The Goal:
Upon completion of the 6 modules, candidates (pre-in-service teachers grades K-12) will know, understand, and be able to use effective practices and strategies related to planning and management of ESOL instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies, and structures, and effectively choosing and adapting classroom resources.
 

Each module is based on the National NCATE Approved TESOL Standards, the Georgia PSC Standards, and National TESOL Teacher Competencies.

Each module requires at least 2 sessions. Session 1 deals with presentation of information.  Session is for review, reflection of assignments and field experience.  The time designated for each session is dependent on the depth of material to be presented, based on participant’s knowledge and experience in working with English Language Learners.

Module I
Topic: Introduction:
Challenges of Teaching in a Multilingual-Multicultural Classroom/School Community.

Module 1 Goal
Upon completion of this module, candidates will have a basic understanding of issues related to ESL, that includes academic concerns,legal,and  political implications, and economic challenges, that school districts in Georgia must address to meet the needs of the growing limited English proficitient (LEP) school popultaion.

National NCATE Approved TESOL Standards

Domain 5: Professionalism
Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment.

Standard 5.a. ESL research and history. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.

Standard 5.b. Partnerships and advocacy. Candidates serve as professional resources, advocate for English language learners, and build partnerships with students’ families.

Standard 5.c. Professional Development and Collaboration.Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.

Georgia PSC Standard

VIII.  The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students.

X.  Supervised field experience in ESOL education shall be integrated throughout the program.

Knowledge, Skills and Dispositions (Based on national teacher competencies)

V.      Knowledge of TESOL profession and responsibilities to ESOL students
VI.     Knowledge of curriculum models
XV.    Ability to interpret and use assessment data for placement purposes
XVII   Knowledge of articulation
XVIII  Knowledge of record keeping unique for LEP students
XIX    Ability to demonstrate oral English proficiency

References and Instructor Resources
     Freeman, D. E., & Freeman, Y.S. (2001). Between worlds: Access to second language acquisition, 2 nd Ed. Portsmouth, NH: Heinemann.

     Fromkin, V., & Rodman, R. (1998). An introduction to language. (6 th ed.). Fort Worth, TX: Harcourt Brace.

     Heath, I.  A. & Serrano C.J. (Eds.).  (199-00).  Annual Editions Teaching English as a Second Language.  Guilford, CT:  Dushhkin?McGraw Hill.

     Krashen, S. (1981). Bilingual education and second language acquisition theory: In Schooling and Language Minority Students: A Theoretical Framework. Los Angeles, CA: California State University.

     McLaughlin, B. (1992). Myths and misconceptions about second language learning: What every teacher needs to unlearn. The National Center for Research on Cultural Diversity and Second Language Learning, Educational Practice Report 5.

     Scarcella, R. (1990). Teaching language minority students in the multicultural classroom. Englewood Cliffs, NJ: Prentice Hall Regents.

     Swan, M., & Smith, B. (Eds.) (1987). Learner English: A teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.

Georgia Title III Policies for Language Minority Students
Title III: English Language Acquisition, Language Enhancement, and Academic Achievement Act and Georgia’s English to Speakers of Other Languages (ESOL) Program  ESOL Website http://www.doe.k12.ga.us/federal/title_vii.html

Georgia ESOL Resource Guide:  Website with information on Georgia’s policies and information for teachers and administrators working with linguistically and culturally diverse students. http://www.glc.k12.ga.us/qcc/ancill/esol/ind-esol.htm

Georgia ESOL State Curriculum  Information for teachers on QCC’s, Lesson Plan Builder for ESOL, and other classroom teacher resources
 http://www.glc.k12.ga.us/

History of the field
     Brown, H. D. (1994). Principles of language teaching. White Plains, NY: Prentice Hall.

Advocacy
     Cloud, N., Genessee, F., & Hamayan, E. (2000). Dual language instruction. Boston: Heinle & Heinle.

     Wong-Fillmore, L. & Snow, C. (2000). What teachers need to know about language. Monograph. Washington, DC: Center for Applied Linguistics.
 Reflective Practitioner

     Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press.

     Bauwens, J., & Hourcade, J. (1995). Cooperative teaching: Rebuilding the schoolhouse for al students, Austin, TX: PRO-ED.

     Friend, M., & Cook, L. (1996). Interactions: Collaboration skills for school professionals. White Plains, NY: Longman. Villa, R., & Thousand, J.S., (Eds.). (1995). Creating an inclusive school. Alexandria, VA: