Department of Early Childhood and Reading Education
College of Education
Valdosta State University
ESOL Modules
Module III

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 III
Module III Outcome:
The candidate will understand the relationship between culture and language and its impact on language learning and communication, as well as cultural influences on learning.

Topic: Culture and Language

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.

Domain 2: Culture
Candidates know, understand, and use the major concepts, theories, and research related to the nature and structure of culture to construct learning environments that support ESOL students’ language and literacy development and content area achievement.

Standard 2.a. Nature and role of culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.

Georgia PSC Standards
IV  The program shall require demonstrated competence in the knowledge of the effects  of cognitive, affective, and socio-cultural variables on language learning.

VII  The program shall require demonstrated competence in the study of socio-cultural systems and characteristic features of linguistic/minority cultures

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


Knowledge, Skills and Dispositions (Based on National Teacher Competencies)
IV      Knowledge of Intercultural Issues
XVI    Ability to use multilevel classroom situations
XIX    Ability to demonstrate oral English proficiency

Presentation and In-Class Activities
What is culture?  What is our cultural identity?  Discussion of cultural values. 
How language and culture interact.  Surface and Deep Culture

Video:  The Polished Stones.  – A video that reflects on the relationship between culture and language and  how culture is related to attitudes about learning math. 

Bafa Bafa – Culture Simulation Activity
Or: Branga-Cultural Simulation Activity
Out-of Class Assignments
I.Read (7-AE-99/00).An Indian Father”s Plea, Robert Lake, Literacy Harvest, Winter, 1993. Pgs. 1-3. 
Robert Lake shares a refreshing perspective from a Native American father in a letter to his son’s classroom teacher.  His letter establishes support for developing a culturally sensitive learning environment for all children whose language, literacy, and ocialization practices are distinct from the mainstream.
For Session II Assignment:
II Our own cultures through a magnifying glass. 
Examine  your own culture using the list of terms on the Surface and Deep Culture lists.  Include surface and deep cultural characteristics that are unique to you.  Where do these traditions and behaviors come from?  How does it affect your behavior, your beliefs, your perspective on life in general?
Field Assignments
Observe cultural characteristics that are unique to linguistically diverse students in your school.  Are all students from the same cultural backgrounds alike?  Compare these to other children in the classroom. 
 Interview parents of linguistically diverse students and ask about attitudes related to deep culture, especially as it relates to education, family values, social values, and work ethic.

References and Instructor Resources
     Banks, J. (1999). Introduction to multicultural education. (2nd ed.). Boston: Allyn & Bacon.

     Bennett, C. (1999). Comprehensive multicultural education. (4th ed.). Boston: Allyn & Bacon.

     Davidman, L., & Davidman, P. Teaching with a multicultural perspective. Longman. McGroarty, M. (1998). Partnerships with linguistic minority communities. Professional Paper 4. Alexandria, VA: TESOL.

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

     Murray, D. (1992). Diversity as resource. Alexandria, VA: TESOL.
Nieto, S. (1997). Affirming diversity. (2nd Ed.). White Plains, NY: Longman.

     Takaki, R. (1994). A different mirror: A history of multicultural America. New York City, NY: Little, Brown.