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ESOL Standards - Tips for Meeting the Standards

Written by: Ellen Arsove

Standard 1:  Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree.
  • Discuss how an ESOL student is functioning within the context of the FL Consent Decree.
  • Summarize the six sections of the FL Consent Decree and reflect on how schools are conforming to the FL Consent Decree

Standard 2: Recognize the major differences and similarities between the different cultural groups in the United States
  • When evaluating an ESOL program, include demographic information.
  • Incorporate culture into your lesson plans, demonstrating awareness of differences between cultural groups in the U.S.

Standard 3: Identify, expose, and reexamine cultural stereotypes relating to LEP and non-LEP students
  • Research a culture different from your own and analyze how uninformed people from your culture might be inclined to stereotype.
  • When performing an analysis of an LEP student, consider if
    (a) The student is aware of, and uses different sociolinguistic functions
    (b)If their non-verbal communication is different and is being misinterpreted by their peers.

Standard 4: Use knowledge of the cultural characteristics of Florida’s LEP population to enhance instruction
  • Do a lesson plan with a multi-cultural aspect.
  • Adapt items from school curricula, accounting for cultural and linguistic differences.

Standard 5: Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes
  • Write a reflection on how your lesson plan incorporates SLA theory and techniques.
  • Discuss the principles, characteristics and terminology of current first and second language acquisition theories.

Standard 6: Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students
  • Plan a Language Experience Approach lesson, appropriate for LEP students.
  • Identify major methodologies and current trends in ESOL teaching.
  • Incorporate a variety of effective ESOL methodologies in planning and delivering instruction to LEP students.

Standard 7: Locate and acquire relevant resources in ESOL methodologies.
  • Locate web sites, books and ESOL software. Write a short summary about them.

Standard 8: Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communication skills (BICS), and (2) cognitive academic language proficiency (CALP) as they apply to the ESOL curriculum.


  • Reflect on how your lesson plan provides for the development of BICS and CALP.

Standard 9: Develop experiential and interactive literacy activities for LEP students, using current information on linguistics and cognitive processes
  • Include the use of semantic webs in your lesson plans. Elicit the information for these webs from your students.
  • Develop a lesson plan, utilizing technology for inter-active literacy activities between your students and those in other countries.

Standard 10: Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse.
  • Analyze your LEP student’s language with regards to phonology, morphology, syntax or semantics. Devise a mini-lesson to assist the student in areas of difficulty.

Standard 11: Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing
  • Do a fully modified lesson plan for both procedures and evaluation. Be sure to include 2 of the following components in your plan (listening, speaking, reading, writing).


Standard 12: Apply content-based ESOL approaches to instruction
  • Provide for context enriched lesson plans: Include visuals, realia, TPR, Roll Play, cooperative groups, semantic webs, graphic organizer, videos with English subtitles etc.

Standard 13: Evaluate, design, and employ instructional methods and techniques appropriate to learners’ socialization and communication needs, based on knowledge of language as a social phenomenon

  • Give careful consideration to HOW your group your students, providing for their socialization and communication needs.

Standard 14: Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results
  • Include ESOL student culture into one of your lesson plans.


Standard 15: Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at the elementary, middle, and high school levels
  • The key word in this standard is SELECT. Does your material include realia, graphic and visual aids? Is it appropriate for your students’ ages and English proficiency levels? Do you have annoted material? Do your videos include English subtitles?

Standard 16: Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom
  • Do a fully modified lesson plan for both procedures and evaluation (all levels).


Standard 17: Evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at the elementary, middle, and high school levels.
  • The key word here is ADAPT. For example: Modify a worksheet for the different levels of ESOL, summarize a narrative or expository text, highlight key concepts.

Standard 18: Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students
  • Think Gardiner’s Multiple Intelligences. Include this concept in your lesson planning.


Standard 19: Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques
  • These standards have to do with assessment. Be sure to include modification for all levels of ELL in your lesson plans. For standard 20, include a rubric for assessing L1 through L4.


Standard 20: Administer tests and interpret test results, applying basic measurement concepts
  • These standards have to do with assessment. Be sure to include modification for all levels of ELL in your lesson plans. For standard 20, include a rubric for assessing L1 through L4.

Standard 21: Use formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition.
  • These standards have to do with assessment. Be sure to include modification for all levels of ELL in your lesson plans. For standard 20, include a rubric for assessing L1 through L4.


Standard 22: Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum
  • Include a home-fun activity or neighborhood resource (guest speaker), or field trip, into your lesson plans.


Standard 23: 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.
  • Develop a strategy for facilitating articulation with administrators, content area teachers, parents, and the community.
  • Modify a letter home to the parents of your ELL.


Standard 24: Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice.

  • Develop a good solid ESOL modified lesson plan

Standard 25: Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency.
  • The key to this standard is understanding the difference between the ELL and ESE student who are both. Be sure to demonstrate this when doing Alternate Activity #2(School Personnel Interview).
  • Summarize an article which discusses the indicators of the hearing and language impaired, as they compare to the indicators of an ELL without these disabilities.



 

Related Links

ESOL Homepage

ESOL Standards
ESOL E-Library
ESOL Faculty

Faculty Development Plan


ESOL 1

ESOL 2

ESOL 3


ESOL 1 - MAT

ESOL 2 - MAT

ESOL 3 - MAT


OMSLE
Florida Consent Decree

Sunshine State Standards


Secondary Ed Homepage

Foreign Lang Ed Homepage



  

 

 

 

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