I am an experienced ESL tutor and teacher specializing in the learning needs of adult second language learners. My background includes training and experience in teaching writing for school, the workplace, and social purposes. I use various techniques to help students with reading, grammar, pronunciation, and conversation.
For twenty years, I have tutored students of all ages in speaking, listening, reading, writing, grammar, and pronunciation. At the community college level, I tutored ESL students one-on-one and assisted in ESL classes.
While attending university, I tutored ESL and ELL undergraduate and graduate students at the campus writing center. I also taught pre-GED classes in reading, writing, and grammar to ESL and ELL community college students.
Currently I tutor ESL students privately and recently taught a weekly ESL class in the workplace. For all my students, I create lessons that focus on their personal English learning needs. In 2010, I earned a TESL certificate from U.C. Irvine, and in May 2013, I completed a master's degree in English - TESL.
Beyond my regular studies, I attend workshops and take extra classes to continually improve my ESL knowledge and teaching skills.
I have taught GED reading, writing, and grammar skills at a community college. I have also privately tutored several students to use a simple three-step process to prepare for and pass the GED timed essay portion of the exam. In addition, I am well qualified to teach students the subject matter for the grammar portion for the exam.
My background to teach grammar includes traditional, pedagogical, and rhetorical grammars. Traditional grammar helps students improve their graded writing assignments through editing and proofreading. Pedagogical grammar helps ESL learners with written and oral communication. Rhetorical grammar helps those students who wish to move beyond correctness and learn how to write persuasively.
I have completed the following grammar coursework: Grammar for Writers and Teachers, Qualitative Grammar Research, Teaching American Idioms, Structure of English, Advanced Structure of English, African-American Vernacular English, Teaching ESL Grammar, and ESL Pedagogical Grammar. In addition, I have done related coursework in History of English, American English, Teaching ESL Reading, ESL Reading Skills, Teaching Writing, Teaching ESL Writing, Teaching Composition, ESL Vocabulary Skills, ESL Teaching Methods (Theory), and ESL Teaching Methods (Practical).
I offer a unique service for those ESL learners who wish to have a diagnostic assessment of their spoken grammar: I record them answering interview questions and telling a story, transcribe their words, diagnose their grammar issues, and design lesson plans to help them with those grammar issues.
My goal is to help learners, whether native English speakers or second-language learners, use English grammar for their specific purposes. I keep students interested and help them succeed by using a variety of teaching tools, techniques, and activities that incorporates their specific goals and learning styles.
I completed two courses in ESL pronunciation and one course in the structure of language, which covered the International Phonetic Alphabet; North American English vowels and consonants; stress, rhythm, and connected speech; prominence and intonation; and the English sound system as it relates to listening, morphology, and spelling.
In addition, I performed a contrastive analysis of English and Spanish; diagnosed a Spanish speaker's individual pronunciation issues by recording, transcribing, and analyzing his speech; and designed learning materials to help him with his specific pronunciation issues.
Further, I completed a course in phonology that taught me to assist ESL students by (1) describing the place, manner, and voicing of English sounds; (2) evaluating the differences between English and the learner's first language; (3) explaining syllables, stress rules, and syllable weight; and (4) highlighting tone and intonation differences.
My practical teaching experience includes (1) the use of the International Phonetic Alphabet to describe English sounds; (2) charts contrasting English and a variety of first languages; (3) pictorial charts to show the correct placement of vowels and consonants using mouth, lips, teeth, and tongue; (4) a hand-held mirror that helps students see if they are producing the correct sounds; and (5) a plastic "phone" that allows students to hear if they are producing the correct sounds.
Furthermore, I can teach ESL learners spoken English emphasis patterns (content versus function words) and sentence intonation patterns. Moreover, I can perform a diagnostic speech analysis and design specific lessons to pinpoint a student's pronunciation problem areas.
I have performed proofreading tasks for over forty years, including academic assignments, workplace documents, community writing, and public relations materials. My focus is on logical organization, appropriate vocabulary and grammar, and consistent mechanics (punctuation, capitalization, spelling, and formatting). Moreover, I can help you write forceful sentences and cohesive paragraphs. To summarize, I'm a stickler for detail, and you can count on your document being accurate and looking attractive.
Using a systematic approach, I help students use top-down and bottom-up reading processing skills to improve their reading. My educational background includes coursework in teaching reading and vocabulary to adults for academic, workplace, and pleasure reading. In addition, I have taught GED reading skills to a class of adult learners.
I am qualified to teach ESL speech in the areas of grammar and pronunciation.
Regarding my qualifications to teach pronunciation, I have taken a postgraduate class in teaching pronunciation (ESL Pronunciation Skills). Morever, I have also taken a university-level class in Phonology, the science of sound related to human speech, that covered the variations in speech sounds among different languages of the world.
My methods for teaching English pronunciation incorporate (1) mouth and tongue strengthening exercises, (2) the use of charts to let students see visual examples of the differences between the sounds of their first language and the sounds of English, (3) the use of a hand-held mirror to help students modify their mouth and tongue positions to more closely mimic those of English, and (4) the use of a "phone" that allows students to hear themselves and thereby know when they are more closely approaching a correct English sound.
Regarding grammar as relates to speech, my background includes coursework in English grammar (Teaching English Grammar, Structure of English, Advanced Structure of English, and Teaching ESL Grammar) and two classes in ESL Teaching Methods. I have also completed coursework in discourse that focuses on the different demands of different types of speech for different purposes and different speech acts.
My methods for teaching English grammar vary from classical pedagogical grammar to more complex linguistics-based grammar that looks at the underlying structure of English.
I hold both a TESL certificate and a Master's in English - TESL. My education includes extensive coursework in grammar and writing. My teaching and tutoring experience includes focused grammar and writing instruction. My specialty is the adult learner.
I have completed the following vocabulary-related coursework: Teaching Vocabulary Skills, Teaching Reading Skills, and Reading in the ESL Context. In addition, I have taken classes in teaching theory and methodology with information on how the human brain learns and remembers vocabulary. Furthermore, I have taken classes in Structure of English, Advanced Structure of English, and Structure of Language with sections on mophology (parts of words). Moreover, I have earned credits in American English, History of English that provided a background in word classes (parts of speech), where words come from, and how words change over time. Finally, I have completed writing and teaching of writing classes that included sections on word choice for appropriate register and precise meaning.
When meeting a new word, learners need to know its spelling, its part of speech, its pronunciation, its definition, its collocations (how it "goes together" with other words), its use in a sentence. I have many methods learners can try out and choose to expand their vocabulary knowledge and use.
I coach students to discover and develop their personal writing process. This process begins with understanding the assignment, brainstorming and organizing ideas, drafting, revising and editing, and final proofreading. In addition, I help each student develop a personalized editing and proofreading checklist to use for all future writing tasks.