Knowledge of Language

Introduction

My approach to Knowledge of Language in TESOL blends linguistic precision with communicative purpose, ensuring learners not only understand the mechanics of English but also gain the confidence and skills to use it meaningfully in real-world contexts.

Part 1: Language as a System

In my practice, I demonstrate an understanding of English as an interconnected system—phonology, morphology, syntax, semantics, and pragmatics—and use that understanding to support ELLs' language and literacy development for success in content areas.

Language Component Instructional Approach Example Evidence
Phonology To teach English phoneme–grapheme correspondences and prosody (stress, rhythm, intonation) to improve decoding and intelligibility. minimal-pair drills for /ɪ/ vs. /iː/; sentence stress activities to support listening comprehension in science lectures.
Morphology To integrate instruction on inflectional and derivational morphology to boost vocabulary depth and reading fluency. affix notebooks (re-, un-, -tion, -ity) tied to academic word lists; morpheme word-building games aligned to content texts.
Syntax To scaffold complex sentence construction to support academic language. sentence frames and transformation tasks (simple → compound/complex), relative clause expansion in social studies summaries.
Semantics To teach word relationships and academic vocabulary using semantic mapping and corpus-informed examples. concept maps for polysemous words (e.g., "charge" in science vs. finance), collocation practice for discipline-specific phrases.
Pragmatics To model register, discourse markers, and speech acts for various contexts. email etiquette role-plays (requests, hedging), discussion stems for agreeing/disagreeing in seminars.

Impact on achievement: These system-focused routines are embedded in content tasks (e.g., lab reports, DBQs, math explanations), improving accuracy, comprehensibility, and the ability to access grade-level texts and tasks.

TESOL teachers know that language is more than grammar.TESOL teachers create several activities, resources and lessons to help English learners understand how the linguistic systems of spoken language work together to create meaning.

The chart was designed for families as a course assignment (see Appendix)

Interlanguage Anchor Chart

Part 2: Instructional Plan and Methods Overview

Vision and goals for instruction

Goals Principles
  • Build learners' communicative competence across modalities (listening, speaking, reading, writing) with explicit attention to language form and function.
  • Integrate language objectives with content objectives to promote transfer to academic tasks.
  • Foster learner autonomy through strategy instruction and data-informed feedback.
  • Form–meaning–use: Teach language features in service of meaning and real communication.
  • Input, interaction, output: Provide rich, comprehensible input; design purposeful interaction; elicit pushed output with feedback.
  • Multimodality and accessibility: Use visuals, gestures, organizers, and accessible texts.
  • Assessment for learning: Use quick checks, task-based rubrics, and error logs to guide instruction.

Planning moves

  • Identify 1–2 language targets per lesson (e.g., cause–effect connectors; past tense forms).
  • Align tasks to proficiency levels (WIDA/CELP benchmarks or CEFR).
  • Build in explicit form focus after meaningful exposure.
  • Close with application to a content task and reflection.

Quick lesson frame (reusable)

Stage Time Description
Warm-up/Activate schema 3–5 min micro-task using visuals or a prompt.
Input and noticing 8–10 min short text/audio with guided highlighting of target forms.
Guided practice 10–15 min controlled-to-meaningful practice (e.g., sentence frames → information gap).
Communicative task 12–20 min pair/group problem-solving or content-aligned task.
Feedback and focus on form 5–8 min brief, targeted feedback on patterns.
Exit check 2–3 min micro-assessment (e.g., one-minute write, voice note).

Comprehensive ESL/EFL methods table (definition + when/how to use)

Method Definition Example Use
Communicative Language Teaching (CLT) Prioritizes communication of meaning and real-world tasks; accuracy develops through use. Adults, online or in-class—role-plays (doctor–patient), info gaps using breakout rooms; measure by task success and comprehensibility.
Task-Based Language Teaching (TBLT) Learners complete a real task with a clear outcome; language focus follows performance. Online adult ESL—plan a trip with constraints (budget, time); post-task focus on past tense and quantifiers from learner output.
Content and Language Integrated Learning (CLIL)/Sheltered Instruction Teach content and language together with supports (visuals, scaffolds). Secondary science—lab write-up with sentence frames for cause/effect; online class uses interactive simulations and labeled diagrams.
Sheltered Instruction Observation Protocol (SIOP) Structured model with 8 components (prep, building background, comprehensible input, strategies, interaction, practice, delivery, review/assessment). Lesson on earthquakes with clear content and language objectives; vocabulary pre-teach, chunked reading, structured discussion, quick exit ticket.
The Lexical Approach Focuses on high-frequency chunks and collocations as building blocks of fluency. 1:1 business ESL—collocation banks ("meet a deadline," "raise capital"), spaced retrieval via digital flashcards; short output tasks using target chunks.
Focus on Form (Long) Brief, reactive or planned attention to form that arises in meaningful communication. During debates, pause to highlight hedging ("It appears that…") or article use; quick recasts and clarification requests.
Audio-Lingual Method (ALM) elements (selective use) Pattern drills for pronunciation/automatization. Pronunciation warm-ups for minimal pairs; choral repetition in beginner online groups to build confidence, followed by communicative use.
Total Physical Response (TPR) Pair language with physical actions to reduce cognitive load, especially for beginners. Young/low-level learners—TPR commands ("open the file," "drag the icon") in tech onboarding; camera-on demonstrations online.
Project-Based Learning (PBL) Extended, inquiry-based projects culminating in a product/presentation. Adults—community needs survey leading to a proposal; language targets: question formation, modal verbs, presentation skills.
Cooperative Learning (e.g., Jigsaw) Structured interdependence; learners teach each other parts of content. Online jigsaw reading—each breakout group studies a subtopic, reconvenes to synthesize; assign roles and sentence stems.
Genre-Based Pedagogy (Sydney School) Teach stages and language features of academic/professional genres explicitly. Write a problem–solution essay; deconstruct mentor texts, jointly construct, then independent write; focus on cohesion and stance.
The Direct Method (elements) Target-language only, inductive grammar, meaning via context/visuals. 1:1 conversation lessons—realia and images to elicit target lexis; delayed explicit rule summary.
Universal Design for Learning (UDL) in ESL Multiple means of engagement, representation, and expression. Offer text+audio, glossed vocabulary, and choice of response (voice note or paragraph); helpful in mixed-ability online classes.
Strategy-Based Instruction (SBI) Explicitly teach learning strategies (metacognitive, cognitive, socio-affective). Adults—note-taking templates for lectures; think-alouds for inference; reflection logs on strategy effectiveness.
Data-Driven Learning (DDL)/Corpus-Informed Teaching Learners explore authentic language patterns using concordance data. Advanced EAP—use online corpora to compare "on the other hand" vs. "by contrast"; build collocation lists for discipline-specific writing.
Translanguaging/Pedagogical L1 Use Purposeful use of learners' full linguistic repertoires to support L2 learning. Prewriting brainstorm in L1, then recast to English; bilingual glossaries; compare discourse markers across languages.
Noticing and Input Enhancement Make target forms salient in input to trigger noticing. Color-highlighted passive voice in lab reports; learners annotate and then paraphrase.
Form-Focused Instruction (FFI) – Planned Short, explicit mini-lessons on target forms integrated into communicative syllabus. Ten-minute mini-lesson on articles with count/noncount nouns before a shopping role-play.
Pronunciation/Prosody-Based Instruction Explicit teaching of segmentals and suprasegmentals for intelligibility. Adults online—record-and-compare shadowing; thought-group chunking for presentations.
Assessment for Learning (AfL) in ESL Ongoing, low-stakes checks with actionable feedback. Weekly can-do checklists; error logs categorized by form (tense, articles, word choice) with goals for the next task.

How to pick methods quickly

  • Beginner, multi-level online: TPR + CLT tasks + visual scaffolds; short ALM drills for pronunciation; AfL exit checks.
  • Academic writing (EAP): Genre-based + Lexical Approach + DDL; planned FFI on cohesion and nominalization.
  • Workplace speaking (adults): CLT + TBLT with scenarios; pronunciation/prosody focus; strategy training for repair/clarification.
  • Content classes (K–12): SIOP/CLIL structure; cooperative learning; explicit vocabulary morphology; multimodal supports.
  • 1:1 tutoring: Needs analysis → goal-aligned mix of Lexical Approach, Focus on Form, and Pronunciation; frequent micro-assessment.

Simple language-objective stems (plug-and-play)

I can use [target structure] to [communicative function] in [context].

Examples:

I can use cause–effect connectors (so, therefore, as a result) to explain a science process in a paragraph.

I can use past simple vs. present perfect to describe work experience in an interview.

I can use hedging (might, appears to) to present claims in a discussion.

back to main page