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Proposal for a new Certificate in Teaching English as a Foreign Language (TEFL) Education

Academic Unit: Department of Teaching and Learning

Advisor: David Cassels Johnson

Certificate Program

Effective Session: Fall 2015

Declarable in ISIS: No

CIP Code: 13.1401

i. Purpose of the certificate

We are submitting a plan for a new graduate certificate in Teaching English as a Foreign

Language (TEFL). Our plan has been developed by the Foreign Language/ESL Education

program in the Department of Teaching and Learning, College of Education (COE) and it has

been approved by the DEO of Teaching and Learning and the Dean of the COE (support letters

attached). The Foreign Language/ESL program offers a PhD, MA, MIT, foreign language

teacher licensure, and an English as a second language (ESL) endorsement. However, we do not

currently offer a TEFL certificate. The proposed certificate is unique because: (1) It is planned

to be taught entirely on-line; (2) It is directed at students outside the U.S.; and (3) It is a graduate

certificate credential. Our goal is to begin teaching students by fall 2015.

There is a growing desire for online certificate programs in English language teaching (see letter

of support from Lynell Chvala). This TEFL Certificate is intended for overseas English teachers

and administrators who are not able to enroll in face-to-face classes at the University of Iowa.

The certificate gives them the opportunity to take rigorous graduate-level courses from the

University of Iowa and gives them an advantage when seeking and retaining positions in English

language teaching and administration.

Furthermore, this initiative fits into the College of Education’s strategic plan and commitment to

internationalization and distance education. For spring 2014, ISIS lists fifty-three courses

designated as Web/Online (EX) courses. These represent both synchronous and asynchronous

courses in a diversity of learning environments, utilizing diverse technologies.

Research suggests that demand for online courses is growing, including certificate programs

(Babson Survey Research Group, 2013) and this is certainly true outside the United States.

Educational language policies around the world increasingly promote the English language,

especially English language learning in K-12 contexts. English is the de jure official language in

58 countries even though the vast majority of these countries do not use English as a primary

language in business and governmental functions. In fact, this list includes only four countries

(Jamaica, New Zealand, Ireland, and Canada) in which English is the primary first language for

most citizens. The remarkable fact is that, in most of these countries where English has official

status, the majority of citizens do not use English on a daily basis and, therefore, these policies

represent a desire for citizens to be English proficient. Additionally, this demand extends well

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beyond those countries in which English is an official or national language and, notably,

countries not on the list – like China, Taiwan, Norway, Korea, Finland, and India – have adopted

language policies that promote English language learning in K-12 contexts. The TEFL

Certificate is designed in order to prepare teachers and administrators to meet these demands for

high quality English language instruction and administration in non-U.S. schools.

ii. Present need for the certificate

As nations around the world increasingly adopt English-focused policies and educational

programs, there is high demand in all corners of the globe for a credential in English language

teaching. This is an opportunity for the University of Iowa to be a leader in the field of English

language teaching; an opportunity for the College of Education to increase its international

visibility; and an opportunity to attract a larger pool of applicants to our graduate programs.

Establishing the need for this program involved discussions with colleagues and partners at

institutions outside the United States, who expressed a desire for such a credential. The

credential will expand the career options for English language professionals in international

contexts. For both teachers and administrators, the TEFL certificate will help improve English

language programs, policies, and pedagogical practices.

While there are certainly individual economic benefits for acquiring English in certain parts of

the world (Grin & Arcand, 2013), the spread of English tends to privilege some individuals – i.e.

those in English speaking countries, those with more access, etc. – more than others. Therefore,

the TEFL Certificate will offer insight into the impact of English language spread by taking into

consideration the socioeconomic and sociopolitical ramifications of language contact and spread.

This is essential for the University of Iowa in general, and the College of Education in particular,

as we seek to increase our international impact, which involves increasing global citizenship and

promoting equal educational opportunity. In other words, not only is it important to train students

to be effective English teachers and administrators, we want to promote ethical teaching and

leadership in English language education. In this way, the University of Iowa can become a

world leader in ethically expanding English language programs around the world.

The proposed certificate will involve 12 hours of course work, all of which will be transferrable

to our other graduate programs in Foreign Language/ESL Education. Therefore, this certificate

will respond to the ongoing need for strong candidates for our graduate programs. Not only will

the certificate be valuable for the candidates seeking jobs as English language professionals

abroad, it will increase the possibility that they may attend the University of Iowa in the future,

in either on-line or face-to-face coursework.

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iii. Description of program

Comparison with other universities

We have researched other English language teaching certificate programs across the United

States, discussed program options with our colleagues at Iowa State and the University of

Northern Iowa (UNI), and designed the program of study with this knowledge in mind. Within

Iowa, Iowa State University has a graduate-level TESL/TEFL Certificate that is offered both on-

campus and online. Students seeking this certificate are trained to work with adult English

language learners who are not enrolled in K-12 schools. The certificate we propose will prepare

students to work in English language education either within or outside of K-12 contexts.

UNI has an online MA in TESOL, similar to the MA in Linguistics with a TESL focus, offered

by department of Linguistics at the University of Iowa. These programs are primarily designed to

train students to work with older learners, outside of K-12 contexts, and both are face-to-face.

The proposed TEFL certificate is designed for students who are working (or plan to be working)

in elementary and secondary educational contexts.

UNI also offers a K-12 ESL Endorsement in the state of Iowa. Our College of Education also

offers an endorsement in K-12 ESL, although it is not online. These endorsements are

completely different from what we are proposing for this certificate because they are

requirements for teacher education and are designed for teacher education students who will

teach in elementary and secondary settings in the U.S.

In summary, there is no similar program offered at another Iowa Regent’s University. In fact,

Penn State is the only one other Big 10 institution that has a completely online TEFL certificate.

Courses

The TEFL Certificate is organized around one-year cohorts who begin in the fall and complete

their course-work in the spring. Four eight-week courses (Fall 1, Fall 2, Spring 1, Spring 2)

ensure timely completion of the certificate, which is a highly desirable feature for students who

are often working professionals. Course delivery will be asynchronous, meaning the classes will

not have a designated “meeting time” and will rely on pre-recorded lectures, powerpoint

presentations, Voicethread (oral discussion board), virtual office hours, and a video blog.

Students will upload completed assignments to the ICON course space.

While students will work at their own pace, courses will be structured such that the hours needed

for successful completion will mimic face-to-face contact hours (in-class) for courses attended

on campus. An on-campus 3 semester hour course requires 37.5 contact hours. TEFL Certificate

students will therefore be required to participate in their online courses for about 280 minutes

per week (4 hours, 40 minutes), over the course of 8 weeks, thus approximating face-to-face

contact hours as closely as possible. This is a formula for instructional contact hours. The

completion of homework and assignments is extra, and not factored into the contact hours

formula.

The TEFL Certificate is organized around four competencies in foreign language teaching:

theory, curriculum, assessment, and methodology, which align with the four courses required for

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the certificate: (1) theoretical, conceptual, and sociopolitical foundations in second language

learning and teaching; (2) language education program design; (3) fundamentals of second

language assessment; and (4) English language teaching methods and ethics. These are

intentionally scheduled in this order as each course builds on the previous. Three of the four

courses are currently taught on campus; however, the online versions will be developed with a

TEFL audience in mind, giving attention to the issues of teaching English internationally, rather

than in the US.

(1) The first course students will take is EDTL 6483: Second Language Learning and

Teaching. This course will introduce students to research in language teaching and

learning, drawing upon theories and research in diverse disciplines including linguistics,

education, psychology, anthropology, and sociology. Students will gain an understanding

of the fundamentals in second language acquisition, educational linguistics, applied

linguistics, and methods used in teaching and learning second/foreign languages. This

three semester hour credit course will be offered every Fall 1 and will be taught by faculty

and instructors in the Foreign Language/ESL Education program, including David

Cassels Johnson.

(2) The second course students will take is EDTL 6497: Principles of Course Design for

Second Language Instruction. This course focuses on contemporary views of foreign

language curriculum design and guidelines necessary for the creation of prototypical

curriculum units to be transposed into classroom-ready forms. It is for individuals

interested in foreign language materials development. This three semester hour credit

course will be offered every Fall 2 and will be taught by faculty and instructors in the

Foreign Language/ESL Education program, including Leslie Schrier.

(3) The third course students will take is EDTL6400 Fundamentals of Second Language

Assessment. The purpose of this class is to help students understand the fundamental

concepts, principles, processes, and dilemmas of language assessment; to develop the

ability to plan, construct, and interpret results of language tests; and to recognize the

synergy between language assessment and program evaluation. This course will be

offered in the Spring 1 semester and will be taught by Lia Plakans and instructors in the

Foreign Language/ESL Education program.

(4) The fourth course students will take will be a new course in TEFL methods. This will

be similar to a course, already in existence – EDTL 4467 Methods: Teaching ESL in K-12

Settings but will focus on EFL in K-12 contexts overseas*. This course will explore

approaches, methods, and practices in teaching English as a foreign language in K-12

school settings. The focus is on communicative and content-based approaches to language

learning with practical application of theory and research. Ethical issues concerning

linguistically diverse learners will be covered with pedagogical implications. Students

will develop skills in teaching approaches for English Language Learners (ELLs), which

include: lesson and unit planning, materials evaluation and adaptation, and assessment for

placement, diagnosis, exit, and evaluation of ELLs.

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*The distinction between English as a second language (ESL) and English as a foreign language

(EFL) rests on where English is being taught. When taught in an English-dominant country, like

the U.S., classes are typically described as ESL. When taught in countries where English is not a

dominant language, like China, they tend to be called EFL. These distinctions are the subject of

intense debate, naturally.

Course Credit The TEFL Certificate will be comprised of twelve semester credit hours. After the twelve hours:

1. Students will attain theoretical and pedagogical competencies in Teaching English as

a Foreign Language. For further study, they can pursue a variety of University of

Iowa programs, including the M.A. or Ph.D. in Foreign Language/ESL Education

(sponsored by the Department of Teaching and Learning in the College of

Education), the MA in Linguistics with a TESL focus (sponsored by the department

of Linguistics), and the PhD in Second Language Acquisition (sponsored by the

Foreign Language Acquisition Research and Education program).

2. The financial and time commitment for twelve hours for a certificate of this type is

reasonable.

3. The required credit hours are comparable to other similar programs. Within the Big

10, certificate programs range from 12-18 credit hours. Along with Penn State and

Indiana University, keeping the credit hours at 12 helps ensure that our program will

be attractive for students.

Admission, Tuition, Advising

The certificate is available to both degree and non-degree seeking graduate students. Students

will be enrolled in the Graduate College and assessed tuition and fees based on this admission

status. Students will be allowed to transfer the twelve credit hours to graduate programs at the

University of Iowa.

Student advising will be handled centrally by one faculty member. The coordinator of the TEFL

certificate, Dr. David Cassels Johnson, will manage student advising.

Admission is contingent upon: (1) an undergraduate college degree, with a minimum 2.5 GPA

for non-degree students (certificate-only) students and (2) a minimum TOEFL score of 81.

iv. Comparison with standards established by a regional accrediting association

The professional organization for English language teachers, TESOL International Association,

has published standards for PreK-12 ESL Teacher Education (TESOL, 2010) in conjunction with

NCATE. These Standards informed the development of the Certificate Program. The courses

will align with, instruct, and evaluate students in the domains of the Standards. There are five

major domains for language teacher education:

1. Language acquisition and language as a system

2. Culture as it affects student learning

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3. Planning, implementing and using technology/resource for teaching ESL and content

instruction.

4. Classroom based and language proficiency assessment

5. Professional development, history, partnerships and advocacy in ESL.

The table below illustrates the alignment between the TEFL Certificate Program coursework and

the Standards. Most domains will be addressed in more than one course to allow cohesive and

recursive learning of these domain areas:

TEFL Certificate course TESOL P-12 ESL Teacher Education Standard Domain*

EDTL 6483: Second

Language Learning and

Teaching

1. Language acquisition and language as a system

2. Culture as it affects student learning

5. Professional development, history, partnerships and

advocacy in ESL

EDTL 6497: Principles

of Course Design for

Second Language

Instruction

1. Language acquisition and language as a system

3. Planning, implementing and using technology/resources

for teaching *ESL and content instruction.

EDTL 6400:

Fundamentals of Second

Language Assessment

1. Language acquisition and language as a system

4. Classroom based and language proficiency assessment

EFL Methods in K-12

Settings

3. Planning, implementing and using technology/resource for

teaching ESL and content instruction.

2. Culture as it affects student learning

5. Professional development, history, partnerships and

advocacy in ESL**

*We should note that TESOL developed these Standards for teaching English as a second

language context, not English as a foreign language. For non-English speaking contexts, TESOL

developed a book with guidelines on developing Standards in EFL with the understanding that

the differences between EFL and ESL are wide enough that countries adopting the K-12 ESL

Teacher Education Standards should proceed to revise or rewrite them to fit their context.

**In the TESOL Standard this refers to teachers as advocates for these students, their families,

and the diversity they bring in an English dominant setting. In an EFL setting this Standard

might include advocacy for local languages to maintain linguistic diversity and understanding the

implications of English language spread.

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Reference cited

TESOL International Association. (2010). TESOL P-12 professional teaching standards (2nd

ed.). Alexandria, VA. TESOL International Association. (2014). TESOL Guidelines for developing EFL teacher

professional standards. Alexandria, VA. v. Analysis of the implications of the proposed program for undergraduate work and

other closely allied programs in the University

This is a graduate-level certificate. The Linguistics department offers an MA in Linguistics with

a TESL focus; however, that program focuses on adults, not K-12 education. We have met with

faculty in the Linguistics Department and they are supportive. They suggested that their students

might have an interest in the certificate since many of their students have an interest in teaching

overseas. If indeed enough interest is generated, we would be happy to accommodate these

students. This represents an exciting opportunity for collaboration between the College of

Education and the Department of Linguistics.

Most of the Foreign Language/ESL faculty are affiliate faculty in the Foreign Language

Acquisition Research and Education (FLARE) program. This interdisciplinary program sponsors

a PhD in Second Language Acquisition. When graduates of the TEFL certificate consider further

graduate studies in the United States, this is one of the programs that would be of interest.

Students who enroll in the TEFL Certificate program might become interested in the MA in

Linguistics with a TESL focus, the FLARE Ph.D. program in Second Language Acquisition, as

well as the MA and PhD programs in Foreign Language/ESL.

vi. Faculty and Resources

The following is a list of primary faculty available for the proposed program, all of which have

been cleared to participate (see the letter of support from John Hosp, DEO).

Primary Faculty

David Cassels Johnson (coordinator)

Lia Plakans

Pamela Wesley

Leslie Schrier

Resources

This certificate fits into the College of Education’s strategic plan and considerable commitments

to online education and online degrees. The College of Education offers many online courses

(Spring 2014 ISIS lists 53), demonstrating its commitment to online education and its significant

expertise in this area. The College of Education is well-equipped with the necessary technology

to offer this certificate. We have five classrooms with online audio and video technologies.

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The Division of Continuing Education has expressed its enthusiastic support of our TEFL

certificate and we are working with Anne Zalenski and her colleagues to design the online course

spaces. Their technological expertise and innovations in online course design will be an

invaluable resource for designing and delivering courses for the TEFL certificate.

vii. Statement of additional needed budget support

All faculty to be involved in this program already have an appointment in the College of

Education. The DEO has committed financial support for a TA to assist in development (see

letter of support from John Hosp). The college and department already have the capacity to

support this certificate and it can easily be absorbed into the current infrastructure. David Cassels

Johnson has agreed to be the coordinator of the program.

viii. Assessment of future needs, commitments, and opportunities

We envision this as a certificate with a modest cohort size. Our goal is to recruit 5-15 students in

the first year, with a maximum cohort of 25 for each year thereafter. The Office of Student

Services, within the College of Education, will handle the admissions process, although the

primary faculty will make decisions about who gets admitted. The Office of Students Services

has staff to handle incoming student applications and questions about the application process.

The coordinator of the program, David Cassels Johnson, will also help steer students in the right

direction.

As mentioned, the Division of Continuing Education has committed to assisting with

technological innovation and implementation. Within the College of Education, we also have an

in-house Education Technology Center (ETC), which offers technical support and can assist with

online presence, including website development to advertise the credential. The Office of

Strategic Communications can assist with student recruitment and strategic communications for

the TEFL Certificate. Both offices are integral to, and have experience with, the college-wide

initiatives for technological innovation in university courses and internationalization.

While the administrative structure and personnel are already in place, and the department is well

equipped to offer this certificate as currently envisioned (see support letter from DEO, John

Hosp), there is a possibility that the certificate will be expanded in the future. The online TEFL

Certificate reflects the vision of the College of Education, and the University of Iowa, for

increasing online education opportunities and international collaboration. This certificate could

serve as a model for other program areas around the university who seek to extend their online

presence and/or international impact.

January 5, 2015 Dean John Keller Graduate College 201G Gilmore Hall Dear Dean Keller: I am happy to write in support of the proposal being put forward by the Program in Foreign Language/ESL Education of the Department of Teaching and Learning to establish a Certificate in Teaching English as a Foreign Language (TEFL) Education. I write as both Associate Dean for Graduate Programs in the College of Education, and as Professor in the Department of Educational Policy and Leadership Studies. I support this proposal in both capacities. The program faculty have convincingly demonstrated a clear and long-term demand for the Certificate. The overseas demand for instruction in English is already large and gives every indication of increasing in the coming years. This Certificate promises to be sustainable for a long time. The proposal offers a clear and coherent plan for the Certificate. Resources are fully adequate. Four experienced tenure-track faculty have committed to the success of the Certificate. The sequence of courses has been carefully planned. The Certificate has the support of the University of Iowa Department of Linguistics. The Program in Foreign Language/ESL Education has been conscientious about making the Certificate conform to external standards. This Certificate gives the College of Education and the University of Iowa the opportunity to exert some important leadership that will have a broad and deep impact. There is a clearly demonstrated demand for the Certificate, faculty commitment is high, and the level of risk would appear to be extremely low. I endorse this enthusiastically. Sincerely,

David Bills Associate Dean for Academic Affairs and Graduate Programs College of Education

November 17, 2014

John Keller, Dean Graduate College 201 GILH

Dear John:

I am writing to endorse the proposed graduate Online Certificate for Teaching English as a Foreign Language being submitted by the Department of Teaching and Learning in the College of Education. This Certificate addresses an area of critical need globally and will support the university’s mission in international education. As the proposal explains, English has become a globally recognized language and is a required component of education in many countries. I frequently have requests for teachers and training in English language when I meet colleagues in other countries during my visits abroad. The Online TEFL Certificate would prepare teachers for elementary and secondary English-language teaching positions in countries outside the native English-speaking realm, providing specialized coursework in areas of strength at the UI. In addition to serving the global community, the TEFL Certificate would potentially bring in strong international students. Students enrolled would be earning credit that could transfer to graduate degrees. The faculty teaching the courses would have a chance to interact and evaluate the performances of online students over four courses, which could provide valuable insight for vetting strong candidates for our on-campus graduate programs such as Foreign Language/ESL Education, Linguistics, and FLARE. The proposal builds on strengths in the College of Education and the University of Iowa. Indeed, with this proposal and other initiatives, the College of Education has taken the lead in innovative curricula that meet needs worldwide, and has built on the international reputation of the UI in the field. I am confident that the coursework will provide future teachers with knowledge and skills to teach English in settings around the world. It is for these reasons that I support the proposed certificate enthusiastically and without reservation.

Sincerely,

Downing A. Thomas Associate Provost and Dean

Dear Dean Keller: I am writing this letter in support of the proposed online certificate in Teaching English as a Foreign Language (TEFL). This program would fill several needs. First, as the College of Education is expanding its online program offerings, the TEFL certificate program would represent a strong foray into this area. As designed, it is an innovative approach to expand our offerings from face-to-face to online opportunity. Once implemented, I envision this online certificate program having implications for innovative work in our on campus programs in Foreign Language/English as a Second Language (FL/ESL). Second, there is great demand for this program. In the past 18 months alone, we have had contact with universities or other institutions in China, Norway, Indonesia, and India interested in this type of program. It would fit in well with the University and College’s plans to develop international relations—including those in China with Hebei Normal University in Iowa’s sister state of Hebei province. There is great support for the TEFL certificate within the department. Our faculty members from other programs in the department recognize the importance and the opportunity present. FL/ESL is one of our strongest areas in the department and the faculty members have shown a commitment to this work. I am committed to supporting FL/ESL in this endeavor. If approved, I have committed a quarter-time graduate assistant to support the development of the programs. This is in addition to the other infrastructure present for development of online instruction available in the college and university. Similar to our online Board Certified Assistant Behavior Analyst (BCaBA) program, instruction of courses will be a mixture of tenure-track faculty and advanced doctoral students and lecturers balancing the needs of the on campus and online certificate programs to ensure that we provide the highest quality instruction for all. If you have any questions or wish to discuss the proposal further, please do not hesitate to contact me. Sincerely, John L. Hosp, PhD NCSP Professor and Chair

Monday, December 8, 2014 University of Iowa Leslie Schrier, PhD N244 Lindquist Center Department of Teaching and Learning Iowa City, IA 52242 Dr. Schrier: I am delighted to write this letter in support of the proposed on-line Certificate in English as a Foreign Language (EFL) program at the University of Iowa. The program will likely attract a broad base of candidates, including local, national, and international students, and will benefit from the Department of Teaching and Learning’s excellent reputation in foreign language education. In my position as dean of a school of education and board member of an international academic society, I see many potential enrollment sectors for such a program. These include undergraduate and graduate students seeking teaching positions abroad and those seeking work in schools and in higher education serving English language learners and international student populations. Additionally, such a program may be attractive to students residing abroad who seek a certificate from a reputable institution. Finally, the certificate may serve as a gateway program for students who wish to pursue further graduate studies at Iowa. I look forward to the commencement of the Certificate in EFL program and to directing potential students to this program. Sincerely,

John L. Watzke, Ph.D. Dean and Professor School of Education CEO, International Society for Language Studies

SCHOOL OF EDUCATION 5000 North Willamette Blvd. Portland, OR 97203-5798

T 503.943.7135 F 503.943.8042

www.up.edu

November  28,  2014  John  Keller,  Associate  Provost  and  Dean  Graduate  College  201  GILH    Dear  Dean  Keller:  With  this  letter  I  am  endorsing  the  proposed  graduate  Online  Certificate  for  Teaching  English  as  a  Foreign  Language,  which  is  being  submitted  by  the  Department  of  Teaching  and  Learning,  and  the  Foreign  Language  and  ESL  program  that  I  direct.    My  colleague  David  C.  Johnson  has  created  this  certificate  to  answer  a  need  from  current  Iowa  students,  alumni,  and  others  who  wish  to  be  prepared  to  teach  English  abroad.  I  have  kept  track  of  the  frequency  of  requests  from  current  Iowa  students  as  well  as  graduates  who  are  interested  to  knowing  about  how  to  teach  their  native  language  in  a  country  that  is  not  English  speaking.    The  requests  have  doubled  in  the  last  two  years,  so  much  so,  that  I  have  a  prepared  email  message  at  the  ready  to  answer  the  question-­‐“do  you  have  coursework  that  I  can  take  so  I  can  teach  English  in  XXX”  (fill  in  the  blank  country).    The  reason  for  this  interest  lies  in  our  economic  situation.    For  many  recent  graduates  in  the  humanities,  working  abroad  is  becoming  a  more  secure  option  than  searching  for  a  job  in  the  United  States.  Most  teaching  programs  in  other  countries  will  provide  teachers  with  a  salary  and  health  insurance,  and  some  programs  in  Asia  will  even  provide  free  housing.  Additionally,  many  recent  college  graduates  are  searching  for  alternatives  to  jumping  into  the  job  market  in  the  face  of  the  recession.  An  increasing  number  of  recent  graduates  are  searching  for  paid  positions  teaching  English  in  countries  like  South  Korea,  Japan,  China  and  Spain  as  a  means  to  expand  their  horizons  and  weather  the  economic  doldrums.  A  more  concrete  example  of  the  above,  is  that  we  will  be  welcoming  3  new  graduate  students  to  our  program  in  January.    These  students  have  returned  to  the  United  States,  specifically  to  Iowa,  after  working  abroad  for  several  years.    All  of  them  used  an  online  program  from  England  to  obtain  a  graduate  certificate  in  EFT  teaching  before  leaving  for  positions  in  Spain,  Germany,  and  Japan.    Unfortunately  for  them,  the  coursework  they  took  online-­‐  will  not  transfer  to  our  programs.    The  latter  issue  is  something  we  wish  to  erase  by  having  control  of  the  quality  of  our  on-­‐line  offerings  and  how  they  mesh  with  our  graduate  programs.    The  proposed  graduate  online  certificate  would  ease  this  transition  and  even  create  an  interest  in  our  graduate  programs  once  these  students  return  to  the  United  States.  

I  support  the  proposed  certificate  with  great  enthusiasm  and  will  gladly  answer  any  questions  that  you  have  in  relation  to  its  execution.      Sincerely,  

   Leslie  L.  Schrier,  Associate  Professor  Area  Chair,  Foreign  Language  and  ESL  Education