InTASC STANDARD 7: The teacher plans instruction that supports every student in meeting

rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-
disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Name of Artifact: Options in Teaching Grammar Notebook
Course: TSL 612 - Options in the Teaching of Grammar in ESL/EFL
Date: Spring 2017
TESOL Standards Addressed: 1b, 1d
Rationale:
The document that I have chosen to represent standard seven is my Options in the
Teaching of Grammar notebook. In this notebook, I keep track of terms related to grammar
teaching. I also discuss global trends in ESL/EFL grammar pedagogy. Within this writeup, I
discuss English as a lingua franca and as a global language. Nunan (2003) offers,
In his book English as a Global Language, Crystal (1997) asserts, "A language achieves a
genuinely global status when it develops a special role that is recognized in every
country" (p. 2). The definition hinges on the special role, which Crystal describes as
serving as the native language of the majority (such as English does in the United States
or Australia), serving as the official language, or achieving the status of the priority
foreign language (i.e., the foreign language of choice for children in schools). Crystal's
analysis offers some criteria by which TESOL professionals can begin to interpret the
global status of the English language and English language education, observed through
its use as the language of business, technology, science, the Internet, popular
entertainment, and even sports (p.590).
When second language learners consider the practical value and uses of English in the world at
large, then they will be more motivated to learn it.
Many comments in society disparage groups that immigrate to America and make little
use of English. Immigrants often start their own communities within larger cities and have little
dealings with those who speak English. I had to consider how to help second and third
generation immigrants, who would appear in my classes, see the value of English in an English
dominant world without devaluing their heritage cultures. I could consider their community
context and personalize my pedagogy. When student see the personal value of something, they
are more apt to learn it. For example, I could bring in a job application completely in English and
discuss the different parts with ESL students. Then, I could have students to fill it out. This is
also a good way to combine grammar form with function in a context, a concept that I speak
about in the second composition of my ESL/EFL grammar notebook. Another tool that I mention
within this notebook to help ESL students to use utterances that sound more natural is the online
concordance. It will help with commonly used phrases in less formal situations or when one
needs to avoid prejudices and sound like a native speaker.

Nunan, D. (2003). The Impact of English as a Global Language on Educational Policies

and Practices in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589-613.
doi:10.2307/3588214