ESL Supplemental Certification Training 154 Evangelina Guerra Hitchcock ISD Contents Domain I Domain II
Domain III Acronyms Overview of ESL (154 Supplemental) http://texes.ets.org/assets/pdf/testprep_manuals/154_esl_supp.pdf Domain I (25%) Language Concept Language Acquisition
Domain II (45%) ESL Instruction Assessment Domain III (30%) Foundations of ESL Education Cultural Awareness Family and Community Involvement DOMAIN I Language Social shared code or system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols.
Communication Production of signals with the intention of relaying information and the expectation that the signal will be interpreted as intended. Nonlinguistic Cues Includes gestures, body posture, facial expressions, eye contact, head and body movement, and physical distance. Linguistic Competence Knowledge of the operating principles needed to be a language user.
Enables language users to determine what makes sense and what is nonsense. Nature and Concepts of Language Systems Phonology Morphology Semantics Syntax Discourse Lexicon
Pragmatics BICS vs. CALP (Cummins) Basic Interpersonal Communication Skills Everyday language Communicative Universal across all native speakers Usually takes 2 to 3 years to master Cognitive-Academic Language Proficiency
Reading/writing connection Abstract thinking Academic instruction Usually takes from 5 to 7 years to master Second Language Is taught and learned in the following order: Listening Speaking Reading Writing
Errors Acquiring Second Language Contrastive Analysis Errors in L2 are a result of differences between first and second language. Error Analysis Errors occur because of a language development or little or no development of L1 or L2. DOMAIN II Factors that Affect ELL
Students Learning Age Differences Pacing Gender Methods Teacher Aptitude Cognitive Development Time Learning Styles Setting Grouping Practices Motivating Attitude Materials Understand the Process
of L1 and L2 Code-Switching is moving from L1 to L2 and back to L1. Period with no verbal sound / communication Learner is absorbing and taking in new learning This period could last from 4 to 8 months Oral Fluency Levels Pre-Production Stage Early Production Stage
Speech Emergency Stage Intermediate Fluency Stage Learning Styles Visual Tactile Kinestetic
Auditory ESL Teaching Methods Audio Lingual Approach Total Physical Response
Language Experience Approach Silent Way Cognitive Approach Natural Approach Literacy Instruction
Focuses on understanding and communicating meaning Takes place within a rich, challenging and content-centered curriculum Uses many kinds of activities Incorporates students experiencies in order to provide comprehensible input Development of CALP
The learner would demonstrate the ability to perform such complex tasks as: Sequence of events Distinguish facts from fantasy Complete worksheets and tests in the content areas Use charts, tables, graphs, maps Engage in class discussions Work in reference material Related to the Brain Workbooks Creative art Hemispheres
activities Drill and repetition Creative writing Following Directions Self-expressive
activities Computations Solving problems Collecting facts Values clarification
LEFT BRAIN RIGHT BRAIN Modifications in the Classroom Instruction Pacing
Methods Assessment TAKS Portfolios IDEA Self assessment
TELPAS Oral performance Writing assessment Woodcock Munoz Formal
Informal LEP Policies TEA Education Code Chapter 29.05129.064 http://ritter.tea.state.tx.us/curriculum/biling/tec29.html TAC Chapter 89, Subchapter BB http://ritter.tea.state.tx.us/rules/tacupdates/september2007/ch089bb.pdf DOMAIN III History of Bil/ESL Education
National Defense Education Act(1958) Provided federal money for the expansion of foreignlanguage teaching. Bilingual Education Act(1968) LES students will increase English-language skills, maintain and perhaps increase mother-tongue skills, and support the cultural heritage of the student. Equal Educational Opportunities Act(1974) Implement meaningful instruction for students of Limited English Proficiency.
History of Bil/ESL Education (Cont.) Amendments to the Bilingual Education Act(1978) Funds for research were included. Refugee Act(1980) Legislation provides funds for educational programs and other services for refugees. Court Decisions Lau v. Nichols, San Francisco (1974)
1800 Chinese students not being educated equally. Cintrn v. Brentwood Union Free School District, New York (1977) Bilingual teachers being fired. Ros v. Read, Patchogue-Medford, New York (1977) New York should provide quality program for ESL students. Castaeda v. Pickard, Raymondville, Texas (1981) Discrimination and inadequate bilingual instruction.
Types of ESL Programs Self-contained Pull-out classes Newcomer centers Dual language classrooms
Immersion programs Domains of an ESL Program Affective domain Linguistic domain Cognitive domain
Teacher Awareness Biculturalism Acculturation Assimilation Ethnicity
Ethnocentrism ESL Teacher Roles Serving on the LPAC Serving on the ARD committee Serving on the SBDM committee
Serving as a resource for other teachers Parental Communication Parent/teacher conferences Mid-point progress checks End of an instructional reporting period Report cards
Technology Integration Technology that supports literacy Computer-assisted language learning Use of the Internet Student Expectations Expectations for all students should be to
perform at the highest level possible for each individual student. Language barrier should not be a factor in expecting the best the student has to offer. Family Environment The environment a child is raised in can have a huge impact on a students learning and the knowledge they come to the classroom with.
Motivation, real life skills, self-esteem, importance of education, respect of educators, and background information are all factors that affect the students learning potential. Acronyms, How many do you know? ELL A
AEC B BICS CALP
HLS FES ESL I
PBMAS PEIMS SIOP TEKS
TELPAS ISLA ELPS AH NCLB NES L1 L2 LEP
LES LPAC
