CA Edington's Teaching Experience

Center for English Language
and Orientation Programs

CELOP is an academic program at Boston University in which the majority of students are young adults who want to become proficient enough in English to enter American colleges and universities, including passing the TOEFL with a score of 550 or more. Students are primarily from Japan and Latin America, with a few from Europe, the Middle East, Africa, and other Asian countries.
I taught a core class of 16 students for 3 hours a day, 5 days a week, integrating reading and writing with grammar and conversation. There was a language laboratory for 2-3 hours a week in which I developed materials for use of video. In addition, I taught elective courses in drama and American movies.
I gave several in-house presentations including: Identifying and Dealing with Learning Disabilities; the Use of Cuisenaire Rods; Selecting and Developing Materials for Video; Teaching Reticent Students. The presentations on video were also given at the TESOL international conferences in 1991 and 1994.
In the School of Management program in Kobe, I taught Business English through simplified case studies and discussion techniques.
For the Ministry of Education program, I worked with junior and senior high school English teachers from Japan on ways to make their classes more interactive and communicative. In addition, I supervised individual written reports (20-30 pages in length) on topics chosen by the participants.

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Power Program

The Power Program was an evening program, two hours twice a week, for adult immigrants in Waltham, Massachusetts. I taught a beginning class of 12-30 students who had been in the U.S. for only a short time so were very limited in English.
I emphasized basic reading, writing, and grammar; pronunciation; vocabulary development; and survival skills such as filling out forms, giving directions, and talking on the telephone. There were no textbooks, so I developed all the materials used in the class. Videotapes were also used for simple exercises such as watching weather forecasts. A fieldtrip to the library during which each student received a basic orientation and a library card was an annual part of the program.

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American Language Academy

This program was similar to CELOP except that the skills were divided into four subjects taught by four separate instructors daily: Grammar, Writing, Reading, and Conversation. I taught all the skills but at various levels, including the highest level reading class in which we used Time magazine as well as other sources of fiction and non-fiction. In the conversation course I developed materials for evaluating formal speeches.
The program included field trips to places of interest in New England including Plimouth Plantations, Sturbridge Village, Newport (Rhode Island), Salem (Massachusetts), and various museums in Boston. I developed educational materials so the students could benefit more from those field trips.

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Asahi Cultural Center

As Senior Instructor, I acted as a liaison between the English faculty and the administration. I had some responsibilities for hiring new instructors. In addition to teaching about 18 hours (13 classes) a week, I selected textbooks and developed curriculum for the entire English conversation program.
In addition to English conversation, I taught Current Issues, in which we discussed Japanese as well as world news; Pronunciation; TOEFL; Creative Writing; and American Movies, in which we watched feature films after studying several short segments in depth. I developed the entire curriculum for the creative writing and the movies classes.
One of my more rewarding experiences was teaching an intensive course (60 hours) for teachers of junior high, high school, and adult students emphasizing a communicative approach. In addition, for three months (April-June, 1987), I taught an intensive program (3 hours a day, 4 days a week) for around 20 EFL students integrating speaking, listening, reading, and writing. The students came from a variety of experiences with English and their ages ranged from 18 to 70!

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Walden III Alternative High School

At this "open" or "free" school, the entire curriculum was developed by the staff with the cooperation of students. In addition to a variety of courses in English ranging from Women in Literature to The Language of Advertising, I taught courses in a number of other areas, including music, psychology, and yoga, plus directed plays and the school choir as an extra-curricular activities.
From 1977-1980, I team-taught with three other junior high school teachers (math, social studies, and junior high coordinator), developing an experimental integrated program for eighty 7th-8th graders. I was responsible for designing the English curriculum in which there was an emphasis on journal writing, sustained silent reading, and doing a research paper using the library, as well as other practical skills such as filling out forms, reading maps, and writing letters.
More information can be learned about Walden III from a report on the current issues at the school.

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Also see university classes taught by CA Edington.

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Last updated January, 2004.