Learn to meet the educational needs of students for whom English is not their native language. This course provides an overview of the training needed to meet ELL students' needs and is one of three introductory courses applicable for all educators. Check with your district staff development office for credit eligibility toward Florida's ESOL Endorsement.

     20 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 ELL and non-ELL students. (Standard 3)
  • Use knowledge of the cultural characteristics of Florida's 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 ELL 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 ELL 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)
  • 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)
  • Use formal and alternative methods of assessment/evaluation of ELL 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)
  
  
• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  The participant
  • Analyzes individuals' learning needs and practices techniques which accommodate differences, including linguistic and cultural differences. (1.1)
  • Identifies students' cognitive, social, linguistic, cultural, emotional, and physical needs in order to design individual and group instruction. (1.4)
  • Varies communication (both verbal and nonverbal) according to the nature and needs of individuals. (2.3)
  • Identifies communication techniques for use with colleagues, school/community specialists, administrators, and families, including families whose home language is not English. (2.10)
  • Identifies strategies, materials, and technologies that she/he will use to expand students' thinking abilities. (4.2)
  • Recognizes the cultural, linguistic and experiential diversity of students. (5.3)
  • Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities. (5.4)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.5)
  • Employs techniques useful in creating a climate of openness, mutual respect, support, and inquiry. (5.8)
  • Recognizes developmental levels of students and identifies differences in a group of students. (7.1)
  • Varies activities to accommodate different student learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage. (7.5)
  • Recognizes learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes. (7.6)
  • Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods. (7.7)


• 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.

Reflection/Dialogue Exercises (4) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Identify and explore various content-area strategies for use with English Language Learners (ELLs). Use these strategies to critique a classroom instructional plan.

This is part of Beacon's ESOL introductory series for all educators. Check with your district staff development office for credit eligibility toward Florida's ESOL Endorsement.

     20 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 ELL (English Language Learners) and non-ELLs. (Standard 3)
  • 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 ELLs. (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 ELLs, 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)
  • 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 ELLs, including measurement of language, literacy and academic content metacognition. (Standard 21)
  • Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice. (Standard 24)



• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  
  • Analyzes individuals' learning needs and practices techniques which accommodate differences, including linguistic and cultural differences. (1.1)
  • Identifies students' cognitive, social, linguistic, cultural, emotional, and physical needs in order to design individual and group instruction. (1.4)
  • Interprets, with assistance, data from various informal and standardized assessment procedures. (1.10)
  • Reviews assessment data and identifies students' strengths and weaknesses. (1.11)
  • Learns from peers and colleagues and develops professional relationships. (3.13)
  • Accepts and values students from diverse cultures and linguistic backgrounds and treats all students equitably. (5.1)
  • Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities.(5.4)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students.(5.5)
  • Varies activities to accommodate different student learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage. (7.5)
  • Identifies student performance outcomes for planned lessons. (10.1)
  • Plans and conducts lessons with identified student performance and learning outcomes. (10.2)
  • Provides comprehensible instruction based on performance standards required of students in Florida public schools. (10.4)
  • Plans activities that engage students in learning activities and employs strategies to re-engage students who are off task. (10.10)
  • Plans and conducts lessons that are interdisciplinary. (10.12)
  • Develops and expands strategies that are effective in fulfilling the role of student advocate and is familiar with the laws (State and Federal) and court-ordered Consent Decrees which assure the rights of students. (11.1)



• 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.

• Complete a reflection response demonstrating knowledge of ELL student identification.



• Complete lesson plan critiques for
  • Appropriate curriculum for mainstream ELLs,
  • ESOL appropriate assessments,
  • ESOL appropriate instructional strategies, and
  • ESOL appropriate materials, media, and technology.



• Complete a reflection response after observing and critiquing a lesson.

America’s public school populations have become increasingly diverse over the past twenty years. These demographic changes coupled with political action to ensure equality have fueled a need for professional development in regards to meeting the needs of English Language Learners (ELLs). This course will explore language acquisition processes and implications for enhancing learning for ELLs.

This course is one of three offered by Beacon Educator to satisfy the requirement of sixty hours of introductory knowledge in English Speakers of Other Languages (ESOL) training. Check with your District Staff development office for credit eligibility toward Forida's ESOL Endorsement.

     20 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)
  • 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 ELLs. (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 ELLs, using current information on linguistic and cognitive processes. (Standard 9)
  • 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)
  • Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
  • Use formal and alternative methods of assessment/evaluation of ELLs, including measurement of language, literacy and academic content metacognition. (Standard 21)
  • 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)
  
  
  
• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  Participant
  
  • Employs traditional and alternative assessment strategies in determining students' mastery of specified outcomes. (1.5)
  • Acquires and adapts interaction routines (e.g., active listening) for individual work, cooperative learning, and whole group activities. (2.6)
  • Identifies communication techniques for use with colleagues, school/community specialists, administrators, and families, including families whose home language is not English. (2.10)
  • Communicates student progress with students, families, and colleagues. (3.5)
  • Works to continue the development of her/his own background in instructional methodology, learning theories, second language acquisition theories, trends and subject matter. (3.9)
  • Recognizes the cultural, linguistic and experiential diversity of students. (5.3)
  • Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities. (5.4)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.5)
  • Selects appropriate culturally and linguistically sensitive materials for use in the learning process. (5.6)
  • Employs techniques useful in creating a climate of openness, mutual respect, support, and inquiry. (5.8)
  • Acknowledges the importance of family and family structure to the individual learner. (5.10)
  • Communicates with students effectively by taking into account their developmental levels, linguistic development, cultural heritage, experiential background and interests. (7.4)
  • Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods. (7.7)



• 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.

• Reflection/Dialogue Exercises (4) – Participants reflect on course content, strategy implementation, and their personal learning experience.