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Lisa Johnson

SCAD Language Studio professor

Education

  • M.A., TESL, Kean University
  • B.A., foreign languages, international studies, West Virginia University

Credentials

  • Professor, ESL, 2009–present, Savannah College of Art and Design, Savannah, GA
    Contribute to the development of current curriculum and syllabi, departmental writing assessment rubric, and skills matrix. Develop syllabi, including Reading, Writing, and Grammar in Art and Design, Presentation and Pronunciation (as part of SLS committee), Academic Writing and Speaking III—Advertising and Cultural Topics in Writing, and Speaking III/IV—Travel. Teach all reading, writing, and grammar classes in current curriculum from levels 2–6. Teach all listening, pronunciation, and speaking classes in current curriculum from levels 4–6. Taught in Cultural and Academic Preparation Program. Develop instructional materials, lessons, and assessments tailored to each class and assist colleagues by sharing these materials. Incorporate gallery talks, architectural tours, volunteer opportunities, and local and SCAD extended learning opportunities into instruction.
  • ESL Teacher/Instructional Assistant, 2006–2007, West Rutland School, West Rutland, VT
    Responsible for placement, curriculum development, and instruction. Administered WIDA and WIDA ACCESS for ELL tests. As instructional assistant, facilitated high school independent studies program as an instructional assistant and tutored high school students in math, writing, and reading.
  • Fifth Grade Teacher, 2000–2006, Lower School, The American School in England, Thorpe, Surrey, England
    Taught all subjects in a self-contained, American curriculum classroom. Used classic children's literature as a springboard for genre studies in reading and the writing process, culminating in publishing student writing for the TASIS Young Authors and Illustrators Festival. Incorporated special projects, experiential learning, multimedia, and the arts across the curriculum. Wrote detailed evaluations illustrating a student's strengths and weaknesses for each marking period.
  • ESL Teacher, 2001–2005, The American School in England Summer Program, Thorpe, Surrey, England
    Taught introductory and advanced ESL. Supervised student activities and organized field trips. Supervised dormitories.
  • Fifth Grade Teacher, bilingual program, 1995–2000, Samuel E. Shull School, Perth Amboy, NJ
    Taught all subjects to limited English proficient students in a self-contained classroom. Used a variety of approaches to address different learning styles and improve thinking skills including portfolio assessment and open-ended questioning. Integrated an experiential approach as part of master's degree project, The Benefits of Experiential Education for Bilingual Students.
  • Adjunct Instructor, ESL, 1997–1999, Kean University, Union, NJ
    Writing Workshop I and II and Introduction to ESL classes. Emphasized paragraph and essay development using a process approach. Utilized peer correction, journal writing, and grammar mini lessons.
  • ESL Teacher, 1994–1995
    Adult Education Teacher, Summer 1994, Perth Amboy Adult School, Perth Amboy, NJ
  • ESL Teacher, 1994–1995, Roselle Park Adult School, Roselle Park, NJ
  • ESL Teacher, 1994, McGinnis School, Perth Amboy, NJ

Awards, recognitions, and honors

  • Teacher Expectations, Student Achievement, 1994–1995

Organizations

  • Teachers of English to Speakers of Other Languages

Publications and presentations

Presentations

  • "Beyond Traditional Language Teaching: International Students of Art and Design," Teachers of English to Speakers of Other Languages, Baltimore, 2016