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Welcome to the University of Kentucky, Go Teacher Scholars! Use the navigation above to view pre-departure information, photo galleries, calendar of events, and more!
In this section:
Contact Information of CESL for the Go Teachers Program:
Center for ESL (CESL)
University of Kentucky
1667 Patterson Office Tower
Lexington, KY 40506-0027
Phone: (859) 257-7003 or
After Hours Phone: (859) 221-0856
Fax: (859) 323-1072
The housing we have chosen for the GTPE is both comfortable and convenient. All of our apartments are located within minutes of campus, with bus routes stopping right outside your door!
Red Mile Village Apartments
Many of our participants live in Red Mile Village on Red Mile Road. Four single bedrooms with individual baths are clustered in a suite surrounding a common kitchen and living area. Apartments are fully furnished, including television, and utilities are included. Units have washers / dryers. The apartment complex has a recreational facility and on-site security. Linens, shower curtains, kitchen utensils will be provided by the project.
- Other amenities include:
- 24-hour fitness club
- Bus stop
- Clubhouse with billiards and gaming area
- Outdoor swimming pool, patio, and grill area
- Free tanning service
- Wireless internet and business lounge with free printing
- TV and movie lounge
- Onsite courtesy officer
- Half-court basketball court
- Sand volleyball area
While you are at the University of Kentucky, you will receive $24 per day (seven days per week) for meals.
Upon arrival, you will be issued a “Plus Card” (similar to a debit card) with a pre-loaded balance to cover meal expenses for the first month. You can use this card to pay for meals at selected restaurants and in university dining facilities.
You will be issued monthly checks through the end of your visits. We will help you open bank accounts where you can deposit your checks and withdraw money as you need it.
You will have three meal options:
1. Eat in University dining facilities, and pay with your Plus Cards.
2. Eat at restaurants near campus, and pay with your Plus Cards.
3. Purchase food at grocery stores and prepare meals in your apartments.
- Physician treatment: should your medical condition require a physician’s care or tests
- Prescription drugs: written prescription of a Physician or Surgeon
- $0 Deductible: your insurance coverage begins right away, not after a certain amount is paid by you first
- Hospital charges: should a new medical condition require a hospital stay, charges associated with your stay at the hospital are covered
- Surgery charges: if your medical condition requires surgery, your insurance covers the expenses associated with surgery
- 24 Hour Emergency Assistance: transportation to a medical facility by ambulance if needed.
- Assistance with emergency travel: for you and a family member in the event of a critical illness
The insurance does not cover:
- any pre-existing medical condition (a medical condition that you are being treated for before leaving Ecuador)
- routine dental care including exams, cleanings, fillings, crowns etc. Have your dental work done before coming to the US
- routine vision care such as eye exams or replacement of glasses etc. Bring an extra set of prescription glasses with you!
- over the counter medication (medicine you would purchase without a prescription from a doctor).
If you have a medical condition that you are being treated for in Ecuador (a pre-existing condition), the insurance purchased with your scholarship funds will NOT cover treatment of that medical condition. This includes visits to the doctor and any treatments or prescriptions for that condition. The doctor in the United States can treat your condition and provide prescriptions, but you will have to pay for that on your own. Your scholarship will NOT cover pre-existing conditions.
If you have a pre-existing condition requiring continued healthcare during your stay in the United States and wish to participate in the Go Teacher program, you must:
1.) have insurance that is accepted by the university healthcare system or a doctor and hospital in the city you will be staying. It is your responsibility to find medical care that accepts this insurance and for any transportation costs associated with getting to the medical facility for treatment. You will be required to provide proof of accepted insurance before traveling to the US or your form DS 2019 will be canceled.
2.) have and show evidence of personal funds necessary to cover the costs related to all medical care associated with your pre-existing condition for the duration of your stay in the United States. This proof of funding will be required before you travel or your Form DS 2019 will be canceled.
Click here to view a virtual campus tour of UK!
University of Kentucky
1667 Patterson Office Tower
Lexington, KY 40506-0027
Phone: (859) 257-7003 or
After Hours Phone: (859) 221-0856
Fax: (859) 323-0387
Website: https://esl.as.uky.edu/ecuador, https://esl.as.uky.edu
|Thomas Clayton, CESL Executive Director
|Liga Abolins, TESL Director
|Tina Durbin, CESL Assistant Director, Go Program ESL Director
Phone: (859) 257-1318
Mobile: (859) 270-7016 (cell)
|Jason Carr, CESL Special Programs Coordinator
Phone: (859) 218-1077
Mobile: (859) 221-0856 (cell)
|Lindley Winchester, Graduate Staff
|Shannyn Drummond, Graduate Staff
|Parker Brody, Graduate Staff
|Tom Ward, Undergraduate Staff
|Maureen Dreckman, Undergraduate Staff
|Delia Rose Gibbs, Undergraduate Staff
|Xavier Watson, Undergraduate Staff, Webmaster
Culture & Language in Classroom Practice: In this first block of professional development, you will examine the many ways in which school educators may build capacities for cultural and linguistic diversity in the classroom. Special emphasis is placed upon readiness for mutually accommodative professional practices with culturally and linguistically diverse (CLD) students and families in the following areas: foundations of culture and language; critical reflection on practice; maximizing the assets that CLD students and families bring to learning; school and classroom ecology; curriculum conscientiousness; differentiation of instruction for cultural and linguistic diversity; and applications of a framework for advocacy.
ESL/EFL Methods: This block of professional development will provide you with a theoretical understanding of contemporary instructional approaches, methods, strategies, and techniques that have proved effective for culturally and linguistically diverse learners who are acquiring English as a second language. Through hands-on application and exploration, you will practice and assess the effectiveness of multiple instructional approaches for meeting the site-specific needs of student populations. An emphasis is placed on teaching and learning strategies that are designed to promote listening, speaking, reading, and writing in the classroom.
Applied Linguistics/SLA: In this block of professional development, you will explore the theoretical underpinnings of language acquisition and linguistics that support educators in planning appropriately-adapted curriculum and instruction for English language learners. Through a critical analysis of the stages of second language acquisition and the transfer of the native language to the second language, you also will learn to recognize the linguistic needs of students as they engage in academic tasks. This professional development encompasses problematic aspects of English language learning, the ways in which languages may differ, and certain universal aspects of languages.
In the Go Teacher program, the individual learning profile of each participant is taken into consideration. Supplemental pedagogical programming is provided for those with advanced levels of English proficiency. We at CIMA look forward to meeting you! Our collaboration will continue to advance English education throughout Ecuador and inform the perspectives and practices of the entire K-State community.
All TESL professional development is aligned with the Standards for Effective Pedagogy and Learning as well as the domains and standards set forth by TESOL.
The Center for Research on Education, Diversity & Excellence (CREDE) has been instrumental in guiding practitioners to implement effective pedagogical practices with CLD students. CREDE developed a set of five standards for high-quality teaching, referred to as the Standards for Effective Pedagogy and Learning (Tharp, Estrada, Dalton, & Yamauchi, 2000; CREDE, 2002). Briefly, the standards are as follows:
1. Joint Productive Activity – Teacher and students producing together
2. Language Development – Developing language and literacy across the curriculum
3. Contextualization – Making meaning: Connecting school to students’ lives
4. Challenging Activities – Teaching complex thinking
5. Instructional Conversation – Teaching through conversation
The National Education Association has endorsed these standards for all students. Fundamentally, the standards emphasize (a) academic language development; (b) contextualization of academic concepts within the experience and knowledge that students bring from home, community, and school; and (c) student engagement.
“The TESOL Standards for P-12 Teacher Education Programs address the need for consistency throughout the United States in how teachers are prepared to teach English as a second language (ESL) to children in P-12 schools. When the ESL Standards for Pre-K-12 Students (TESOL, 1997) are used as a guideline to create a scaffold of language objectives, the task becomes manageable in providing academic and linguistic instruction to students. With the language component added to lessons as objectives...the teacher becomes an intentional language teacher who is also helping students demonstrate multiple standards." (TESOL, 2003)
Domain 1: Language
Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL (English Speakers of Other Languages) students’ language and literacy development and content-area achievement.
- Standard 1.a. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading and writing for social and academic purposes.
- Standard 1.b. Language acquisition and development- Candidates understand and apply concepts, theories, research, and practice, to facilitate the acquisition of a primary and a new language in and out of classroom settings.
Domain 2: Culture
Candidates know, understand and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language and literacy development, and content-area achievement.
- Standard 2.a. Nature and role of culture. Students know, understand and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.
- Standard 2.b. Cultural Groups and Identity. Candidates know, understand, and use knowledge of how cultural groups and students’ cultural identities affect language learning and school achievement.
Domain 3: Planning and Managing Instruction
Candidates know, understand, and use standards based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources.
- Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards based ESL and content curriculum.
- 3.b. Managing and Implementing Standards Based ESL and Content Instruction Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques, for developing and Integrating English listening, speaking, reading and writing, and for accessing the core curriculum. Candidates support ESOL Students in accessing the core curriculum as they learn language and academic content together.
- 3.c. Using resources effectively in ESL and content instruction: Candidates are familiar with a wide range of standards-based materials, resources, technologies, and choose, adapt, and use them in effective ESL and content teaching.
Domain 4: Assessment
Candidates understand issues of assessment and use standards-based assessment measures with ESOL students.
- Standard 4.a Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (included gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized assessment tests of overall mastery), as they affect ESOL student learning.
- Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.
- Standard 4.c. Classroom Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.
Domain 5: Professionalism
Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such issues to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment.
- Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply knowledge to improve teaching and learning.
- 5.b. Partnerships and advocacy. Candidates serve as professional resources, advocates for ESOL students, and build partnerships with students’ families.
- Standard 5.c. Professional Development and Collaboration: Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.
A: You will be placed on probation on your return to Ecuador and will be required to register and pay (on your own) for seminars to enhance your English proficiency. You can register and pay (on your own) to take the TOEFL iBT again.
A: The "Go Teacher" program is considered a full time program in order to improve your knowledge of the English language as well as your teaching techniques and methodologies. Students are NOT to work and should dedicate themselves fully to the academic program.
A: Your family members may visit you on a visitor’s visa, but arrangements and the scholarship DO NOT support your family living with you for the program.
A: Rules for this may vary from state to state. Please talk with your point of contact for logistics within your institution.
Click here to view the Go Teacher Calendar.