CAPSTONE ESL Portfolio

Abstract

This ESL Portfolio demonstrates my competence in teacher knowledge of how to best serve English Language Learners (ELLs) in the United States in a public school system. I reflect upon the knowledge and practices that an effective ELL teacher needs to possess and carry out in order to optimize an equal opportunity for ELLs in the public school system. The portfolio is consisted of three parts: 1) philosophy of teaching 2) showcase of artifacts and 3) reflection on future practices. In the first part, I synthesize across Vygotsky’s social historical theory, Gee’s situated learning and Discourse, as well as Phelan et al.’s boundary crossing theory to develop my own coherent philosophy of teaching to ELLs in public schools in the Unites States. In the second part, I reflect on the artifacts that I have created during my studies at Peabody College, and align them with the TESOL/NCATE Standards to show my competence in the domains of language, culture, planning, assessing, and professionalism. Each domain is illustrated with 1-3 artifacts, with the analysis focusing on four main aspects of teaching: learners and learning, the learning environment, curriculum, and assessment. In the third part, I reflect on my own learning at Peabody College as a pre-service ELL teacher, and critically think about the adaptations I would make in my own classroom based on the current issues as well as my own philosophy of teaching.