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Charlotte Benham

Work History

2016Present

Master ESL Teacher

Pathways for Promise, Asian University for Women

Founding member of faculty

  • Taught intermediate EFL students academic reading and writing skills in preparation for the university's first year program
  • Conducted training sessions for faculty on lesson planning, adapting materials, and communicative language teaching methods
  • Developed extensive reading and self-study materials for beginner to intermediate-level students; Oversaw academic mentoring program for struggling students
  • Compiled TOEFL & IELTS-based materials and implemented one-month curriculum for students preparing to take university's admissions test
20152015

Visiting Instructor

Department of Education, Universidad Central del Ecuador
  • Instructed Master's-level students in language teaching methodologies and learning theories 
  • Provided students with feed-back and -forward for two final projects: a teaching philosophy and co-taught microteaching demonstrations
20152015

Student-Teacher Mentor

Graduate School of Education, University of Pennsylvania
  • Observed student-teachers' classroom instruction in ESL courses
  • Conducted post-teaching reflective feedback sessions; Reported outcomes to course instructors
  • Assessed teaching performance according to graded rubric
20112012

Instructor, Opportunity Funding Program

The Fulbright Commission for Educational Exchange Between the United States and Nepal

Founding teacher of program

  • Designed syllabus and assignments for young adult Nepali students on college application essays, the writing process, college readiness, and language use
  • Collaborated with director to incorporate feedback and program guidelines
  • 90% of students were accepted to four-year colleges in the US, including Harvard, Princeton,  Dartmouth
20102012

Instructor (Academic English) & Tutor (Political Thought, Gender, and Academic English)

Nepa School of Social Sciences and Humanities

Founding faculty member of institution

  • Facilitated classes addressing language and study skills in academic contexts
  • Coached students on assignments of different genres: reflection papers, research proposals, and expository essays
  • Presented on various theoretical, philosophical, and historical contexts in order to facilitate students' understanding of course content
  • Proposed and implemented improvements to the program, including a 4-week Academic English preparatory course
20092010

English Teaching Assistant

The Fulbright Commission for Educational Exchange Between the United States and Nepal

Member of first cohort in Nepal

  • Served as primary English instructor for grades 6 through 9 in government school
  • Observed and provided feedback to local B.Ed. students completing teaching practicum; Participated in local-level teacher training workshops
  • Visited area schools to connect with local teachers and gain further insight into teaching context; Represented program at national conferences for English language teachers in Nepal
  • Provided qualitative feedback to program leadership to inform future cohorts, which resulted in revision of program objectives 
20072009

Department Coordinator

The Heller School for Social Policy and Management
  • Provided administrative support to Director of Sustainable International Degree programs and the Center for International Development, faculty, and staff
  • Authored and designed media materials and website
  • Served as key administrator for small, 4000+ volume library; Trained student workers and assigned long-term projects to maintain the library
  • Managed room reservation system for 15 classrooms, group work rooms, and public spaces

Education

2014

Master's of Science in Education in Teaching English to Speakers of Other Languages (TESOL)

University of Pennsylvania
2007

Certificate in English Language Teaching to Adults (CELTA)

University of Cambridge
2007

Bachelor's of Arts in History with High Honors

Brandeis University


presentations

"Gesture as Scaffolding for Instruction"

PennTESOL-East 2014 Fall Conference, Arcadia University, Glenside, PA

  • Reported results from participatory action research project on the impact of planned nonverbal teacher behaviors on student comprehension of instruction


"Habitus and Hierarchy: Issues of Authenticity in Nepali ESL Textbooks"

Nepal English Language Teachers Association 18th Annual International Conference, Kathmandu, Nepal

  • Reported findings from research on contemporary issues of culture and authenticity in government-issued ESL textbooks


"Government Textbooks as Teaching Tools: Discussion & Suggestions"

Nepal English Language Teachers Association Lalitpur District-Level Conference

  • Engaged local teachers in activities designed to raise their awareness of alternative uses for textbook content in the classroom based on experiences as a Fulbright English Teaching Assistant

publications

"Lessons in Language: What EFL Teachers Can Learn from Earthquake Relief Efforts"

ELT Choutari: Nepal's First Digital Magazine of ELT, June 1, 2015

http://eltchoutari.com/2015/06/lessons-in-language-what-efl-teachers-can-learn-from-
earthquake-relief-efforts/

  • Proposed some practical pedagogical goals that can be integrated into the post-earthquake EFL classroom based on socio-linguistic analysis of relief effort communication


"Culture Shock and the Community: Photonovels"

Graduate School of Education, University of Pennsylvania, Philadelphia, PA

  • Designed a 10 hour course in which students assemble photonovels of 8-10 pages that reflect their experiences of cultural and socio-linguistic negotiation in the US
  • Discussed the course's theoretical underpinnings within second language acquisition and teaching methodologies


"Curriculum Mapping for Scaffolded Lessons in the Community Classroom"

Graduate School of Education, University of Pennsylvania, Philadelphia, PA

  • Conducted research on content issues relevant to designing curricula for ESL courses for daily living
  • Developed a set of lesson plans and materials for 6 hours of instruction informed by the project-based learning approach and differentiated instruction


"Teach for Nepal Literacy Resource Activity Guide"

Graduate School of Education, University of Pennsylvania, Philadelphia, PA

  • Complied culturally-relevant folktales and leveled lesson plans designed to develop Teach for Nepal Fellows' understanding of literacy development and classroom instruction in theory and application
  • Integrated curriculum design and adult-learning theories into guide's content and focus