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

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 IV Outcome
Upon completeion of Module IV, participants will be able to modify materials, and resources to assist their English language learners in acquiring English by applying strategies that enhance listening, speaking reading and writing skills within the academic content.

Topic:
Strategies for Modifying Language Skills Instruction focusing on Listening, Speaking, Reading and Writing

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 3: Planning, Implementing and Managing Instruction
Candidates know, understand, and are able to use standards based practices and strategies related to planning, implementing and management of ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources.

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 3.a. Planning for standards based ESL and content instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models, as they plan the classroom for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Georgia PSC Standard
II.The program shall require demonstrated competence in listening, speaking, reading and writing standard English on technical, abstract, and non-technical or general topics
Knowledge, Skills and Dispositions (Based on national teacher competencies)
X  Supervised field experience in ESOL education shall be integrated throughout the program.
XVI  Ability to use multilevel classroom situations
XIX  Ability to demonstrate oral English proficiency
 
Presentation of Information and In-Class Activities
Video  SIOP  Center for Applied Linguistics
Strategies to Modify the Techniques of Instruction 
Strategies to Modify Oral Language Instruction
Strategies to Modify Language of Written Textbooks
Strategies to Modify Written Instruction
Strategies to Enhance Reading Comprehension
Strategies to Modify Computer-related information
Strategies to Modify Group Activities to enhance learning through peer interaction
Selecting supplementary texts and other materials for ESOL students
Out-of Class Assignment
Review a math, social studies or science text unit and select a section to revise for LEP students.
Enhance the lesson with activities that focus on developing language skills.
Consider how this can be used with other students in your class.
Field Assignment
Applying the SIOP Model in the classroom. with LEP Students
Noting students’ skills development
Work with a small group of LEP students and observe how they communicate orally, how well they listen and respond to your cues, their writing skills, and their ability to read. Apply the information in the readings and in the SIOP model toyour observations.

References and Instructor Resources
     Firsten, R., & Killian, P. (1994). Troublesome English: A teaching grammar for ESOL instructors. Englewood Cliffs, NJ: Prentice Hall Regents.

     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.

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

     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). Bilingual education and second language acquisition theory: In Schooling and Language Minority Students: A Theoretical Framework. Los Angeles, 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:

     Heinle & Heinle. Peregoy, S. F., & Boyle, O.F. (2001). Reading, writing, and learning in ESL: A resource for K-12 teachers. (3rd ed.). White Plains, NY: Longman.

     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.