The digital Language Support Trained badge is provided to New School faculty to certify that they have completed the 33-hour TESOL Methods Intensive for New School Faculty or more substantial training such as the 132-hour non-credit Certificate in TESOL. Details about the Intensive below.

The badge can be shared on faculty bios and email signatures so that it is visible to advisors, students, academic directors and prospective students and highlights the university’s priorities and unique preparedness with respect to linguistically diverse students.

TESOL Methods Intensive for Faculty


This 5-day online intensive includes synchronous and asynchronous sessions that explore pedagogical techniques for teaching linguistically and culturally diverse students in an online environment. Through modeling and experiential learning, we apply best practices to your course design and lesson planning. We build on practical strategies that you can use to support international and multilingual students across disciplines and in a variety of course formats. You’ll share your expertise and reflections in a supportive environment with other New School faculty. The training also counts towards the Certificate in Teaching English, which you can learn more about here.


Intensives are typically offered in January and June. All five sessions are required.


Delivery format may be in-person or hybrid in future offerings. TBD.


Registration opens approx. 6 weeks prior to the course through an announcement from The Faculty Center, Provost's Office.


LEARNING OUTCOMES

1. Create lesson plans based on the communicative approach to language teaching

  • present and practice English language features based on meaning, context, and form

  • include learning strategies for the four language skills (reading, writing, listening, speaking)

  • integrate teaching/learning vocabulary, pronunciation, culture and grammar


  • 2. Include the stages of a lesson (warm up, focus on accuracy, focus on communicative fluency) using a variety of materials, techniques, and activities

  • divide and balance lessons using textbooks, authentic materials and classroom interaction

  • navigate between coherence, variety and flexibility

  • become familiar with multiple teaching/learning resources


3. Identify ways to assess learners’ needs and adapt lessons to create a learner-centered classroom

  • address preferences and learning styles (visual, auditory, experiential)

  • scaffold for various levels and for various contexts

  • implement classroom management and corrective feedback techniques


4. Use observation, reflection, and discussion as professional development tools


ASSESSABLE TASKS

  • Participation and Attendance

  • Peer Teach an Activity

  • Activity Adaptation

  • Class Profile

  • Lesson Plans (2)

  • Presentation: Lesson plan summary

  • Reflection on TESOL Methods worksheet

  • Teaching Observation

  • Journal Summary