Assignment #1 – Periodical Research [DUE: Monday @11:50pm
ESOL Standards: 1.1.d, 2.1.e, 2.2.a, 3.1.b, 3.1.c, 4.2.b, 5.2.a
ESOL C & S: 1.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.9, 3.11, 5.1, 5.2, 7.3, 8.2, 10.1, 10.2, 10.3
TPI 2.1-4 FLDOE F.S. 1008.25(5)
Elements of Literacy Instruction TPI 2.1.1.1, 2.1.1.2, 2.1.1.6, 2.1.1.9, 2.1.1.10: Oral language development, phonological processing, phonemic awareness, phonics instruction, spelling, grammar/syntax, ELL, learning differences, dyslexia, learning disabilities, social/emotional learning needs.
The pre-service teacher candidate will research and collect periodicals regarding theories related to the effect of culture language learning, multisensory instructional strategies, learning differences including dyslexia, ELLs, students with other learning needs and student achievement for ELLs from diverse backgrounds. After reviewing the periodicals, the teacher candidate will work collaboratively to create a presentation that includes the following concepts:
Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English Proficiency levels.
Identify similarities and differences between English and other languages reflected in the ELL student population including oral language development, phonological processing, phonemic awareness, phonics instruction, spelling, and grammar/syntax.
Demonstrate understanding of current and past theories and research in second language acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels.
Determine characteristics of bilingualism.
Demonstrate awareness of current research relevant to best practices in second language and literacy instruction.
Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction.
Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs’ developing English language and literacy including multisensory instructional strategies.
Select a variety of resources to obtain information about the cultural background and experiences of ELLs and their families to guide curriculum development and instruction.
Identify the major theories of first and second language acquisition that inform classroom practices.
Identify and compare first and second language acquisition processes that affect student learning.
Use research-based models of instruction including bilingual, sheltered, and/or inclusion.
Determine factors that influence the development of bilingualism.
Identify how ELLs’ use of home language serves as a foundation for learning English.
Determine factors that affect ELLs’ learning of English, including psychological, social, cultural, and political factors.
Distinguish characteristics of social language (e.g., basic interpersonal communication skills [BICS]) and academic language (e.g., cognitive academic language proficiency [CALP]).
Identify past and present approaches to ESOL instruction (e.g., grammar-translation, audio-lingual, Communicative Language Teaching, Natural Approach, TPR, CALLA, SIOP).
Identify major researchers and how their contributions have affected the field of second language teaching and learning.
Apply technological resources (e.g., Internet, software, computers, related media) to enhance language and content area instruction for ELLs at varying English proficiency levels.
Identify the district, state, and federal requirements for identification, reclassification, and exit of ELLs from ESOL programs.
Understand and implement district, state and federal requirements for identification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree.
Interpret assessment data from multiple sources to guide instruction for ELLs at varying English proficiency levels.
Identify effective ways to communicate with stakeholders (e.g., primary caregivers, school and district staff, community members) about assessment outcomes that guide policy and instructional practice.
Identify 2-3 strategies including multisensory instructional strategies related to learning differences including dyslexia, ELLs and students with other learning needs and how they can potentially positively impact student achievement.
