Department of Early Childhood and Reading Education
College of Education
Valdosta State University

ESOL Modules
Module V

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 V Outcome
Upon completeion of Module V, participants will be able to assess and select appropriate materials to teach grade-level contnent to ESOL students,using a variety of inclusive strategies, that can also be meaningul to other students in the mainstream classroom.

Topic:
Integrating L2 and Content Instruction: Assessing and Selecting Appropriate Materials and Resources for Instruction

National NCATE Approved TESOL Standards

Standard 3.b. Managing & implementing standards based ESL and content instruction.
Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading and writing and accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.
Standard 3.c. Using resources effectively in ESL and content instruction. Candidates are familiar with a wide range of standards based materials, resources, and technologies and choose, adapt, and use them in effective ESL and content teaching.


Georgia PSC Standard

VI. The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies for teaching English as a second language
IX. The program shall require demonstrated competence in the use of available technology, particularly multimedia, and shall include the application of computer hardware, and software and techniques for evaluating software for ESOL instructors.
X. Supervised field experience in ESOL education shall be integrated throughout the program.
Knowledge, Skills and Dispositions (Based on courses for endorsement)
V.    Ability to evaluate materials
IX.   Knowledge of instructional media
X.    Knowledge of instructional methods
XI    Knowledge of Instructional strategies
XII.  Knowledge of student assessment
XIII  Ability to interpret and use assessment data for placement purposes
Presentation of Information and In-Class Activities
Review: 
Linguistic factors related to the teaching of math, and science
Linguistic factors related to the teaching of social studies, and language arts
Assessing materials and technology-related resources.
Review and Discussion of how to develop a web site or resource for your own students and their families. 
Providing school resources, assistance, and information for students in their school communities?

Review  Heath, I. A.  (2000). Working With  English Language Learners:  A Web Site Resource for Teachers, Parents and Students in South Georgia Rural Communities. 

Classroom Discussion of CALL (Computer Assisted Language Learning) software, and age-level appropriate Internet web sites for LEP students. 
Review various language teaching software including Rosetta Stone, Ellis, and  others to determine how it could be used effectively in the elementary level classroom. 
Teaching With Multicultural Children's Literature
Activities and projects that integrate language and content through a Natural Approach: art, group research, technology projects.
.

 
Out-of Class Assignment
Review selected software
Assess 5 assigned web sites using the assessment instrument
Select resources for your ELL students that can enhance language acquisition and also content knowledge.
Select reading materials, literture, and other media that can be used to enhance language learning

 
Field Assignments
Using technology effectively:
Observe LEP students using software and note how students used the software.  Note problems with materials, how students responded, effectiveness of items and activities for teaching English

References and Instructor Resources
     Enright, D. S., & McCloskey, M. L. (1988). Integrating English: Developing English language and literacy in the multilingual classroom. Reading, MA: Addison-Wesley.

     Freeman, Y.S., & Freeman, D.E. (1998). ESL/EFL teaching. Portsmouth, NH: Heinemann. Genesee, F. (Ed.). (1994). Educating second language children. Boston: Cambridge University Press.

     Heath, I. A.  (2000). Working With  English Language Learners:  A Web Site Resource for Teachers, Parents and Students in South Georgia Rural Communities. http://www.valdosta.edu/~iheath/esl.html

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

     Heath, I. A. (1996).  The social studies video project:  A holistic approach for teaching linguistically and culturally diverse students. The Social Studies, 87, (3), 106?113.

 Irujo, S. (Series Editor). (2000). Integrating the ESL standards into classroom practice, K-2; 3-5; 6-8; 9-12. Alexandria, VA: TESOL.

     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.

     Peregoy, S. F. & Boyle, O. F. (1997). Reading, writing, and learning in ESL: A resource for K-12 teachers. (2nd Ed.). New York: Longman.