UCLA CTEL Portfolio

UCLA Portfolio

Student: Gloria Lucioni

Student Number : X2049727

March, 2024

​ In Foundations class we learned that good language teachers require a large variety of skills and resources to meet the ongoing and changing needs of the growing number of ESL students in California.

In UCLA Foundations of ESL

Teaching I learned and reviewed

the many contents based

methods of teaching ESL across

the curriculum with a large

variety of methods.

Although teachers primarily choose
approaches and methods based on student needs, they also continuously assess their students to vary their use and delivery. Since instruction is an ongoing process, it requires that teachers identify and meet emerging student needs. Quality instruction and planning also require documenting needs and achievements.

​These methods included the following:
CALLA
SIOP
The Sheltered Method
The Integrated Content Based Method
Guided Language Acquistion Design
The Quality For English Learners Proficiency Method
Proficiency Method
SDAIE - Specially Designed Academic Instruction in English

​ These methods all teach four domain language skills and entail required scaffolding techniques. However, they vary as it regards different education settings or requirements such as pull - outs, interventions, lengths of attendances and goals. For example, some are better for immersion, whereas others are better suited for differentiations.

​ Although SIOP is my preferred method for teaching mainstreamed ELL students with many different first languages, I think all researched methods are good choices for ESL teachers.

Teachers must utilize formative and summative assessments. They must also align them to all content standards and state standards.

​ Good teachers plan according to class dynamics and class size. Good teachers plan guided work, peer work and individual work. Good teachers model learning with engagement. Communication and discussion activities help students and educators to learn from one another.

​ All planned instructional activities must align with performance and CCC goals and objectives, as well as be measurable. Using well - organized planning and scoring rubrics is advised.

​Teaching is not an easy job but one which can bring great personal satisfaction. But there are four general rules which are very helpful:

a. Plan, implement, manage and instruct.
b.Understand and apply research-based methods.
c. Assess students on planned standards.
d. Know and practice professionalism.

ESL teachers must use a wide variety of strategies and tools to scaffold and differentiate
instruction.

Both inclusion and diversity are
important factors in decision -
making. Students must learn in
teacher and school safe spaces.

​ Teachers must know how to effectively use the power of peer engagement and peer progress to monitor learning. Teachers must mentor students so they measure their own learning metacognitively.

​ Lesson skills and goals should represent high level thinking and problem - solving skills in all content areas.

​ ESL teachers can plan using a range of contextual supports as well as different expectations for communication activity involvement.

​There are many approaches such as :
The Communicative Approach
The Cognitive Approach
The Grammar / Grammar - Based Approach
Total Physical Response

All approaches can be used to teach cognitive, metacognitive and social - affect (SEL ) goals.

​ With each approach teachers should consider whole to part and part to whole language instruction options. They should also know how to structure skills and lessons from top to bottom and bottom to top. This ensures smooth transitions with processing scaffolding.

​Both formal and informal assessments provide data which educator teams can use collaboratively to create some common and independent assessments. These may be virtual, hybrid or paper and pencil tests. Or they may be projects, discussions, portfolios or presentations. Point values can be assigned according to time required, standards met and degree of independent work.

​ For example, regular running reading records are informal but provide useful data. Both high and low sweeps tests can help define school and grade goals more formally. And parent engagement is the most important aspect of having partnered teams in education. Tier 2 or tier 3 students will require modifications.

In the Foundations class I wrote about Backward Design in several of my essays. This method has been my best way to meet the challenges of making the match with state, district and CCC goals.

We also discussed the wide variety
of factors which may affect our ESL
students and their families:

a. Culture shock
b. Language barriers
c. Prior education
d. Prior good or bad experiences
e. Few home supports
f. Possible economic or health challenges
g. Peer problems
h. Esteem problems

​Affective filters ( Krashen ) and accommodation readiness are frameworks which ESL good teachers consider.

​ SEL instruction can easily be implemented in any class or content to check classroom behaviors and to address common personal growth or behavior contracts.

​There are many free SEL open source teacher and family resources at CASEL. Advancing Social and Emotional Learning - CASEL
https://casel.org

I read and studied independently for the three CTEL tests for a year. I read many quality texts and took TESOL twice. I had studied ESL methods in Europe while teaching there from 1988 to 1992.

In 202 1 I took all three CTEL
tests and passed them. Later I
applied to UCLA and all classes
with the exception of 804.1 and 426.9 UCLA waivered my other CTEL
classes.

​I currently teach TOEFL at Language Systems in Torrance California. I have a CA and a Virginia license to teach Spanish K - 12.

California needs professional educators for the rapidly increasing number of ELL and ESL students in California schools. America needs more and better qualified teachers more than ever before since 1930.

“ In learning you will
teach and in teaching
you will learn.”

In the future I hope to pursue

my multiple subjects ESL

credential and possibly a MA

in curricular design.