English as a Second Language (ESL) Instructor (Full-Time, Tenure-Track) Reedley College
About The Position
Reedley College Desirable Qualifications Experience and skill incorporating elements of diversity, equity, and inclusion into all areas of responsibility; Recent experience working with African American, Asian/Pacific Islander, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusion of these groups in higher education shape patterns of participation and outcomes; Experience working with students of various cultural, gender, age, socioeconomic, and ethnic backgrounds including students with disabilities; Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students; Related work and professional experience; Demonstrated ability to communicate effectively with students and staff; Demonstrated ability to work with computers, and other technologies, which are utilized in providing high-quality instruction and support to students; Experience teaching English as a Second Language ( ESL ) to international, immigrant, and Generation 1.5 students at the college level; Knowledge and awareness of current theories of second language acquisition and methodology; Knowledge of and specialized experience in one or more of the following: developing and implementing diagnostic and assessment instruments in ESL ; Experience teaching academic oral, reading, and writing skills and strategies; Experience utilizing instructional technology; Experience in developing and teaching Vocational ESL , English for Special Purposes, and content-based courses; Preparation for and interest in community college students; and Knowledge of the community college and its mission and goals. Minimum Qualifications All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom; and Master’s in TESL , TESOL , applied linguistics with a TESL emphasis, linguistics with a TESL emphasis, English with a TESL emphasis, or education with a TESL emphasis; or Bachelor’s in TESL , TESOL English with a TESL certificate, linguistics with a TESL certificate, applied linguistics with a TESL certificate, or any foreign language with a TESL certificate and master’s in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech or any foreign language; or A valid California Community College Credential; or The equivalent education and/or experience (requires an equivalency). ( Note : If the degrees posted on your transcript(s) do not match exactly as stated above, you must petition for equivalency.)
Requirements
- All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom
- Master’s in TESL , TESOL , applied linguistics with a TESL emphasis, linguistics with a TESL emphasis, English with a TESL emphasis, or education with a TESL emphasis; or Bachelor’s in TESL , TESOL English with a TESL certificate, linguistics with a TESL certificate, applied linguistics with a TESL certificate, or any foreign language with a TESL certificate and master’s in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech or any foreign language; or A valid California Community College Credential; or The equivalent education and/or experience (requires an equivalency)
Nice To Haves
- Experience and skill incorporating elements of diversity, equity, and inclusion into all areas of responsibility
- Recent experience working with African American, Asian/Pacific Islander, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusion of these groups in higher education shape patterns of participation and outcomes
- Experience working with students of various cultural, gender, age, socioeconomic, and ethnic backgrounds including students with disabilities
- Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students
- Related work and professional experience
- Demonstrated ability to communicate effectively with students and staff
- Demonstrated ability to work with computers, and other technologies, which are utilized in providing high-quality instruction and support to students
- Experience teaching English as a Second Language ( ESL ) to international, immigrant, and Generation 1.5 students at the college level
- Knowledge and awareness of current theories of second language acquisition and methodology
- Knowledge and specialized experience in one or more of the following: developing and implementing diagnostic and assessment instruments in ESL
- Experience teaching academic oral, reading, and writing skills and strategies
- Experience utilizing instructional technology
- Experience in developing and teaching Vocational ESL , English for Special Purposes, and content-based courses
- Preparation for and interest in community college students
- Knowledge of the community college and its mission and goals
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What This Job Offers
Job Type
Full-time
