Pre-Acceptance Questions for Employment Candidates - INTERLINK International Institutes

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Discuss cross-cultural experiences that have impacted you, particularly as a teacher and a person.(Required)

Discuss cross-cultural experiences that have impacted you, particularly as a teacher and a person.

React to this statement: "Instructors do not teach language but create situations in which students can acquire language." How would you interpret this statement? How do you imagine its implementation in the classroom?(Required)

React to this statement: "Instructors do not teach language but create situations in which students can acquire language." How would you interpret this statement? How do you imagine its implementation in the classroom?

What specific ideas from ESL/Second Language Acquisition research have you incorporated into your teaching, and how?(Required)

What specific ideas from ESL/Second Language Acquisition research have you incorporated into your teaching, and how?

Instructional Approach

Please choose ONE of the following and provide the necessary details

Option 1

Briefly describe one class session, indicating what you did, what students did, time frames, assessment, feedback, etc. (Or, you may submit a video). In either case, please note in writing:

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1. In a reflective style, NOT simply a paraphrased version of your resume, discuss how your personal and professional experiences (challenges, cross-cultural encounters, successes, failures, disappointments, and exciting moments) have had an impact on you as a teacher and a person.(Required)

1. In a reflective style, NOT simply a paraphrased version of your resume, discuss how your personal and professional experiences (challenges, cross-cultural encounters, successes, failures, disappointments, and exciting moments) have had an impact on you as a teacher and a person.

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2. Please react to this INTERLINK tenet: "We do not teach language but create situations in which students can acquire language."(Required)

2. Please react to this INTERLINK tenet: "We do not teach language but create situations in which students can acquire language."

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3. What thinker/scholar in the field of TESL has most influenced your teaching? Please explain how and why.(Required)

3. What thinker/scholar in the field of TESL has most influenced your teaching? Please explain how and why.

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3. What specific ideas from ESL/Second Language Acquisition research have you intentionally incorporated into your teaching, and how?(Required)

4. What specific ideas from ESL/Second Language Acquisition research have you intentionally incorporated into your teaching, and how?

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5. Based on your knowledge of INTERLINK’s instructional approach, describe how you think the use of ESL/EFL textbooks impacts teaching and learning in the INTERLINK classroom. Give examples if necessary.(Required)

5. Based on your knowledge of INTERLINK’s instructional approach, describe how you think the use of ESL/EFL textbooks impacts teaching and learning in the INTERLINK classroom. Give examples if necessary.

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6. How do you integrate learning objectives, teaching activities, and assessment in your classroom? Help us understand the main principles that guide how you operate in a classroom.(Required)

6. How do you integrate learning objectives, teaching activities, and assessment in your classroom? Help us understand the main principles that guide how you operate in a classroom.

Briefly describe the lesson:

Optional: Link to teaching demo

Setting:

Length of lesson:

Students:

Objective:

Post-lesson assessment:

Post-lesson assessment: What was achieved? What went well and what could be improved? What would you do differently in a similar context?

Option 2

Please read the article Food for Learning and answer the following questions. Imagine that you are teaching an upper intermediate Reading/Writing class (B2 on the Common European Framework), and that you are working to help them develop their reading skills.

What are some activities you could have students do before they read the article to help them get ready to read?

What are some reading tasks you could have students do while reading to help them focus first on the main ideas and then on details?

What are some activities you could do after students do the reading task to help them understand and discuss the text more deeply?

You do not need to make a complete lesson plan, but rather just have some ideas ready. Also, be ready to explain how you think those activities might help students participate and learn.

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