Faculty

Qualifications

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Intercultural and pedagogical skills

All ESOL instructors have acquired intercultural and pedagogical skills through extensive overseas experience

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Advanced degrees in Teaching ESOL

The majority of teachers hold advanced degrees in Teaching English to Speakers of Other Languages, Linguistics, English, Education, or related field, and/or English teaching certification at the state or national level

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GCU’s commitment

GCU’s commitment to quality and self-evaluation is evident not only in our teachers’ excellence, but also in our staff’s, as shown by our dedication to professional development, locally and nationally.

Teaching Methodologies

In the ESOL program, we believe that the primary purpose of learning a language is to be able to communicate in this language, use it in various settings, and express oneself and participate in a meaningful conversation. The following learning/teaching concept guides our teaching methodologies: After a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.
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The Structural Approach

Based on the belief that language consists of structures, which are different arrangements of words in one accepted style or the other, and that it can be best learned by mastering these structures.

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The Communicative Language Teaching

Emphasizes interaction as both the means and the ultimate goal of study; attempts to link classroom language learning with language activities outside the classroom.

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The Task-Based Language Teaching

Focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. This approach is especially popular for developing target language fluency and student confidence.

Our goal is to adapt the teaching method to the student rather than getting the student to adapt to the method because students all have different learning styles

Evaluations

The purpose of faculty evaluations is to enhance the performance of instructors by discovering both their deficiencies and strengths. Evaluations aim at assisting instructors in more effectively presenting the educational material and in better serving the students' needs. Two types of evaluations are performed:
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Classroom Observations

Students evaluate their class and their instructors once a session. The results of the survey are compiled and analyzed by the supervisor in order to determine whether the courses and the instruction are meeting the needs of the students

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Student Surveys

Students evaluate their class and their instructors once a session. The results of the survey are compiled and analyzed by the supervisor in order to determine whether the courses and the instruction are meeting the needs of the students

Training and Development

The ESOL program provides opportunities for in-service training and encourages all faculty to take advantage of these training sessions. In addition, faculty are expected to continually stay abreast of development within the field and be involved in educational activities within the community. These activities may include, but are not limited to Internet searches, subscription to professional magazines and/or associations, and volunteering services.

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