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ESL SupplementalCertification Training
154
Evangelina GuerraHitchcock ISD
Domain I
Domain II
Domain III
Acronyms
Contents
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
Overview of ESL (154 Supplemental)http://texes.ets.org/assets/pdf/testprep_manuals/154_esl_supp.pdf
DOMAIN I
Social shared code or system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols.
Language
Production of signals with the intention of relaying information and the expectation that the signal will be interpreted as intended.
Communication
Includes gestures, body posture, facial expressions, eye contact, head and body movement, and physical distance.
Nonlinguistic Cues
Knowledge of the operating principles needed to be a language user.
Enables language users to determine what makes sense and what is nonsense.
Linguistic Competence
–Phonology
–Morphology
–Syntax
–Lexicon
–Semantics
–Discourse
–Pragmatics
Nature and Concepts of Language Systems
▶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
BICS vs. CALP (Cummins)
Is taught and learned in the following order:
◦ Listening
◦ Speaking
◦ Reading
◦ Writing
Second Language
Contrastive Analysis Errors in L2 are a result of differences
between first and second language.
Error AnalysisErrors occur because of a language development
or little or no development of L1 or L2.
Errors Acquiring Second Language
DOMAIN II
Age Differences ▶ Pacing Gender ▶ Methods Teacher ▶ Aptitude Cognitive Development ▶ Time Learning Styles ▶ Setting Grouping Practices ▶
Motivating Attitude ▶ Materials
Factors that Affect ELL Students’ Learning
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
Understand the Process of L1 and L2
Pre-Production Stage
Early Production Stage
Speech Emergency Stage
Intermediate Fluency Stage
Oral Fluency Levels
Visual
Tactile Kinestetic
Auditory
Learning Styles
Audio Lingual Approach
Total Physical Response
Natural Approach
Language Experience Approach
Silent Way
Cognitive Approach
ESL Teaching Methods
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”
Literacy Instruction
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
Development of CALP
Learning Activities Related to the Brain Hemispheres
LEFT BRAIN RIGHT BRAIN
Workbooks
Drill and repetition
Following Directions
Computations
Collecting facts
Creative art activities
Creative writing
Self-expressive activities
Solving problems
Values clarification
Instruction
Pacing
Methods
Modifications in the Classroom
Assessment
Formal Informal
TAKS
IDEA
TELPAS
Woodcock Munoz
Portfolios
Self assessment
Oral performance
Writing assessment
TEA Education Code Chapter 29.051-29.064http://ritter.tea.state.tx.us/curriculum/biling/tec29.html
TAC Chapter 89, Subchapter BBhttp://ritter.tea.state.tx.us/rules/tacupdates/september2007/ch089bb.pdf
LEP Policies
DOMAIN III
National Defense Education Act(1958)Provided federal money for the expansion of foreign-language 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
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.
History of Bil/ESL Education (Cont.)
Lau v. Nichols, San Francisco (1974) ◦ 1800 Chinese students not being educated equally.
Cintrón v. Brentwood Union Free School District, New York (1977)◦ Bilingual teachers being fired.
Ríos v. Read, Patchogue-Medford, New York (1977)◦ New York should provide quality program for ESL students.
• Castañeda v. Pickard, Raymondville, Texas (1981)◦ Discrimination and inadequate bilingual instruction.
Court Decisions
Self-contained
Pull-out classes
Newcomer centers
Dual language classrooms
Immersion programs
Types of ESL Programs
Affective domain
Linguistic domain
Cognitive domain
Domains of an ESL Program
Biculturalism
Acculturation
Assimilation
Ethnicity
Ethnocentrism
Teacher Awareness
Serving on the LPAC
Serving on the ARD committee
Serving on the SBDM committee
Serving as a resource for other teachers
ESL Teacher Roles
Parent/teacher conferences
Mid-point progress checks
End of an instructional reporting period
Report cards
Parental Communication
Technology that supports literacy
Computer-assisted language learning
Use of the Internet
Technology Integration
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.
Student Expectations
The environment a child is raised in can have a huge impact on a student’s 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 student’s learning potential.
Family Environment
A
AH
AEC
B
BICS
CALP
ELL
ELPS
ESL
FES
HLS
I
ISLA
L1
L2
LEP
LES
LPAC
NCLB
NES
PBMAS
PEIMS
SIOP
TEKS
TELPAS
Acronyms,How many do you know?