking, reading, writing, listening, grammar, pronunciation and/or specific content areas. 3. Practice implementing lessons and activities with an English Language Learner partner. 4. Examine biases embedded in their own teaching goals and methods.

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