Rarefactions: by Andrés Melo Cousineau

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LANGUAGE SERVICES

 

TESL AND POST-TESL CERTIFIED TEACHER /

DUAL -COUNTRY CERTIFIED TRANSLATOR

CANADA (2004-2020) AND COLOMBIA (1996-present)

 

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LATEST UPDATES:

Blended and Hybrid model,  first concrete example focusing on Tag Questions, now available at YouTube, here: TAG QUESTIONS  April, 2020.

Continued Preparation for Understanding and Implementing Blended and Hybrid models of Education, January-March, 2020. Currently completing Coursera Courses: a)  “Blended Language Learning: Design and Practice for Teachers” (completed, 100% average), link and, b) “Learning to Teach Online” (96% average), link. Project with Diploma: ESL BLENDED EDUCATION

1. Preparing a hybrid model for the teaching of ESL classes by digitalizing the many exercises created throughout our ESL teaching career.
2. Combining elements of  LMS and more open-source technological options.
3. Learning to use ZOOM technology –an impressive video conferencing platform easily connected to LMS platforms such as Canvas or Moodle– as one of the fundamental elements of its implementation. Participation in multiple training seminars
4. Continuing to connect my understanding of photography with this Project by incorporating the use of Screencasting, Green Screening, Whiteboard Use, Audio, Mic and Video specs, and others.
5. Connecting technology to learning as problem-solving and production.
6. Questioning the nature of this type of learning from our Humanities background.

 

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ESL Teacher, EF, Education First, Toronto, Canada. July 2016-November, April 2018-present.

1. Continued development of a topic-oriented teaching approach to ESL. Focus placed on using English outside the classroom for transformational purposes. Part of a great learning community.
2. Creative teaching of topic-based “Conversation Course”, as well as multiple General English (GE) Courses going from Beginners to Advanced Plus. Constant use of technology and iLab.
3. Great emphasis placed on independent self-assessment and self-directed learning. Self-motivation as the sole real path to learning. All exemplified by the teacher.
4. ESL beyond the teaching of English; “Education First”. Focus on “the Big Picture”.
5. Highly professional subbing/teaching —–for multiple courses, for different lengths of time and for diverse levels—- such as:  “Current Events”, “Speaking and Listening”, “Conversation”, “Phrasal Verbs”, “General English”, “Pronunciation”, “Grammar Studies”, “Vocabulary”, “Film Studies”, “Global Issues”, “Collocations and Expressions”, “Useful Language and Skills”, “Survival Skills” (Buying, Restaurant, Directions, Telephoning, Instructions, Communication), “Foundations” (Mulitple Intelligences, Cultural Intelligence, Communication, Leadership, Emotional Intelligence and Practicum), and “Oh Canada”. Development of great teaching flexibility continuously focused on PRODUCTION, no matter the course OR level.
6. Purposely moving beyond “subbing” as defined by the prefix “sub” and its negative meanings, or subbing as the “sacrifice required for seniority”, or subbing as “the robotic extension of a real teacher”. “Subbing” as teaching, perhaps even more. Subbing as teaching independence. (Also moving beyond “supplying” as in the  industrial “supply chain” metaphor; or as a “grandparent”,  link.)

TESL Certification; TESL Ontario Certificate of Accreditation For Adult ESL Teachers (OCELT), TESL Ontario, T033160, Toronto, Canada, March 2018.

TESL Certification; International Certificate in Teaching English as an Additional Language (ICTEAL), TESL Ontario, T033160, Toronto, Canada, March 2018.

Post-TESL Training,  ACE Certificate in Teaching Occupation Specific Language, Major focus on Business English, Toronto, Canada. January 2016-April 2016. Presented multiple  “Task Journals”  with unique creative solutions presented to diverse issues in the teaching of English for Specific Purposes. (Outstanding Final GPA: 97.5%)

ESL Teacher, CLC Canadian Language Centre, Toronto, Ontario. September 2015.

1. Further developed task-based teaching approach to ESL. (Topics include: Gender Issues, Multiple Intelligences, Technology Issues, Living in Toronto, Leadership, Sustainable Cities, Environment)
2. Education founded on Critical Thinking based on years of dedication to Socratic education in the Humanities. Unique multidisciplinary approach.
3. Incorporation of new resources towards a more holistic and critical approach to the Communicative Method. (Touchstone, Let’s Talk, Fifty-Fifty, Ontario Reader, Focus on Grammar, Market Leader, English Unlimited, Just Right, Michael Dean, …)
4. Survival Skills and Multiple Level instruction in a multicultural setting of students coming from all corners of the planet.
5. Permanent focus on Speaking and Listening Skills; with particular emphasis on stress, rhythm and intonation.
6. Teaching connected to “everyday Canadian life” in the amazing multicultural city of Toronto. (Reel Canada, Grab Bag of Canada, NFB, CBC, Gateway to Canada, A Beginning Look at Canada).
7. Concern for building ESL education beyond the obvious learning of a language. Language as the path to selfhood. Learning as enjoyment.

Volunteer work, Toronto, Ontario. CanPacific College, April 2015. (Taught Grammar/Writing course for Japanese students). Excellent results.

TESL CANADA Certification, LEVEL II PERMANENT, Toronto, June, 2015. (8000+  certified TESL teaching experience and +700 hours ESL training) link

TESL Certification I and II Canada/Ontario, Toronto, Ontario. CCLCS  (Canadian Centre for Language and Cultural Studies). September, 2014- February 2015. Certified “TESL Canada” (Level I), March 2015 ; Certified “TESL Ontario” (Level II), April 2015.  link

1. FINAL PROJECT, Business English Class: “Raising Finance Through Microfinance”: FINAL PROJECT TESL CANADA

ESP Teacher, Business English for Entrepreneurs, EAFIT, Bogotá, Colombia, 2012-2013.

1. Use of KEYNOTE presentations for BUSINESS-CENTERED English classes. link
2. Small classes composed of leading Colombian entrepreneurs (Outstanding reviews by students).
3. Use of the Excellent ESP-oriented texts by Market-Leader.
4. Communicative Approach balanced personally by creative use of language forms.
5. Assessment following creative Business Case Studies presented by Students using Power Point/Keynote. link
6. Integration of Digital Learning via Apps, Apple TV, iPhone, iPad and websites such as Learnist.

EFL Teacher and Official Translator, Centro Colombo Americano, Bogotá, Colombia, 1990-95, 1997-2001. link

1. Cooperated extensively in creating a closely knit teaching and learning community which had personally geared developmental programs for teachers through highly qualified and experienced co-workers acting as “Assistant Developers”. Was ranked as ‘Outstanding’ by three of them.
2. Participated actively in TDTS sessions (Teacher Development Training Sessions)
3. Taught very creatively and with great success the advanced course on Literature entitled “Let’s Celebrate Literature” following the excellent text “World Writer’s Today”, a multicultural approach to literary understanding.
4. Actively and imaginatively created multiple ways of aiding student learning within an eclectic and communicative approach to EFL language teaching. Contributed to clarity in grammatical presentations as well as developed language games and motivating activities within the classroom. Developed great interpersonal skills through the monthly change of classes made up of students differentiated both by age (adults and adolescents) as well as by socio-economic background.
5. Frequently gave private tutoring at all levels. Compiled a set of readings in order for the student to benefit as much as possible from these quite expensive classes.
6. Specialized in the advanced course on Writing and Expression; editing of student magazine with poetry, articles and creative thought. WRITING COURSE MAGAZINE, LITERATURE COURSE MAGAZINE.
7. Taught the advanced Grammar course entitled “Enjoying Grammar” by implementing a topic-based structured course characterized by having a communicative and contextualized approach. Created multiple data bases for different grammar topics.
8. Participated in all language development programs within the CCA, and obtained ‘Certificates’ in different English Language Teaching Symposiums.

 

CERTIFIED TRANSLATOR COLOMBIA (1996) AND CANADA (2004-2020)

 

On-going translations (AXS Studio, Latin Community Centre, Immigration Fast-track, Private) as well as creation of Translation Company, “Andrés Melo Cousineau Translations”, Canadian Business Number, 763698883, Toronto, Canada,  2017-2018.

Paper translations and private classes,  Self-employed, 20+ years, (Banks: Citibank, Banco Ganadero, Lloyds Bank; English Institutions: Elite, Life; Pharmaceutical Laboratories: Merck, Sharp and Dohme; Petroleum Companies: Swaco, Schlumberger; Importers: Danisco Ingredients; Telecommunication companies: Radiotronica, Celumovil; Hospitals: Fundación Cardio-Infantil; Public Corporations: Colciencias). 1997-present.

 

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TESL PORTFOLIOS:

A. PART I: COLOMBIA

1) CERTIFICATES FOR HOURS ESL TRAINING:

 

 

 

2) PORTFOLIO 1997, CENTRO COLOMBO AMERICANO, COLOMBIA, 1997:  PORTFOLIO CCA 1997

3) PORTFOLIO 1997, CENTRO COLOMBO AMERICANO, COLOMBIA, 1999: PORTFOLIO CCA 1999 (under review)

 4) SAMPLE “WRITING COURSE” STUDENT MAGAZINE, CENTRO COLOMBO AMERICANO, COLOMBIA: WRITING COURSE MAGAZINE

5) SAMPLE “LITERATURE COURSE” STUDENT MAGAZINE, CENTRO COLOMBO AMERICANO, COLOMBIA: LITERATURE COURSE MAGAZINE

 6) BUSINESS ENGLISH BROCHURE, 2013, SAMPLE OF SELF-EMPLOYED WORK, COLOMBIA, 1995-2013: BUSINESS ENGLISH BROCHURE

7) BUSINESS ENGLISH, STUDENT POWERPOINTS AT SLIDESHARE, 2012-3: link

8) BUSINESS ENGLISH, TEACHER KEYNOTES AT SLIDESHARE, 2012-3; link

B. PART II: CANADA

 

1) CANADA, TORONTO — BENNS INTERNATIONAL SCHOOLS, 2003:

1.A.) ASSIGNMENT 3 THEORY AND FOUNDATIONS 2

1.B.) ASSIGNMENT 4 CULTURE AND SOCIOCULTURAL ISSUES 2

1.C.) ASSIGNMENT 8 TEACHING THE SKILLS 2

1.D.) ASSIGNMENT 9 LANGUAGE ASSESSMENT 2

 

2) CANADA, TORONTO — CCLCS CERTIFICATION PART I, CANADA CERTIFICATE, 2014/2015:

***2.A.) FINAL PROJECT, TESL CANADA: FINAL PROJECT TESL CANADA

***2.B.) PRACTICUM,  TESL CANADA: PRACTICUM TESL CANADA (pdf)

2.C.) FUNCTION SIMULATION, ¨GIVING DIRECTIONS”: GIVING DIRECTIONS IN TORONTO

2.D.) FOLLOW-UP READING LESSON PLAN. “TORONTO STREETS”: TORONTO STREETS: FOLLOW-UP LESSON PLAN

2.E.) GRAMMAR SIMULATION, “-ed and -ing ADJECTIVES”: EDUCATIONAL EXPERIENCES: -ed/-ing ADJECTIVES

2.F.) GRAMMAR EXAM I (password protected as exam may be used again by Institution): GRAMMAR EXAM I pro

2.G.) CLASS OBSERVATION: LINC PROGRAM, LEVEL 7, PAUL.

2.H.) CLASS OBSERVATION: PRIVATE INSTITUTION, HANSA, ADV. LEVEL, RUSSEL.

2.I.) EXERCISE MODULE “LANGUAGE AND CULTURE”, (PREJUDICES):

 

3) CANADA, TORONTO — CCLCS CERTIFICATION PART II, ONTARIO CERTIFICATE, 2014/2015:

 

***3.A.) PRACTICUM,  TESL CANADA II; TESL ONTARIO: PRACTICUM TESL ONTARIO (pdf) 

3.B.) GRAMMAR EXAM II (password protected as exam may be used again by Institution): GRAMMAR EXAM II pro

3.C.) PRONUNCIATION LESSON PLAN: HEALTH AND THE /k/ SOUND! (PRONUNCIATION)

3.D.) ANTI-DISCRIMINATION MODULE: (Essay is part of Rarefactions now) “REFLECTIONS: ABORIGINALS IN CANADA AND TWO POSSIBLE MEANINGS OF “DISCRIMINATION”: link

3.E.) LITERACY LESSON PLAN:

3.F.) LINGUISTICS EXAM: LINGUISTICS EXAM 2014

3.G.) ASSESSMENT EVALUATION, “ASSESSING WRITING”: ELEMENTS IN ASSESSING WRITING

3.H.) SIMULTANEOUS TWITTER REFLEXIVE PARTICIPATION: TWITTER TESL REFLECTIONS

3.I.) SOCIOLINGUISTICS REPORT, “SLANG”: “SLANG”: SOCIOLINGUISTICS REPORT

3.J.) EAP LESSON PLAN:

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C. PART III: EXERCISES CREATED

 (to be completed; all digitalized)