ESOL Instructor Certification Program: Level I, Session 1
Instructing the Adult ELL: The Field of ESOL
Action Plan
Name of Instructor: Roula Ali
Name of Local Program: Chesterfield Adult ESOL
Location of Level 1, Session 1 workshop: Chesterfield Technical Center
Date of workshop: 3/5/2011
Top three priorities (areas for improvement) identified:
1. Researching and utilizing strategies that promote learner persistence.
 2. Help the students identify their language learning needs.
3. Keep a record of assessment outcomes to monitor student progress.
Place a check () next to the one that you will address in your extension project.
Standards Category of your extension project:
Standard 4: Assess learning and monitor progress.
Competency:
Collaborates with learners to identify their needs, strengths and goals and advises them or
refers them to the appropriate level of instruction.
Reason for selecting this project:
With a class of students who come from different countries of the world, I do not know exactly
to what extent their mother tongues are affecting their acquiring of the pronunciation and the
intonation patterns of the English language. I simply correct them as they speak without
following a structured protocol of assessment and monitoring their progress based on the
knowledge of their individual needs to improve their oral/pronunciation skills. That made me
realize why they were not correcting their pronunciation errors and not showing any
improvement.
Brief Description of Action Plan: I will research how each mother language is interfering
with English in regard to the oral/pronunciation skills. I will research existing needs
assessments, self-evaluations and diagnostic tools and appropriately develop and adopt them
for my class. I will keep a record of my students oral/ pronunciation needs. Some of the tools
will be used to help my students to evaluate their own progress which in turn will give me
results that will guide me to the appropriate teaching techniques that will maintain their
continuous progress.
Steps or Activities
. Research mother language
interference (Indian, Korean,
Cambodian and Spanish).
. Research needs assessments
and diagnostic tools.
.Use these with the students.
. Keep records for each
student.
. Plan lesson activities to
meet students needs.
. Ongoing review with each
student to see if they are
showing progress towards
meeting their needs.
. Write final report on my
findings.
Resources
. REEP Online Curriculum.
. Online Linguistic journals.
. www.teachingpronuncia
tion. pbworks.com
Target Dates
. March 11 - 14: Research
. March 18 - April 29: needs
and diagnostic assessment,
self evaluations.
. May 2: Review of needs met.