Fall 2024 TESOL Syllabus: Designed as a first K-12 language teacher training course for a mixed cohort. Required texts were Brown, H.D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed) and Larsen‐Freemen, D. & Anderson, M. (2011). Techniques & Principles in Language Teaching (3rd ed), supplemented by newer online materials. The course introduced student-centered approaches to teaching and the historical and methodological background of the TESOL profession. It aimed to explore various issues related to the principles, approaches, and techniques of English language teaching and learning through interactive activities and significant demonstration teaching. The course culminated in an objective examination and demonstration teaching of a student-created TESOL lesson plan. Course topics included developing a student-centered classroom, student-choice approaches, the history of language teaching methodologies as they relate to current methods, applying cognitive, affective and linguistics principles, teaching the standard phonics progression, and teaching specific language skills, all addressed practically to support trainees in acquiring foundational skills for their future teaching practice.
TESOL Written Final Examination: Summative TESOL theory assessment (all institutional identifiers fully redacted) created for a mixed CEFR B2–C1 pre-service teacher cohort: half early childhood/preschool education trainees, half primary and secondary English teaching candidates. Tiered multi-format evaluation covers SLA theory, core teaching methodologies, phonics & foundational literacy, and growth mindset pedagogy to meet shared and discipline-specific learning needs of this dual age-range teacher trainee group. This written exam constituted one-third of the total course grade, balanced with practical teaching demonstrations, original lesson plan drafting, and structured peer review
TESOL Written Final Assessment Item Analysis Report: A full post-test item analysis report was completed within two days of exam administration to evaluate item difficulty (p-values), identify systematic student error patterns, and establish fair scoring adjustments for L2 trainee learners. This analysis prioritized qualitative error reflection and actionable instructional/assessment revisions over advanced psychometric testing due to tight post-semester turnaround. Four low-performing items were traced to test design barriers unique to second-language learners. The report outlines clear remediation plans for both assessment revision and targeted vocabulary/form-focused in-class instruction for subsequent course runs.