ELL Capstone Portfolio

Abstract

The following ELL Capstone Portfolio contains a synthesis and analysis of the works accumulated during my professional participation as a candidate in the Master’s degree of Education (M.Ed.) English Language Learners (ELL) program at Vanderbilt University Peabody College from January 2020 to December of 2021. I analyze my teaching and learning materials based on several important educational theories including but not limited to communicative language teaching, funds of knowledge, culturally responsive teaching, and translanguaging. I analyze my work against a philosophy of teaching grounded in communicative competence, effective and relevant content goals and objectives, and funds of knowledge pedagogy. What follows is a summary of the analyses with findings based on the above theories.

To be an effective English language instructor to English language learners, I will incorporate students’ background knowledge, heritage, culture, and language. I will also cultivate an atmosphere of caring that leads students to actively participate in their learning as welcomed citizens in the classroom. Artifacts are arranged into the professional knowledge areas (PKAs) of Learner, Learning Contexts, Curriculum, and Assessment. Within these categories, artifacts are subcategorized by the TESOL domain they correspond to. Each artifact corresponds with its appendix and is connected to an aspect of my teaching philosophy and the significantly effective educational theories contained therein.