DOMINICK ANTONUCCI

7705 Lawyers Road, Charlotte, NC 28227 dominick.antonucci@gmail.com (704) 713-9394

PROFESSIONAL PREPARATION
Masters of Education in TESL, UNC Charlotte August 1996
- Teaching Intern: Elementary (pull-out) and High School (ESL-content) [K-12 certification] - Teacher for the Computer Application, Math Manipulatives Program - Peer Writing Tutor, The Writing Resource Center - Conversation Partner, Conversation Partners Program, The English Language Training Institute at UNC Charlotte -The Possible Positive Effects of a Learners Spelling for the ESL Student, Research Methods

Bachelor of Arts in Linguistics, UNC Chapel Hill December 1993 ---------------------------------------------------------------------------------------------------------------------------------------------FOREIGN LANGUAGE LEARNING, PERFORMANCE, and TUTORING Italian I-IV, History of the Italian Language, History of Italy to the Middle Ages (both in Italian itself) Latin I-III; Winner: State-wide competition for foreign language poetry recitation Russian I&II, Tutor for Russian I & Japanese I-IV - Semester Abroad: LUniversit di Bologna, Italy

TEACHING
The English Language Training Institute, UNC Charlotte Semester-Long Courses
Nearly 70% of the courses under the current EAP curriculum, with placement by level Fall 2007-Present Nearly 70% of the courses under the previous pre-EAP curriculum, with placement by skill Fall-1996-Spring 2000

Volume: Nearly 60 courses to date, Over 700 students taught Range: Have Taught Every Skill-Level Combination but One

Easily establish and maintain excellent rapport with students as learners of a second language living in a country not their own by drawing upon strong natural empathy and patience as well as my identically analogous experience during semester abroad in college Provide practical and but thorough explanations of what words mean, how grammar works, what good writing entails, what makes for easy intelligibility when speaking, and so on by drawing upon expert-level understanding and appreciation for English, a life-long fascination, as well as a wide array of teaching tools and expertise Effectively use websites to teach new vocabulary (Google image, wordreference.com, Longman), practice grammar (englishpage.com), and help students with pronunciation (fonetiks.org, et al Effectively collaborate with fellow teachers to imagine, design, and deliver semester-long. cross-section/cross -level projects by being detail-oriented, deadline-conscious, and willing to devote time enough to get things right. Effectively collaborate with fellow teachers to plan and deliver level-common field trips including curriculum-supporting and enhancing lesson-sequences leading up to, during, and following thereafter so that English remains the top priority throughout Go out of my way to make sure students understand what about their English requires the most attention and how I attend to those aspects when assigning grades for the course (homework, class work, and unit-final evaluation) and to arrive at promotion

recommendations after the course ends, stressing the primary role each courses outcomes play in those judgments Fairly and intelligently evaluate students using course outcomes through the use of both traditional letter grades as well as a four-number scale keyed to the relative attainment of each Likewise, provide students with the opportunity to evaluate how well the course is meeting their learning needs at midterm and at semesters end. At midterm, I also share my perspective on how the students evaluated me and make adjustments in light of from then on out, as appropriate. Dutifully maintain both paper and internet-mediated records of class participation, homework, and grades

Other Teaching: Course-Supplemental Tutoring & Brief Topics Courses

Course Supplemental Tutoring for Level One & Two, 9 students, 120 hrs total, Spring 1997,Summer 2008Spring 2009 Writing Effective Responses to IETLS Task One Prompts
Beginning Third Time Teaching

Idioms for Upper Levels Pronunciation for Lower Levels Preparing for the Reading Section of the PBT Listening Section of the PBT

Preparing for the

ADDITIONAL SERVICE
Exceptional Contribution as a Level Team Member Interim C-Skills Lead-Teacher Summers of 1998 and 1999
Led meetings, supervised placement, produced three mock oral interviews for calibration purposes, revised placement scoring forms, and coordinated course evaluations

Participation Semester after Semester

Fulfill all the duties level team members have, including preparing for and actively participating in meetings, providing syllabi, collaborating on tests, synchronizing schedules, and reporting on students, Meet with teachers new-to-ELTI to help them calibrate to ELTIs placement instruments and with teachers new-to-my level to go over materials and methods I make use of and to answer any questions regarding the same Regularly share all materials using in a course to section-opposite teachers of the same course Contribute to the schools process of ongoing improvement in instruction by writing reflections after the semester has ended on both the successes as well as the weak points of my teaching of the courses just finished, which reflections enter into the reports levelcoordinators provide for the director so he can institute changes in light of

Language Lab Coordinator Summer 2011 Present NinerNet Account Responsibilities During orientation week, have planned and led students through the online process by which their NinerNet accounts get activated so they can access both their email and moodle course pages Have improved how quickly, smoothly, and effectively this account activation process gets done by thinking of, planning out, getting the directors approval for, and putting into practice the students use of both a common answer to authentication questions asked as well as a common initial password Routinely unlock such accounts when students fail to update passwords when required to do so, which unlocking now requires next to no time at all since I improved the process described above

Other Support Given to Students Routinely answer questions on points of grammar and support their efforts to plan and revise essays Have advised students on how to prepare on their own for the IELTS, the PBT, and the IBT by recommending resources and walking them through effective use thereof, short- and long-term Have done the same re: independent test prep for the IELTS and the TOEFL, both the PBT and IBT Help students with their efforts to gain admission into an American university in a number of ways, including explaining what personal statements should do and, in light of, what makes for a good one as well as explaining what emails received from admissions office precisely mean. Help students pay university bills, check immunization records, and print out insurance cards Advise students re: traffic tickets and DMV issues, as appropriate. Routinely help students print out papers and otherwise use the computers Significant Contributor to the Success of the Program as a Whole Student Success Survey Project Contributor Worked with another teacher to compile and then analyze students responses to a school-wide survey asking them to describe their perceptions of classmates from other countries and also tell what aspects of their courses best supported their learning; Using the results of our analysis, wrote a report for the Accreditation Committee and then presented on the same at two TESOL Conferences, local and regional. Curriculum Revision / Accreditation Self-Study Contributor AY, 2000-1 With yet a different teacher, contributed to ELTIs Accreditation Self-Study (20001).by determining how switching from skills-placement to level-placement would affect course counts and by recommending textbooks for six courses then being planned for the new EAP-orientated curriculum.

PROFESSIONAL DEVELOPMENT & ENGAGEMENT

IELTS Examiner for both the writing and speaking modules, Fall 2008Present Conference Presenter & Attendee
Helping Students with Academic Task One of the IELTS Writing Section Carolina TESOL Fall Conference, Asheville, November 3-5, 2011 Surveying to Discover what Hinders Students from Staying on Course Carolina TESOL Fall Conference & the Southeast Regional TESOL Conference, Fall 1999 Discovering Science through the Cognitive Academic Language Learning Approach Carolina TESOL, Greenville, February 1996

Conference Attendee Alone

TESOL Annual Convention, Baltimore, 2003 & Chicago, 1996 TESOL Applied Linguistics Graduate Students Conference, Asheville(2010) & Greenville Carolina TESOL Conferences: October 98; April 97; February 96; June 94

(2012)

Member, Carolina TESOL

A SUMMARY OF MY IEP TEACHING EXPERIENCE AT ELTI Under Two Curricula, EAP with Level Placement and Pre-EAP with Skills Placement, Combined
90% of all Skill-Level Combinations Taught
Level: Listening & Speaking Communication Skills Academic Language Grammar Reading & Writing, Reading, Writing One & Two LS, 1x Three CS, 1x AL, 2x RW, 6x Four LS 3x* CS 3x AL, 2x* G 1x Five CS, 2x AL, 4x G, 2x Six AL 4x G, 2x Seve n LS, 4x CS, 1x G, 2x W, 1x

G, 2x RW 1x W, 2x

RW, 4x RW, 7 RW, R R 1x 1x; W, 3x;W, R, 1x 1x 3x 57 Courses (2 in progress*) over 26 Semesters Fall 1996Spring 2000 & Fall 2007Fall 2011

Nearly 70% of the Courses under the Current EAP with Level Placement Curriculum Taught
One & Thre Fou Fiv Si Seve Level: Two e r e x n Listening & 1x 3x* 3x Speaking Academic 4 2x 2x* 2x Language x Reading & 1 1x 6x 4x 1x Writing x 30 Courses (2 in progress*) over 15 Semesters Fall 2000 & Fall 2007-Spring 2012

Nearly 70% of the Courses under the Previous Pre-EAP with Skills Placement Curriculum Taught
Level: Communication Skills Grammar Reading Writing One & Two (2x, with W) Thre e 1x Fou r 3x 1x 1x Fiv e 2x 2x 1x Si x 2 x 3 x 3 x Seve n 1x 2x 1x

(2x, with 2x G)) 27 Courses over 11 Semesters Fall 1996Spring 2000