Course Descriptions:

a. Track 1 (Basic) i. Practical Language for Classroom Instruction In Practical Language for Classroom Instruction, EFL teachers will learn and practice U.S. English vocabulary and phrases associated with common classroom speech acts like calling for students attention, organizing students activities, explaining concepts. EFL teachers will also discuss cultural similarities and differences between the behavioral norms and expectations for teachers and students in their EFL settings versus U.S. settings. Impromptu situational roleplaying followed by analysis and feedback will be one of the primary learning activities used in this course. Lesson planning and materials design for learner-centered all English classrooms will also form part of the curriculum of this course. ii. English Phonology & Clearer Pronunciation In English Phonology & Clearer Pronunciation, EFL teachers will work on improving their own pronunciation in English as well as their pedagogical knowledge of ways to teach and practice pronunciation. EFL teachers will develop their knowledge and abilities with regard to both segmentals (i.e., individual sounds) and suprasegmentals (e.g., stress). Like all language skills topics, pronunciation also reflects cultural norms and attitudes. Thus, EFL teachers will learn how U.S. American speakers use features of pronunciation in specific contexts and situations. iii. U.S. History, Culture & Public Education System In U.S. History, Culture & Public Education System, EFL teachers will consider historical events, popular culture, and the education system through a critical lens. They will improve their English language skills while learning the positive and negative impacts that historical events, popular culture and the education system have had and continue to have on the U.S. The historical topics included in this course will include the history of the antebellum South, the Civil War, and the Civil Rights Movement. Popular culture topics will focus on the food & beverage industry as well as the cable news industry in the U.S. Education system topics will address the structure of the U.S. public school system, its underlying philosophy, and the problems it currently faces. During scheduled excursions, EFL teachers will visit sites in the Atlanta area that are related to the historical and popular culture topics discussed in the course. They will also visit local area public schools and have the opportunity to meet and interact with public school teachers in the Atlanta area. iv. Instructional Technology in the EFL Classroom In Instructional Technology in the EFL Classroom, EFL teachers will learn about the different types of instructional technology used in the teaching of English. They will develop lesson plans and materials that incorporate different types of instructional technology, and they will learn how to evaluate their own use of technology. In addition, EFL teachers will discuss strategic plans for self-directed continuing education in instructional technology.

v. Long-term Participant-Observer Experience in GTs Intensive English Program In Long-term Participant-Observer Experience in GTs Intensive English Program, EFL teachers will be placed in a specific ESL course in GTs Intensive English Program. Once placed, the EFL teacher will become a daily participant-observer of the course. Depending on EFL teachers proficiency and the level of the courses in which they are placed, they may find themselves in a course in which they can appropriately participate as learners and work on developing their own language skills. Alternatively, they may find themselves in a course in which they can act more like a teachers assistant to an ESL teacher and experience what it is like to work with learners that are learning English but do not share their native language. In either case, EFL teachers will be asked to produce a weekly written reflection on how the long-term participant-observer experience is impacting their development. vi. Lab: Observations, Projects & Site Visits In Lab: Observations, Projects & Site Visits, EFL teachers will receive training in how to learn from teacher observations. They will complete several observations of teachers who are teaching in the Intensive English Program at Georgia Tech. They will participate in a debriefing analysis of each experience with their peers. They will work on individual and/or group projects that are assigned in the other four courses that they are taking. In addition, lab hours will include site visits to local area public schools, presentations by and discussions with Atlanta public school teachers, and visits to sites of cultural importance. b. Track 2 (Advanced) i. Instructional Technology in the EFL Classroom Technological advances have increased not only the amount of target-language material readily available to EFL teachers and learners but also the number and variety of tools available to teach and learn English. Meaningful use of technology in EFL classrooms can transform teachers and learners knowledge and experiences. In Instructional Technology in the EFL Classroom, EFL teachers will learn about the different types of instructional technology used in the teaching of English. They will develop lesson plans and materials that incorporate different types of instructional technology, and they will learn how to evaluate their own use of technology. In addition, EFL teachers will discuss strategic plans for self-directed continuing education in instructional technology. ii. Assessment & Evaluation in the EFL Classroom Assessment and evaluation are two of the most controversial aspects of teaching and learning. In general, these aspects are controversial because they both involve measuring an abstraction (i.e., learning). Assessment and evaluation frequently become points of contention between all of the stakeholders in the educational process from the government to administrators to teachers to parents to students because each stakeholder views learning and how it should be measured quite differently. In Assessment & Evaluation in the EFL Classroom, EFL teachers will develop a shared understanding of what assessment and evaluation are as well as how they differ. They will review a variety of approaches for measuring proficiency in the different

language skills (e.g., reading, writing, speaking, listening, and grammar). They will discuss the potential advantages and disadvantages of different approaches. They will practice preparing tasks that measure given skills according to specified learning outcomes. iii. Culture & Language Instruction in the EFL Classroom As previously mentioned, culture is omnipresent in the EFL classroom. However, inadequate cultural knowledge with regard to the target culture and/or incomplete training in how to incorporate genuine cultural information into language classroom activities can create great discomfort and loss of confidence for EFL teachers. In Culture & Language in the EFL Classroom, EFL teachers will explore their own understandings of culture and cultural knowledge as well as their feelings about teaching culture. They will expand their understanding of how culture intersects with language teaching. They will learn and practice ways to create culturallyinformed language activities. In particular, EFL teachers will be encouraged to develop a point of view and a set of practices that allow them to share the study of culture with their students in a co-constructive manner rather than trying to be cultural experts on the target culture. iv. English Phonology & Clearer Pronunciation Although no one needs to have perfect pronunciation to be an exceptional English language teacher, continuously working to improve ones pronunciation in English is important for professional development. EFL teachers should strive to have a level of pronunciation that allows them to communicate clearly and easily with most native speakers of English. In addition, EFL teachers should have a fundamental understanding of how pronunciation can be taught so that they can assist their students. In English Phonology & Clearer Pronunciation, EFL teachers will work on improving their own pronunciation in English as well as their pedagogical knowledge of ways to teach and practice pronunciation. EFL teachers will develop their knowledge and abilities with regard to both segmentals (i.e., individual sounds) and suprasegmentals (e.g., stress). Like all language skills topics, pronunciation also reflects cultural norms and attitudes. Thus, EFL teachers will learn how U.S. American speakers use features of pronunciation in specific contexts and situations. iv. Long-term Participant-Observer Experience in GTs Intensive English Program In Long-term Participant-Observer Experience in GTs Intensive English Program, EFL teachers will be placed in a specific ESL course in GTs Intensive English Program. Once placed, the EFL teacher will become a daily participant-observer of the course. Depending on EFL teachers proficiency and the level of the courses in which they are placed, they may find themselves in a course in which they can appropriately participate as learners and work on developing their own language skills. Alternatively, they may find themselves in a course in which they can act more like a teachers assistant to an ESL teacher and experience what it is like to work with learners that are learning English but do not share their native language. In either case, EFL teachers will be asked to produce a weekly written reflection on how the long-term participant-observer experience is impacting their development. v. Lab: Observations, Projects & Site Visits

In Lab: Observations, Projects & Site Visits, EFL teachers will receive training in how to learn from teacher observations. They will complete several observations of teachers who are teaching in the Intensive English Program at Georgia Tech. They will participate in a debriefing analysis of each experience with their peers. They will work on individual and/or group projects that are assigned in the other four courses that they are taking. In addition, lab hours will include site visits to local area public schools, presentations by and discussions with Atlanta public school teachers, and visits to sites of cultural importance.