I N D E X

WELCOME LETTER FROM THE UNIVERSITY OF KENTUCKY, Dr. Thomas Clayton

I. PREPARING FOR YOUR JOURNEY ________________________________ 2 Program dates Visa information Making your flight arrangements Submitting your flight information University contact information when traveling Health insurance information What to pack Who to contact with questions

II. WHAT TO EXPECT WHEN YOU ARRIVE _____________________________ 9 Transportation from the airport to campus Contacting your family Family visits Testing and orientation TB test Housing information Your meal plan Transportation Required orientation program

III. ACADEMIC PROGRAM _________________________________________ 14 Program goals English language courses TESL curriculum

IV. FINISHING THE PROGRAM ______________________________________ 19 Program requirements Certificates of completion TOEFL test

V. FREQUENTLY ASKED QUESTIONS _________________________________ 20

Center for English as a Second Language

1671 Patterson Office Tower Lexington, KY 40506-0007

859 257-7003 Fax: 859 323-1072

http://esl.as.uky.edu

Dear Go Teacher Scholar: Congratulations! We are pleased to invite you to the University of Kentucky for the Go Teacher Program. You are in the non-degree seeking English Language Program and will have methodology courses in Teaching English as a Second Language. On behalf of the University of Kentucky, welcome to our community. Your necessary immigration documents will be provided to SENESCYT. Be sure to schedule your visa

appointment with the U.S. consulate or embassy soon to receive your visa and make travel arrangements.

The University of Kentucky is located in Lexington, Kentucky. You should fly directly to the Lexington

Bluegrass Airport (Airport code LEX). This airport is conveniently located just a few miles away from

the University of Kentucky campus. There are convenient flight options coming from the Atlanta

Hartsfield-Jackson Airport, the Charlotte Douglas International Airport, or the Chicago O’Hare Airport. If

you are able to arrange your international flight to bring you through Atlanta, Charlotte, or Chicago, you can

then connect directly to Lexington.

Please arrive to Lexington on May 28 or May 29; your program classes begin on Wednesday, June 5.

The last day of the program is Friday, December 20. Please schedule your return flight for Saturday or

Sunday, December 21 or 22.

We will be providing further information on travel and housing to you by e-mail. Please monitor your e-

mail (the address you provided to SENESCYT) for further information.

We will be providing information about the Center for English as a Second Language at the University of

Kentucky, and about Lexington, Kentucky, to help you plan for your journey to Lexington!

We look forward to having you on campus as a UK student. If you need further assistance, please do not

hesitate to contact me.

Sincerely,

Thomas Clayton

Executive Director, Center for ESL

1671 Patterson Office Tower

Lexington, KY 40506-0027

e-mail esl@uky.edu

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I . P R E P A R I N G F O R Y O U R

J O U R N E Y

PROGRAM DATES

Arrival Dates: ` May 28 and 29, 2013 Required Go Teacher orientation: June 3 and 4, 2013 Academic courses begin: June 5, 2013 Academic program ends: December 20, 2013 Departure dates: December 21 and 22, 2013 Vacation dates: July 4-5 – Independence Day

September 2 – Labor Day November 27-29 – Thanksgiving

VISA INFORMATION SENESCYT will notify you when they have received your DS-2019. You will need this document to apply for a J-1 visa from the closest U.S. embassy or consulate in Ecuador. You will need to pay the SEVIS fee online at http://www.fmjfee.com. A receipt of your payment should be provided to the consular officer. It is advisable to view the US Embassy website http://www.usembassy.gov to prepare for your visa interview and pay the visa application fee. When you travel to the United States, be sure to keep all of your documents with you and do not put any of them into the checked baggage. After you arrive, a border officer will inspect your documents. Make sure that your I-94 card reads “J-1 D/S”.

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10 POINTS TO REMEMBER WHEN APPLYING FOR A NONIMMIGRANT VISA 1. Ties to Your Home Country Under U.S. law, all applicants for nonimmigrant visas, such as student visas, are viewed as intending immigrants until they can convince the consular officer that they are not. You must therefore be able to show that you have reasons for returning to your home country that are stronger than those for remaining in the United States. "Ties" to your home country are the things that bind you to your home town, homeland, or current place of residence: job, family, financial prospects that you own or will inherit, investments, etc. If you are a prospective undergraduate, the interviewing officer may ask about your specific intentions or promise of future employment, family or other relationships, educational objectives, grades, long-range plans and career prospects in your home country. Each person's situation is different, of course, and there is no magic explanation or single document, certificate, or letter which can guarantee visa issuance. If you have applied for the U.S. Green Card Lottery, you may be asked if you are intending to immigrate. A simple answer would be that you applied for the lottery since it was available but not with a specific intent to immigrate. If you overstayed your authorized stay in the United States previously, be prepared to explain what happened clearly and concisely, with documentation, if available. 2. English Anticipate that the interview will be conducted in English and not in your native language. One suggestion is to practice English conversation with a native speaker before the interview, but do NOT prepare speeches! If you are coming to the United States solely to study intensive English, be prepared to explain how English will be useful for you in your home country. 3. Speak for Yourself Do not bring parents or family members with you to the interview. The consular officer wants to interview you, not your family. A negative impression is created if you are not prepared to speak on your own behalf. If you are a minor applying for a high school program and need your parents there is case there are questions, for example about funding, they should wait in the waiting room. 4. Know the Program and How It Fits Your Career Plans If you are not able to articulate the reasons you will study in a particular program in the United States, you may not succeed in convincing the consular officer that you are indeed planning to study, rather than to immigrate. You should also be able to explain how studying in the United States relates to your future professional career when you return home.

5. Be Brief Because of the volume of applications received, all consular officers are under considerable time pressure to conduct a quick and efficient interview. They must make a decision, for the most part, on the impressions they form during the first minute of the interview. Consequently, what you say first and the initial impression you create are critical to your success. Keep your answers to the officer's questions short and to the point. 6. Additional Documentation It should be immediately clear to the consular officer what written documents you are presenting and what they signify. Lengthy written explanations cannot be quickly read or evaluated. Remember that you will have 2-3 minutes of interview time, if you are lucky. 7. Not All Countries are Equal Applicants from countries suffering economic problems or from countries where many students have remained in the United States as immigrants will have more difficulty getting visas. Statistically, applicants from those countries are more likely to be intending immigrants. They are also more likely to be asked about job opportunities at home after their study in the United States. 8. Employment and Family Go Teacher scholars are not permitted to work while in the U.S. Your main purpose in coming to the United States should be to study, not for the chance to work before or after graduation. You must be able to clearly articulate your plan to return home at the end of your program. Family members are not allowed to accompany Go Teacher scholars through the program. 9. Dependents Remaining at Home If your spouse and children are remaining behind in your country, be prepared to address how they will support themselves in your absence. This can be an especially tricky area if you are the primary source of income for your family. If the consular officer gains the impression that your family will need you to remit money from the United States in order to support themselves, your student visa application will almost certainly be denied. If your family does decide to join you at a later time, it is helpful to have them apply at the same post where you applied for your visa. 10. Maintain a Positive Attitude Do not engage the consular officer in an argument. If you are denied a student visa, ask the officer for a list of documents he or she would suggest you bring in order to overcome the refusal, and try to get the reason you were denied in writing.

practice advisory provided by nafsa: association of international educators

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MAKING YOUR FLIGHT ARRANGEMENTS After you have been approved for your visa you can make travel arrangements to the United States. The most common question received about traveling with a J-1 Visa is about arrival and departure. You have a grace period of 30 days after the program end date to depart the United States. UK’s program ends on December 20 so if your visa expires on December 18, it is still OK and you are expected to finish the program and depart on December 21.

1. Make your arrangements to fly directly into Lexington, KY (LEX). Plan to arrive in Lexington, KY on May 28 or 29th. Your orientation program will begin on May 29, 2013.

2. After you make your travel arrangements and have your flight itinerary, complete the travel and housing form at the web address provided in your letter of welcome. The university will receive your information, make plans for your arrival, and begin to select your roommates.

3. If your information shows you will arrive before May 28, you will be provided with hotel information so you can make hotel arrangements until your campus apartment is available. This is a personal expense to you. Your scholarship covers housing beginning on May 28.

4. If you have been approved for late arrival, you will be provided with a letter of invitation for late arrival. This letter should be kept with your visa, passport and Form DS 2019.

5. Before you travel, you will receive information from University of Kentucky about who to contact if you experience any travel delays. If your flight is delayed, please call or have an airline representative call to inform us of your delay and new arrival time. We must notify many people at the university so they do not worry about you.

LATE ARRIVAL We understand that there may be delays in finalizing your travel arrangements to the United States and therefore you may be unable to arrive before May 29, 2013. The program classes begin on June 5. You are invited to join the academic program at the University of Kentucky no later than June 5 if necessary to accommodate your travel needs. You should plan to arrive in Lexington, Kentucky at the Lexington Bluegrass Airport (airport code LEX) no later than May 29, 2013 and be ready for program testing on June 3, if at all possible. We look forward to your visit to the United States of America for this exciting educational opportunity. We are confident that your visit will be beneficial to you academically and professionally and strengthen the relationship between our institutions.

CHECK-IN WORKSHOP All J-1 exchange visitors are required to attend a Check-in Workshop. During this workshop, your visa documents will be collected by an Alternate Responsible Officer (ARO) who will report your arrival to the Department of Homeland Security. Failure to attend a check-in workshop will result in the cancellation of your visa status, and you will not be able to register for classes. Bring the following documents to your Check-in Workshop:

Passport

DS-2019

Form I-94 (white card provided at the airport or on the airplane prior to arrival)

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SUBMITTING YOUR FLIGHT INFORMATION After you make your travel arrangements and have your flight itinerary, complete the travel

and housing form, which will be sent to your email. The university will receive your

information and will make plans for your arrival and will begin to select your roommates.

If your information shows you will arrive before May 20 or 21, you will be provided with hotel

information so you can make hotel arrangements until your campus apartment is available.

This is a personal expense to you. Your scholarship covers housing beginning on May 20.

UNIVERSITY CONTACT INFORMATION WHEN TRAVELING During your trip, you will be able to call a representative of the University of Kentucky at any time. The contact number is (859) 516-2935. Please use this number if your plans change. Since transportation from Bluegrass Airport to the university will be provided for you, we need to know when you will arrive in Lexington. Also, if you experience any problems during your travel, we may be able to assist you and answer your questions.

HEALTH INSURANCE INFORMATION

The health insurance coverage made available to you in the United States provides the following coverage for new illness and injury:

Physician treatment – should your medical condition require a physician’s care or tests

Prescription drugs - written prescription of a Physician or Surgeon

$0 Deductible – your insurance coverage begins right away, not after a certain amount

is paid by you first

Hospital charges – should a new medical condition require a hospital stay, charges

associated with your stay at the hospital are covered

Surgery charges- if your medical condition requires surgery, your insurance covers the

expenses associated with surgery

24 Hour Emergency Assistance- transportation to a medical facility by ambulance if

needed.

Assistance with emergency travel – for you and a family member in the event of a

critical illness

The insurance does not cover:

any pre-existing medical condition (a medical condition that you are being treated for before leaving Ecuador)

routine dental care including exams, cleanings, fillings, crowns etc. Have your dental work done before coming to the US

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routine vision care such as eye exams or replacement of glasses etc. Bring an extra set of prescription glasses with you!

over the counter medication (medicine you would purchase without a prescription from a doctor).

If you have a medical condition that you are being treated for in Ecuador (a pre-existing condition), the insurance purchased with your scholarship funds will NOT cover treatment of that medical condition. This includes visits to the doctor and any treatments or prescriptions for that condition. The doctor in the United States can treat your condition and provide prescriptions, but you will have to pay for that on your own. Your scholarship will NOT cover pre-existing conditions. If you have a pre-existing condition requiring continued healthcare during your stay in the United States and wish to participate in the Go Teacher program, you must:

1) have insurance that is accepted by the university healthcare system or a doctor and

hospital in the city you will be staying. It is your responsibility to find medical care that

accepts this insurance and for any transportation costs associated with getting to the

medical facility for treatment. You will be required to provide proof of accepted

insurance before traveling to the US or your form DS 2019 will be canceled.

OR 2) have and show evidence of personal funds necessary to cover the costs related to all

medical care associated with your pre-existing condition for the duration of your stay

in the United States. This proof of funding will be required before you travel or your

Form DS 2019 will be canceled.

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WHAT TO PACK We suggest that you bring the following: A textbook that you regularly use when teaching or studying English. In the summer,

teachers plan to work with you to design some fun supplementary communicative activities to go with the lessons.

Good walking shoes. There are many inexpensive places in Lexington that sell shoes if you choose to buy them here, but you will walk a lot the first few days. There are many beautiful places to walk, and you will walk during many trips and activities. You may also choose to walk from your apartment to class (about 1.4 miles) if you do not want to take the bus.

Cool and warm clothing. Although Lexington enjoys a fairly moderate and seasonal climate, you may find summer warmer and winter colder than you are used to. Your apartments and classrooms are cooled and heated. There is occasionally snow, but it does not typically last long during the winter, you will need a coat.

A supply of medication if you take it. Most medication in the US must be prescribed by a doctor, and it is very expensive.

A flash drive and/or MP3 player if you would like to download and save samples of online materials and music. You can also buy these here.

A camera to record all of your wonderful adventures, if you choose. However, you may purchase a camera here in Lexington fairly inexpensively.

If possible, a few photos of family, friends, and Ecuador to show your friends, colleagues and teachers. We would like you to share your life in Ecuador with us!

Enthusiasm and an open mind. This is the most important thing. We will work hard to provide you with a good program, but we want you to also be open to new adventures!

MONEY During orientation, we will help you open a bank account and deposit your first check. You will receive food stipend checks each month, which you can deposit into your bank account and use for meals. You should bring a small amount of cash with you to cover any immediate expenses.

WEATHER AND CLOTHING Summer in Lexington is warm. You will need light, comfortable clothes. Winter in Lexington generally means there is light rain and it is somewhat chilly. You will need an umbrella or raincoat and some warm clothing, but if you would rather not bring a lot of heavy clothing or rain gear, you can buy inexpensive clothing and rain gear in Lexington. Dress in Kentucky is quite informal. Kentuckians typically choose comfort over fashion. It is common to see university students in jeans and T-shirts when they go to classes and even professors dress informally. At formal concerts some people dress very nicely, but most people wear casual dress pants or skirts.

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While in Lexington you will do a lot of walking. Therefore, it is very important that you pack comfortable shoes. The UK campus is large, and you will be walking across campus and possibly to your apartments. While in Kentucky, you may want to go for a walk or hike. You will enjoy these activities much more if you are able to walk comfortably.

WHO TO CONTACT WITH QUESTIONS The emergency contact number can be called at any time. The number is (859) 516-2935. Please use this number if you have a serious problem or if your travel plans change. For questions about preparing for your journey or basic Go Teacher program issues, you may call the CESL staff offices at (859) 257-7003 between 9:00 a.m. and 4:00 p.m. EST.

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II. What to Expect When you Arrive

TRANSPORTATION FROM THE AIRPORT TO CAMPUS Upon arrival in Lexington, you will be met immediately by a member of our staff at the airport. Transportation from Bluegrass Airport to your apartment near campus will be provided. If you are not met, for any reason, please use the complimentary airport phone to call the contact number, (859) 516-2935.

CONTACTING YOUR FAMILY Shortly after you arrive in Lexington, we will provide a free phone call for you to call your home country. In addition, your apartment will have immediate internet access for you to use to contact home.

FAMILY VISITS Family members are allowed to visit you during your stay. They need to travel on a visitor’s visa. You must abide by the rules of the living community. This means your family members may not stay with you overnight. There are plenty of hotels in Lexington for your family to stay during their visit. If you wish to invite your family for a visit, UK will provide you with a sample letter of invitation to send to your family member(s). This letter, along with a copy of YOUR DS 2019 and a verification of enrollment from UK’s International Center, is sent to your invited family member(s) and they take it to the embassy to request a visitor’s visa.

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VACATION DATES During your academic program you will have a few vacation days. We receive many questions about traveling, especially during extended breaks such as fall break. Allowed? Meal allowance

provided? Do I need paperwork signed by International Services?

Do I need proof of enrollment from the Registrar’s Office?

Other information

Traveling within the United States

Yes Yes, if the dining center is closed, your meal allowance will be provided on a debit card

No No 1-Keep your important paperwork with you at all times. 2- Your travel plans should be submitted to the Go Teacher office in the Division of Continuing Education. 3-You may not miss any classes before or after break to extend your travel.

Allowed? Meal allowance provided?

Do I need paperwork signed by International Services?

Do I need proof of enrollment from the Registrar’s Office?

Other information

Traveling outside the United States

Yes Only for days you are in the USA.

Yes, begin to work with ISSS 3-4 weeks before your travel dates

Yes, you will need to request your verification of enrollment with the registrar’s office.

1-Keep your important paperwork with you at all times. 2- Your travel plans should be submitted to the Go Teacher office in the Division of Continuing Education. 3-You may not miss any classes before or after break to extend your travel

TESTING AND ORIENTATION The CESL offers seven levels of instruction, beginning with Level 1. Students are placed in the levels appropriate to their needs and skills, determined by performance on the Michigan Placement Test which you will take shortly after your arrival. Students typically advance one level per 8-week session. In two, 8-week sessions in the CESL, Ecuadorian participants will receive approximately 308 hours of intensive English instruction.

LEVEL ONE

Classes meet daily for one hour of listening/speaking, one hour of reading, one hour of writing, and one hour of grammar. Students become familiar with the interactive language classroom. They produce non-academic English on familiar topics and teachers give regular feedback and evaluation. Instructors and staff help students adjust to their new cultural setting and

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offer assistance in and out of class. Computer assisted instruction (CAI) is introduced.

LEVEL TWO

Classes meet daily for one hour of listening/speaking, one hour of reading, one hour of writing, and one hour of grammar. Students work toward gaining control of such basic patterns as understanding and responding to questions and statements; understanding the main idea of conversations; reading intermediate materials on cultural topics; writing narrative and descriptive paragraphs about familiar topics. Students use the prewriting, drafting, and editing stages of the writing process.

LEVEL THREE

Classes meet daily for one hour of listening/speaking and one hour of reading, one hour of writing, and one hour of grammar and TOEFL preparation. Level Three is the bridge between basic English instruction in Level One and Two and academic preparation in Levels Four and Five. It emphasizes production, fluency, and accuracy. Common activities are listening and reacting to authentic speech, working in groups on presentations and analysis of materials, reading newspapers and a collection of stories or a novel to gain cultural literacy.

LEVEL FOUR

Classes meet daily for one hour of listening/speaking, one hour of reading, one hour of writing, and one hour of grammar and TOEFL preparation. Level Four is the first of the two academic-preparation levels. Students read, summarize, analyze, debate, and synthesize interdisciplinary texts and lectures. They write major essays, using word processing equipment, on analysis, reaction, synthesis, and comparison; they ask questions about and take notes from lectures; and they learn to conduct formal presentations. Students learn how to document sources and learn the academic definition of plagiarism and cheating.

LEVEL FIVE

Classes meet daily for one hour of listening/speaking, one hour of reading, one hour of writing, and one hour of grammar and TOEFL preparation. Level Five is the second half of the CESL’s two academic-preparation levels. Language and culture appropriate to United States educational institutions are developed. Students continue to work in the computer lab, when appropriate with their writing instructor.

LEVEL SIX

Level 6 is currently the highest level in the Intensive Program. This level differs from the other levels because of a greater emphasis on integrating all skills. This level is designed to be repeated by students who are advanced but require further language study for their intended majors. Topics may change every semester.

TOEFL

The Test of English as a Foreign Language (TOEFL) is given to all students in the Intensive English Program at the end of each session.

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TB TEST The University of Kentucky is in the process of developing TB test policies. Details will be available upon arrival.

HOUSING INFORMATION Participants will live in the Red Mile Village apartments, or other similar apartments, within close proximity to the UK campus. Four single bedrooms with individual baths are clustered in a suite surrounding a common kitchen and living area. Apartments are fully furnished, including television, and utilities are included. Units have washers / dryers. The apartment complex has a recreational facility and on-site security. Linens, shower curtains, kitchen utensils will be provided by the project. The project will lease the apartments and place the Ecuadorian participants in suites by gender. Participants may be housed in university dormitories in June and July and then transition to apartment complexes in August.

YOUR MEAL PLAN While you are at the University of Kentucky, you will receive $24 per day (seven days per week) for meals.

PAYMENT PROCEDURES Upon arrival, you will be issued a “Plus Card” (similar to a debit card) with a pre-loaded balance to cover meal expenses in May. You can use this card to pay for meals at selected restaurants and in university dining facilities. You will be issued monthly checks for June, July, August, September, October, November and December (through the end of your visits). We will help you open bank accounts where you can deposit your checks and withdraw money as you need it.

Photos courtesy of Red Mile Village Apartments

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MEAL OPTIONS You will have three meal options:

1. Eat in University dining facilities, and pay with your Plus Cards. 2. Eat at restaurants near campus, and pay with your Plus Cards. 3. Purchase food at grocery stores and prepare meals in your apartments.

TRANSPORTATION You will have a bus pass to use for the public transportation system in Lexington. You will receive a public transportation brochure that has maps and hours in your packet. If you wish to read about the transportation service before traveling, information is available on the Go Teacher web site.

REQUIRED ORIENTATION PROGRAM A unique orientation program is prepared for Go Teacher scholars. On June 3 and 4, 2013, your days will be full of sessions to support your success as a student at UK. Placement testing, along with many other sessions, will start on the morning of June 3. You will receive more information about testing when you arrive.

On these program orientation days you will learn to set up your University of Kentucky email, get a UK Student Identification Card, learn about cell phones in the United States, go to the bank, etc. You will also learn to use the local transportation and do some initial home and grocery shopping. You will receive a schedule and more detailed information upon your arrival.

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III. Academic Program

PROGRAM GOALS The curriculum is designed to provide Ecuadorian teachers with opportunities to develop their own language skills in the intensive English program; and they learn the most up-to-date language teaching pedagogy, observe and practice teaching skills, learn more about American culture, share Ecuadorian culture, network with other teaching professionals, and gain confidence and experience to share with colleagues back in Ecuador.

ENGLISH LANGUAGE COURSES The CESL offers skills-based language classes, in Grammar, Reading, Writing, and Oral Communication (Listening / Speaking). Students receive 20 hours of instruction weekly in five, 8-week terms during the academic year and summer (two each in the Fall and Spring semesters; one in the summer), and in one 4-week summer term.

The Ecuadorian participants will be placed in two, 8-week sessions in CESL during the 2013 Summer and Fall semester (06/05/13 through 08/03/13 and 8/28/13 through 10/19/13). The Ecuadorians will be integrated with participants from around the world, in classes of 12 to 18 students. The integrated experience will benefit Ecuadorian participants by encouraging the use of English and facilitating friendships formed through the use of English. The CESL currently enrolls students from Brazil, Iraq, Korea, Oman, Saudi Arabia, Turkey, and other countries.

TESL CURRICULUM

In the 2013 Summer session and Fall II session, beginning in October, students will participate in an exclusive Go Teacher TESL program designed by the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education at Kansas State University. This TESL professional development focuses not only on intensive English development through listening, speaking, reading, writing, and thinking, but also on those methodological, theoretical, and pedagogical elements of effective teaching. Special emphasis is placed on culture and language contexts, second language acquisition, cross-cultural communications, and applications to practice; a heavy emphasis is also placed on reading comprehension and writing within the context of effective pedagogy for English language learners. This programming is grounded in strong research and theory that together provide a foundation for practices that accelerate the acquisition of English. The Go Teacher program includes the following three core blocks of TESL professional development:

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Culture & Language in Classroom Practice: In this first block of professional development, you will examine the many ways in which school educators may build capacities for cultural and linguistic diversity in the classroom. Special emphasis is placed upon readiness for mutually accommodative professional practices with culturally and linguistically diverse (CLD) students and families in the following areas: foundations of culture and language; critical reflection on practice; maximizing the assets that CLD students and families bring to learning; school and classroom ecology; curriculum conscientiousness; differentiation of instruction for cultural and linguistic diversity; and applications of a framework for advocacy. ESL/EFL Methods: This block of professional development will provide you with a theoretical understanding of contemporary instructional approaches, methods, strategies, and techniques that have proved effective for culturally and linguistically diverse learners who are acquiring English as a second language. Through hands-on application and exploration, you will practice and assess the effectiveness of multiple instructional approaches for meeting the site-specific needs of student populations. An emphasis is placed on teaching and learning strategies that are designed to promote listening, speaking, reading, and writing in the classroom. Applied Linguistics/SLA: In this block of professional development, you will explore the theoretical underpinnings of language acquisition and linguistics that support educators in planning appropriately-adapted curriculum and instruction for English language learners. Through a critical analysis of the stages of second language acquisition and the transfer of the native language to the second language, you also will learn to recognize the linguistic needs of students as they engage in academic tasks. This professional development encompasses problematic aspects of English language learning, the ways in which languages may differ, and certain universal aspects of languages. In the Go Teacher program, the individual learning profile of each participant is taken into consideration. Supplemental pedagogical programming is provided for those with advanced levels of English proficiency. We at CIMA look forward to meeting you! Our collaboration will continue to advance English education throughout Ecuador and inform the perspectives and practices of the entire K-State community.

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Alignment of Core TESL Program Curriculum to CREDE and TESOL Standards All TESL professional development is aligned with the Standards for Effective Pedagogy and Learning as well as the domains and standards set forth by TESOL. CREDE Standards for Effective Practice

The Center for Research on Education, Diversity & Excellence (CREDE) has been instrumental in guiding practitioners to implement effective pedagogical practices with CLD students. CREDE developed a set of five standards for high-quality teaching, referred to as the Standards for Effective Pedagogy and Learning (Tharp, Estrada, Dalton, & Yamauchi, 2000; CREDE, 2002). Briefly, the standards are as follows:

1. Joint Productive Activity – Teacher and students producing together 2. Language Development – Developing language and literacy across the curriculum 3. Contextualization – Making meaning: Connecting school to students’ lives 4. Challenging Activities – Teaching complex thinking 5. Instructional Conversation – Teaching through conversation

The National Education Association has endorsed these standards for all students. Fundamentally, the standards emphasize (a) academic language development; (b) contextualization of academic concepts within the experience and knowledge that students bring from home, community, and school; and (c) student engagement.

TESOL Domains and Standards for English Language Acquisition

“The TESOL Standards for P-12 Teacher Education Programs address the need for consistency throughout the United States in how teachers are prepared to teach English as a second language (ESL) to children in P-12 schools. When the ESL Standards for Pre-K-12 Students (TESOL, 1997) are used as a guideline to create a scaffold of language objectives, the task becomes manageable in providing academic and linguistic instruction to students. With the language component added to lessons as objectives…the teacher becomes an intentional language teacher who is also helping students demonstrate multiple standards." (TESOL, 2003)

Domain 1 Language

Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL (English Speakers of Other Languages) students’ language and literacy development and content-area achievement.

Standard 1.a. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading and writing for social and academic purposes.

Standard 1.b. Language acquisition and development- Candidates understand and apply concepts, theories, research, and practice, to facilitate the acquisition of a primary and a new language in and out of classroom settings.

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Domain 2 Culture

Candidates know, understand and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language and literacy development, and content-area achievement.

Standard 2.a. Nature and role of culture. Students know, understand and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.

Standard 2.b. Cultural Groups and Identity. Candidates know, understand, and use knowledge of how cultural groups and students’ cultural identities affect language learning and school achievement.

Domain 3 Planning and Managing Instruction

Candidates know, understand, and use standards based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources.

Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards based ESL and content curriculum.

3.b. Managing and Implementing Standards Based ESL and Content Instruction Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques, for developing and Integrating English listening, speaking, reading and writing, and for accessing the core curriculum. Candidates support ESOL Students in accessing the core curriculum as they learn language and academic content together.

3.c. Using resources effectively in ESL and content instruction: Candidates are familiar with a wide range of standards-based materials, resources, technologies, and choose, adapt, and use them in effective ESL and content teaching.

Domain 4 Assessment

Candidates understand issues of assessment and use standards-based assessment measures with ESOL students.

Standard 4.a Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (included gifted and talented); the importance of standards; and the difference between language proficiency and other

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types of assessment (e.g., standardized assessment tests of overall mastery), as they affect ESOL student learning.

Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.

Standard 4.c. Classroom Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.

Domain 5 Professionalism Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such issues to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment.

Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply knowledge to improve teaching and learning.

5.b. Partnerships and advocacy. Candidates serve as professional resources, advocates for ESOL students, and build partnerships with students’ families.

Standard 5.c. Professional Development and Collaboration: Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.

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IV. Finishing the Go Teacher Program

PROGRAM REQUIREMENTS

To successfully complete the Go Teacher program, two items are required: 1. A grade of 70% or higher in your academic courses (English and TESL) is required to

pass the academic portion of the program

2. A score of 57 (correlates to a B1 on the Common European Framework(CEFR)) on the Internet based TOEFL exam to meet scholarship requirement

CERTIFICATES OF COMPLETION

The following certificates, approved by the Ministry of Education in Ecuador, will be received with successful completion of the academic program at UK:

Certificate of program completion from the English Language Program.

Certificate of TESL program completion.

Certificate of English Proficiency – this certificate will document your beginning and ending English proficiency test scores and the growth made in English. The EPT test was taken in Ecuador before your arrival and will be taken again at the end of the program.

TOEFL EXAM

The Go Teacher language proficiency objective is to reach at minimum the B1 level (according to the Common European Framework of Reference). This is a range of 57-86 on the iBt TOEFL exam. If you score within this range, you will have met the minimum language requirement of the scholarship program. If you are able to reach the B2 level, which ranges from 87 to 109 on the TOEFL iBT, you will have met the Ministry Of Education’s language standard and would be able to apply to become an "appointed" teacher. The TOEFL exam will be taken in the United States at the end of the program. You will be required to submit your TOEFL scores to K-State, the lead university, and the Ministry of Education.

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V. Frequently Asked Questions

Q: What happens if I do not receive a 57 - 86 (B1 CEFR) on the TOEFL exam?

A: Q: I am a nombramiento teacher; what happens if I do not receive an 87-109 (B2 CEFR) on the TOEFL exam?

A: You will be placed on probation on your return to Ecuador and will be required to register

and pay (on your own) for seminars to enhance your English proficiency. You can register and pay (on your own) to take the TOEFL iBT again. Q: May I work during the Go Teacher program?

A: A. The "Go Teacher" program is considered a full time program in order to improve your

knowledge of the English language as well as your teaching techniques and methodologies. Students are NOT to work and should dedicate themselves fully to the academic program.

Q: Can my family stay with me for the seven-month program?

A: Your family members may visit you on a visitor’s visa, but arrangements and the

scholarship DO NOT support your family living with you for the program. Q: May I have a driver’s license in the United States?

A: Rules for this may vary from state to state. Please talk with your point of contact for

logistics within your institution. Q: Why do I have to take methodology courses? I am already a teacher and need more listening, speaking, writing and reading classes to pass the TOEFL.

A: