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 andards,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 II Outcomel:
Upon completion of this module, the candidate will identify and define linguistic characteristics, and will be able to compare and contrast the processes involved in first and second language acquisition, especially as it relates to academic success.

National NCATE Approved TESOL Standards

Domain 1:  Language
Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement.

Standard 1.a. Describing language. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes.

I.  The program shall require demonstrated competence in the knowledge of the nature of language, language varieties, and the phonology, morphology, syntax, semantics, and discourse of the English language.

II. The program shall require demonstrated competence in listening, speaking, reading and writing Standard English on technical, abstract, and non-technical or general topics

III. The program shall require demonstrated competence in the knowledge of and experience in first and second language acquisition across age levels.

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

Knowledge, Skills and Dispositions (Based on National Teacher Competencies)

I.      Knowledge of language principles
II      Knowledge of Language Acquisition
III     Knowledge of language skills
XIX    Ability to demonstrate oral English proficiency
 
 

In-Class Activities and Presentation Review Glossary of Terms that ESOL Teachers should know http://www.glc.k12.ga.us/qcc/ancill/esol/gl-esol.htm Four Stages of Second Language Acquisition http://www.glc.k12.ga.us/qcc/ancill/esol/stages.htm Comparing Stages of first and second language acquisition http://www.glc.k12.ga.us/qcc/ancill/esol/tguide/tg-07.htm Read article and discuss:4.(2 AE-99/00)- Acquiring a Second Language For School, Virginia Collier Directions in Language and Education, Fall, 1995 (note: This classic article gives clarity to the issues involved in acquiring a second language ,and the complexity of the process Activity – Jigsaw How children learn a second language (From Empowering ESOL Teachers.  State of Florida  Curriculum)

Out-of Cass Assignments Complete the T F survey, then read hand out “What is language?” and compare your answers.  Become familiar with the  components of language in the assigned reading. List questions or comments related to any f the terms that you do not understand.

Field Assignments Work with LEP students and observe how they use the strategies of chunking, bridging, and creating in their daily school and social interactions.

     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.

     Genesee, F. (1994). Educating second language children. Cambridge: Cambridge University Press. Hudelson, S. (1989). Write on: Children writing in ESL. Englewood Cliffs, NJ: Prentice Hall Regents.

     Hulit, L., & Howard, M. (1997). Born to talk. (2 nd ed.). Boston: Allyn & Bacon. Igoa, C. (1995). The inner world of the immigrant child. New York: St. Martin’s Press.

     Krashen, S. (1981). Language 2 CA: California State University.

     Law, B., & Eckes, M. (1990). The more than just surviving handbook: ESL for every classroom teacher. Winnipeg, Canada: Peguis. Lightbown, P., & Spada, N. (1999). How languages are learned. (2 nd ed.). Oxford: Oxford University Press.

     Lindfors, J. W. (1991). Children’s language and learning. (2 nd ed.). Boston: Allyn & Bacon.

     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.

     Omaggio-Hadley, A. (2001). Teaching language in context. (3 rd ed.).  Boston,

     MA: Perez, B., & Torres-Guzman, M.E. (1996). Learning in two worlds: An integrated Spanish/English biliteracy approach. (2 nd ed.). White Plains, NY: Longman

     Piper, T. (1998). Language and learning: The home and school years. (2 nd ed.). Upper Saddle River, NJ: Merrill.

     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.