Participants review aspects of the various areas for ESOL coursework as determined by the Consent Decree and in compliance with Florida Performance Standards for Teachers of English for Speakers of Other Languages in preparation for implementing the supervised practicum. Then, they apply knowledge of ESOL appropriate instructional practices, while creating instructional plans. This course provides guidelines and direction for completion of the supervised practicum.

     60 Credit Hours.

Course Objectives

• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. (Standard 1)
  
  
  
  • Recognize the major differences and similarities among the different cultural groups in the United States. (Standard 2)
  
  
  
  • Identify, expose, and reexamine cultural stereotypes relating to LEP/ELL and non-LEP/ELL students. (Standard 3)
  
  
  
  • Use knowledge of the cultural characteristics of Florida's LEP/ELL population to enhance instruction. (Standard 4)
  
  
  
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  
  
  
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
  
  
  
  • Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
  
  
  
  • Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Standard 8)
  
  
  
  • Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. (Standard 9)
  
  
  
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
  
  
  
  • Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. (Standard 11)
  
  
  
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  
  
  
  • Evaluate, design, and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon. (Standard 13)
  
  
  
  • Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. (Standard 14)
  
  
  
  • Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. (Standard 15)
  
  
  
  • Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. (Standard 16)
  
  
  
  • Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. (Standard 17)
  
  
  
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  
  
  
  • Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
  
  
  
  • Administer tests and interpret test results, applying basic measurement concepts. (Standard 20)
  
  
  
  • Use formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. (Standard 21)
  
  
  
  • Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum. (Standard 22)
  
  
  
  • Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting. (Standard 23)
  
  
  
  • Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice. (Standard 24)
  
  
  
  • Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. (Standard 25)
  
  
• Technology Standards (from ISTE/NETS for Teachers)
  
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging
    digital tools and resources in support of student learning.(5-C)
  
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

File Upload Exercise (3) – Creation of three ESOL appropriate instructional plans which target LEP students identified at specific stages of oral language development, implementation of one of the instructional plans, self-reflection of the implementation