ML Introduction 

As an analytical learner, I have always felt an overwhelming desire to see the bigger picture and to comprehend and identify the logical ties that bind everything together. Some of the major questions I have been asking myself this past year were mostly about the underlying principles behind the design and organization of the courses in the MA in TESOL program. Some of these questions are: “How and why is the MA in TESOL program designed in such a way? What are the reasons behind that structure?” These inquiries have persisted in my mind regarding both the macro and micro levels of program and course design. I even pondered the logic behind something as seemingly random as the community meeting. When I started working on my portfolio, I had all these questions in mind. I think that my yearning for logic contributed significantly to shaping the content and process of this portfolio. While writing it, all those questions became evident to me. The MA in TESOL design is like that of an ecosystem—every part of it contributes to the overall harmony of the whole. The portfolio gave me that understanding and also the opportunity to revisit all the learning encounters I have been part of and to see them differently this time and more noticeably.

It took me approximately two months to write this portfolio. However, the preparation for it had long been ongoing, and reading and reflection on past experiences were integral parts of it. Reflection, though, is one of the hardest skills to develop. It took a lot of my time and energy. In the end, it was worth it. While writing my portfolio, I had to do a lot of study and sometimes reread previous documents or reexamine a claim I had earlier made. Overall, the portfolio was a refresher course. It offered me an opportunity to reflect on my practice and learning. During the past year, I took part in one of the most impactful educational experiences of my professional life. I have never before felt so transformed, gratified, and happy as I was during my time here. In this portfolio, you will find, in accordance with program guidelines, a home/cover page, introduction/opening statement, thematic essay, and a reflective essay for each of the six program competencies: Language; Culture; Learners and Learning; Teachers and Teaching; Self and Other; and Educational Institutions, Communities and Professional Life. Each reflective essay consists of four sub-competencies. Each of the four sub-competencies has its documents cited at the top of the page. The overall documents used in one reflective essay are cited at the end of the last sub-competency of that particular reflective essay. 

A Supporting Documents Index can be found at the end of this portfolio. It includes all the documents used in this portfolio coded for easy access. After that, there is the bibliography, and then the actual supporting documents are included under the title “Supporting Documents.”