VISION & INSTRUCTIONAL PLAN FOR ESL/EFL TEACHING (Section #2
My vision for instruction is grounded in the idea that language is not just a skill to master, but a human connection to be lived. I want my classroom to feel like a cultural space where students experiment, take risks, express themselves, and celebrate who they are. Every lesson will balance language learning with identity, confidence-building, and real-world use.
Some of my goals are to:
- Help students become confident communicators who can express their ideas naturally and effectively
- Teach in meaningful ways that connect language learning to students’ lives and real-world use
- Foster curiosity and ownership over the language learning process
- Build cross-cultural understanding through diverse materials and discussions
- Create a low-anxiety, high-support environment where mistakes are celebrated as learning steps
- Encourage my students to get out of the comfort zone and take risks
Instructionally, I plan to:
- Use task-based learning where language is acquired through meaningful projects (e.g., planning a community event, creating a podcast, conducting interviews)
- Incorporate language stations for differentiated practice — reading, corners, speaking booths, vocabulary puzzles, grammar games
- Learn more to be able to create my own digital resources for my classes
- Blend digital storytelling and real-world communication, such as voice memos, vlogs, and pen-pal exchanges
- Include mini cultural fairs
- I want to provide students with more freedom by offering different options for class activities, so they can choose how they learn best.
- Include and encourage reflective and self-reflection practices
I want my students to go beyond just using the language—I want them to understand the small details that make it truly come alive. Things like natural expressions, tone, and cultural references that help them stand out from other learners and feel more connected to the language community. Learning the culture is just as important as learning the grammar.
KNOWLEDGE OF LANGUAGE (Section #2 )
INSTRUCTIONAL VISION
1. Foundations of Language Learning and Acquisition
After completing Modules 1–3 of my TESOL certification program, I have gained a deeper understanding of language learning and acquisition. This knowledge has made me more intentional in planning and delivering lessons, enabling me to better support and guide my students in meaningful, effective ways.
I explored key theories such as Behaviorism, Cognitivism, Constructivism, and the Socio-Cultural Theory, along with major hypotheses including Krashen’s Input Hypothesis, Swain’s Output Hypothesis, Long’s Interaction Hypothesis, Chomsky’s Universal Grammar, Selinker’s Interlanguage, and Gardner’s Multiple Intelligences. Understanding these theories has shown me the variety of ways students acquire language and has helped me identify appropriate strategies to support different learners.
2. Scaffolding and Teaching Techniques
One of my biggest takeaways was learning about scaffolding ,a term I was not familiar with, even though I had already been using some of the techniques. I now have a clearer vocabulary and understanding of how to scaffold language learning effectively. Some strategies I now incorporate intentionally include:
- Pre-teaching key vocabulary
- Using cognates and native language support
- Color-coding information
- Think-alouds
- Wait time after questions
- Peer modeling
- Self-assessments
- Exit tickets and reflective journals
Additionally, I’ve added a Cultural and Learning Survey to my toolbox, which I now use at the beginning of every course to learn about students’ backgrounds and learning preferences.
CULTURAL AND LEARNING SURVEY
Getting to know you — your background, learning preferences, and goals.
Name (optional): _________________________________________________________
Preferred name / nickname: ____________________________________________
Languages you speak or understand: __________________________________
Country of origin / cultural background (if you'd like to share):___________________________
What language(s) do you use at home or with family? ______________________________________
Learning Preferences
1. How do you learn best? (Choose all that apply)
☐ Listening
☐ Speaking
☐ Reading
☐ Writing
☐ Working with others
☐ Working alone
☐ Visuals (pictures, diagrams)
☐ Hands-on activities
2. What helps you understand new ideas better?
☐ Examples
☐ Practice and repetition
☐ Group discussions
☐ Step-by-step instructions
☐ Visual aids
☐ Time to think or reflect
3. What makes learning difficult for you? (Optional)
__________________________________________________________________
__________________________________________________________________
4. What are your goals for this class or language learning in general?
______________________________________________________________________
______________________________________________________________________
5. Is there anything else you'd like me to know about how you learn or your culture?
_______________________________________________________________________
_______________________________________________________________________
3. Language Learner Support and Empathy
The research by Claudia Díaz (2016) on the Critical Period Hypothesis has given me a new level of empathy for late language learners, especially those who feel self-conscious about their accents. I now explain to students that it’s natural to have an accent and that it’s not a failure—it’s part of their unique language journey. I strive to create a safe, low-stress environment where students feel encouraged to participate without fear of judgment.
Learning about the “silent period” also reminded me not to rush learners into speaking before they’re ready. Respecting each student’s process is essential to meaningful, lasting language acquisition.
4. Comprehensible Input and Natural Learning
I gained practical insight into comprehensible input, and I now use it intentionally by:
- Speaking slowly and clearly with gestures or visuals
- Pre-teaching vocabulary
- Using real-life examples
- Scaffolding lessons with visuals, sentence frames, and models
- Checking for understanding regularly
I also found inspiration in the Natural Approach by Krashen and Terrell. I’ve learned to:
- Encourage spontaneous language use(thoughts, feelings, opinions)
- Choose activities that lower the affective filter
- Move away from rigid textbook routines to support natural language development
The TPR (Total Physical Response) method reminded me of the value of dynamic, movement-based learning. It not only prevents boredom but also helps teach abstract concepts by connecting them to physical actions—especially helpful for vocabulary.
The Accent Coach Bianca podcast, featuring polyglot Adrian, introduced me to unique learning methods like comparing similarities across languages and focusing on isolated sounds, further expanding my toolkit.
5. TESOL Principles in Practice
The TESOL principles have become a guiding framework for my instruction. I’ve learned to be more vigilant in:
- Incorporating students’ home languages and cultures in lessons
- Setting both content and language objectives
- Using visuals, gestures, and realia to aid comprehension
- Planning for student interaction through collaborative tasks
- Providing multiple opportunities for students to use language meaningfully
- Using assessment data to differentiate instruction
- Communicating regularly and accessibly with families
- Reflecting on my teaching and seeking continuous professional learning
6. Cultural Awareness and Student Environment
Lastly, I’ve gained a better understanding of how a student’s educational journey is shaped by multiple factors, including family background, prior education, and the classroom environment. Building a strong school-family connection is essential in supporting students emotionally, culturally, and academically throughout their language learning process.
Modules 1-3 have provided me with not only theoretical foundations but also actionable strategies that I’ve already begun implementing in my classroom. My biggest shift has been becoming a more reflective, intentional, and culturally responsive language teacher.
TESOL/ESL–EFL Instructional Reflection Templates (Section #2)
Clear vision and instructional plan strategies for ESL teachers to design effective lessons and achi
Teaching with culture in mind: Strategies for TESOL teachers to create inclusive, culturally responsive English language classrooms.
TESOL principles in practice: Effective strategies and techniques for teaching English language learners with confidence and cultural sensitivity.
Practical strategies to make language learning clear, engaging, and meaningful for ESL students through dynamic teaching methods.
Comprehensive TESOL knowledge and instructional practice template to guide effective English language teaching and learner success.
Three-column scaffolding and strategies template to support ESL learners with clear, structured language development and effective teaching techniques.
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LANGUAGE ASSESSMENT & EVALUATION (Section #6)
Learning about various language assessments in this module has been incredibly valuable and has helped me approach my assignments in Module 6 with greater focus and confidence.
One key takeaway that stood out to me was the importance of assessing materials and tools before giving them to students. In Module 6.3, where I introduced a classroom-based assessment—an infographic titled "Around the World in 8 Facts: France", I found it particularly insightful to think critically about how to test the assessment beforehand. This process highlighted the need to ensure clarity, cultural appropriateness, and alignment with learning objectives before implementation.
Another significant area of learning was the reclassification process of Emergent Bilinguals (EBs) and understanding how assessment plays a role in supporting their transition. Learning about non-EBs and how language development is monitored and evaluated over time gave me deeper insight into how language proficiency data informs instruction and support services.
In my Language Assessment & Evaluation coursework, I had the opportunity to explore tools that evaluate learners in real-world contexts.
One example I developed for Assignment 6.2 was a Cloze Test designed for an English Training Program in Hotel Management. This tool was particularly effective in measuring learners' understanding of domain-specific vocabulary and grammar structures commonly used in front desk interactions and other hotel-related scenarios. I would use this tool for different hotel departments, focusing on main vocabulary, verbs and expressions of each department.
To ensure a comprehensive assessment of workplace language readiness, I proposed pairing the cloze test with a performance-based assessment, such as a role-play activity simulating hotel guest interactions (e.g., check-in, handling complaints, offering upgrades). This combination allows for the evaluation of both receptive language skills (through the cloze test) and productive communication skills(through the role-play).
Together, these tools provide a balanced picture of a learner’s language proficiency,targeting both their knowledge of vocabulary/structures and their ability to apply language in authentic, job-specific situations. This dual-assessment approach aligns with communicative TESOL principles and reflects the real demands of ESP (English for Specific Purposes)contexts.
In my future teaching practice, I plan to continue using this approach to create assessments that are both meaningful and performance-driven.
Here are some ideas for future development:
CLOZE TEST: Housekeeping Vocabulary and Communication
Instructions for learners:
Read the paragraph below and fill in the blanks with the most appropriate word from the box.
Use each word only once. There are two extra words that you will not need.
Word Bank:
linens – vacuum – guest – supplies – minibar – supervisor – dust – laundry – request – mop – reception – trolley
Housekeeping Department – Cloze Paragraph:
When cleaning a hotel room, housekeeping staff must follow a specific routine to ensure everything is clean and ready for the next (1)________. First, they knock and announce themselves before entering. They start by collecting used (2)________, such as towels and sheets, and placing them in the (3)________. Surfaces like tables and nightstands must be wiped and free of (4)________. The floor should be cleaned using a (5)________ or a (6)________, depending on the type of surface.
Housekeepers also restock (7)________, such as toiletries and coffee packets, and check if anything is missing from the (8)________. If a guest has a special (9)________, such as extra pillows or a late checkout, they should inform the (10)________immediately. Finally, once the room is ready, they report back to (11)________or mark the room as clean in the system.
Answer Key:
- guest
- linens
- laundry
- dust
- vacuum
- mop
- supplies
- minibar
- request
- supervisor
- reception
ROLE-PLAY ACTIVITY TITLES (Hotel Housekeeping Focus)
Here are some role-play scenarios that support speaking, listening, and problem-solving skills in a hotel housekeeping context:
- “Extra Towels, Please!”: Role-play a guest calling housekeeping to request additional towels and toiletries.
- “Something’s Missing from My Room”: A guest reports a missing item from the minibar or room. The housekeeper must respond professionally.
- “Late Checkout Negotiation”: A guest asks for a late checkout. The housekeeper must check with reception and respond appropriately.
- “Unexpected Guest Complaint”: A guest complains about the room not being cleaned properly. The housekeeper must listen and offer a solution.
- “Room Inspection with the Supervisor”: Role-play a housekeeper showing their cleaned room to the supervisor and answering quality-check questions.
- “Emergency Clean-Up”: A guest reports a spill or accident in the room. The housekeeper responds with urgency and professionalism.
- “Lost and Found Procedure”: The housekeeper finds a personal item while cleaning. The role-play includes reporting the item and informing the guest.
- “Training the New Housekeeper”: One learner plays a senior staff member explaining cleaning routines to a new employee.