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• W2993456448 abstract "Abstract A large number of and tutors of as a Second Language (ESL) lack professional-level preparation. The Basic Training and Resources for Teaching to Speakers of Other Languages (BTRTESOL) program is being developed to prepare untrained, novice, volunteer ESL to be successful. In contrast with previous programs for providing basic training for novice language teachers, BTRTESOL program utilizes an instructional approach that is minimalist, connectivist, and problem-based. In other words, it teaches novices the least they should know and to go to learn more. In addition, this program employs a hybrid delivery system involving paper and Web-based text materials, video clips, and interactive activities. Trial users are invited to use existing units (online at www.btrtesol.com) and to provide feedback on them. Introduction Throughout United States and in many other countries around world, a large number of people professional-level preparation work as or tutors of as a Second Language (ESL). They refugees, immigrants, international students, business people, or other language learners in various settings such as adult basic education classes, literacy programs, community programs, social programs, commercial language schools, churches, public libraries, business offices, and private homes. Most of these individuals have never taken teacher-preparation courses in Teaching to Speakers of Other Languages (TESOL) at university level. Because of time constraints, limited finances, or geographic distance, they may be able to do so. In many cases, their only qualification is that they speak natively. They often find, to their chagrin, that knowing how to speak is same as knowing how to it (Pennycook & Coutand-Marin, 2003, p. 341, Snow, 2006, p. v). Novice adequate preparation naturally rely on their own instincts and their previous experiences teaching or learning languages. That is always a good thing. Gilbertson (2000) studied English-teaching volunteers who worked with refugees in Midwest and concluded that volunteers with good intentions but no training actually provided more of a disservice than a service (p. iii). There are many reasons why this is so; here are three: Many volunteers are older individuals who went to school years ago when less effective language teaching methods, which are currently outdated, were common. Gilbertson explains, How volunteers were taught is probably how they will teach-unless they are provided training. If they believe we learn by mimickery [sic] and grammar translation-the way they learned, then that is way they teach (p. 37). Gilbertson also warns of another potential problem-that volunteer language proper training often treat adults in their ESL classes like children, which belittles and insults them, impeding their progress (p. 38). Harris and Silva (1993) point out yet another possible with untrained teachers, that without any knowledge of [ESL learners'] cultural preferences and other such factors, even tutors who are experienced with adult native speakers of are not adequately equipped to deal with some additional concerns of non-native speakers of English (pp. 527, 525). The Debate and Reality Pennycook and Coutand-Marin (2003) describe the prevalence of untrained teachers in language teaching (ELT) around world as a problem endemic to ELT (p. 341). On electronic discussion board of Teacher Education Interest Section of international TESOL organization, members have debated this topic, with some participants asserting that only people with master's degrees in TESOL should be allowed to ESL. In our world today, however, reality is that many settings exist where degree-holding, thoroughly prepared TESOL professionals will probably never teach. …" @default.
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• W2993456448 date "2010-07-01" @default.
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• W2993456448 title "Basic Training and Resource Connections for Novice ESL Teachers" @default.
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