Getting Endorsed in

ESOL
Dr. Lizette Peter
Associate Professor, TESOL
C&T 100 Presentation

What is TESOL?
In todays mobile, global world, English has emerged as the
means through which people connect, converse, and transact.
Demand for English language learning has never been
greater. Unfortunately, the quality of English language
teaching for speakers of other languages varies widely, and
standards are inconsistent. Fluency in English alone does
not make a great teacher. Teaching English is a science
and an art, requiring skill, training, and expertise. For
nearly 50 years, TESOL International Association has been
bringing together educators, researchers, administrators, and
students to advance the profession of teaching English to
speakers of other languages. With more than 12,000 members
representing 156 countries, and more than 100 worldwide
affiliates, TESOL offers everyone involved in English language
teaching and learning an opportunity to be part of a dynamic
community, where professionals like you connect with and
inspire each other to achieve the highest standards of
excellence.

What Kinds of Careers are there in

TESOL?
PK-12:

ESOL in U.S. schools, either as ESL (ELD)

specialist or SDAIE specialist in a regular
classroom

PK-12 ESOL/EFL in DoDS or International Schools

with a US teaching certificate

PK-12 EFL internationally, as regular teacher or

NEST-SA

Adult:

IEPs at colleges and universities for international

students

Adult education centers, churches, communitysponsored organizations

For more information, see:

http://careers.tesol.org/jobs/

What Do We Offer at KU?

C&T 330/331: basic introduction to SDAIE

Better prepared to teach in multilingual classes

Good background for international opportunities in EFL

ESOL endorsement

Fully prepared to teach in multilingual classes or in ESL pullout

Excellent credential for international opportunities in EFL

MA or MSEd in C&I, emphasis TESOL

Specialization in TESOL as a professional organization with

opportunities to take courses about a range of TESOL-related
issues. With the endorsement, fully qualified for US K-12 AND
international EFL of all kinds

PhD / EdD in C&I, emphasis TESOL

Expertise and research base in second language acquisition as

a whole, with specialization in one or more facets of TESOL

NEWS FLASH!!!
Stay tuned for an exciting opportunity to do
your ESOL practicum in Seoul, South Korea!!!

Who Are We?

Dr. Paul Markham
Associate Professor
Paul Markham completed his doctorate at The
Ohio State University in 1984.
He had taught foreign languages and ESL prior
to that time in Idaho and Utah.
Dr. Markham came to the University of Kansas
in 1990. Since that time, the program course
offerings and the number of ESOL
endorsement recipients have increased
substantially over the years. His primary
research interests have focused on listening
comprehension, reading comprehension, and
teacher education in the second language.

Who Are We?

Dr. Lizette Peter
Associate Professor
Lizette Peter, associate professor, joined the
Department of Curriculum and Teaching at KU in
the fall of 2005. Peter earned a BA in French with
secondary teaching certification from the
University of Montana, an MA in anthropology
from the University of Kansas, and a PhD in
Curriculum and Instruction with emphases in
TESOL and ethnolinguistics from the University
of Kansas. Prior to coming to KU, Peter was a
public school teacher of French and English as a
Second Language and served as the English as a
Foreign Language training coordinator for the
Peace Corps in Armenia, Kiribati, and Sri Lanka.

Who Are We?

Dr. Hyesun Cho
Assistant Professor
Hyesun Cho, assistant professor, joined the
KU faculty in the fall of 2011.
Her previous experience was in the Hawaii
State Department of Education as a
curriculum developer and instructor. Cho
earned the BA degree from Korea University
in Seoul, Korea, the MA degree in English as a
Second Language from the University of
Hawaii at Manoa and the PhD in Second
Language Acquisition from the University of
Hawaii at Manoa.

Who Are We?

Dr. MBalia Thomas
Assistant Professor
MBalia B. Thomas, Acting Assistant
Professor, joins the KU faculty this fall 2014.
Her previous experience was as
Founder/Director of The Spanish Enrichment
Program, a mobile foreign language school
for preschool and elementary children and as
a FLES Teacher of Spanish in the Atlanta
Public Schools. Thomas earned the BA
degree from Stanford University in Palo Alta,
CA, the MA degree from Universidad
Pontificia Comillas de Madrid in Madrid Spain,
and she will earn the PhD in Second
Language Acquisition and Teaching from the
University of Arizona later this month.

Who Are We?

Dr. Manuela Gonzalez-Bueno
Associate Professor
Dr. G-Bs research focuses on foreign language teaching
methodologies, in general, and in teaching grammar and
pronunciation, in particular, while at the same time incorporating
the element of technology as a way to enhance both learning and
teaching.

Dr. Karen Jorgensen

Multi-term Lecturer
As a licensed elementary teacher, Karens work since beginning at
KU includes the creation and implementation of Early Reading First
work with bilingual early childhood learners, a module to support
mainstream teachers responsible for English learners (ELs) as part
of Reading First, and the content and curriculum for middle /high
school learners as part of the Kansas Migrant and English Learner
Academy (KMEA).

ESOL Endorsement at KU:

A program accredited by both KSDE
and NCATE
Basic linguistics (LING 106, LING 110,
ENGL 387)
Multicultural education (C&T 235 / 325)
ESOL methods (C&T 330 / 331)
Language assessment (C&T 621)
Second language acquisition (C&T 622)
ESOL practicum (C&T 491)

What does the KU ESOL endorsement

prepare you for?

KSDE Mission Statement

Kansas instruction of English for
speakers of other languages
prepares English Learners for
success in school and in society
through development of English
proficiency, with specific emphasis
on literacy skills needed to access
academic content.

Who are English Language

Learners?

Terminology: ELL, LEP, EL, ESL, ESOL, TESOL

US Census: ELLs represent approximately

10% of total Pre-K 12 enrollment, speaking
Spanish (79%), Vietnamese (2%), Hmong
(1.6%), Cantonese (1%), and Korean (1%).

Kansas Census: ELLs represent

approximately 5.8% of Pre-K-12, from
Spanish (63%), other Indo-European (18%),
Asian/Pacific Island (15%)

ELLs can be: immigrants, refugees,

international students, second-generation
immigrants, Native Americans

Legal Obligation to Serve ELLs

The legal obligation to serve ELLs can
be found in the Equal Education
Opportunities Act of 1964, Plyler v.
Doe, Castaneda v. Pickard, No Child
Left Behind, and many others. ELLs
also have the same rights to Advanced
Placement, college preparation
courses, Gifted and Talented programs,
Special Education services,
extracurricular activities, etc. as any
other student

The Foundation for ELP Standards:

Six Principles
(from Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms, by
Gottlieb, Katz, and Ernst-Slavit)

1.Language proficiency is an outgrowth of

cumulative experiences both inside and
outside of school.

5 7 years

From: Cummins, J. (1994) Primary Language Instruction and the Education of Language Minority Students. In C. Leyba, (ed.) Schooling and
Language Minority Students: A Theoretical Framework. Los Angeles: the Evaluation, Dissemination, and Assessment Center. Pp. 3-42.

The Foundation for ELP Standards:

Six Principles
(from Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms, by
Gottlieb, Katz, and Ernst-Slavit)

1. Language proficiency is an outgrowth of cumulative

experiences both inside and outside of school.

2.Language proficiency can reflect complex

thinking when linguistic complexity is
reduced and support is present.

Boondocks, by Aaron McGruder April 2, 2007

How do you think Mrs. Petersons perceptions of

language ability clouds her judgment of students
cognitive ability?

The Foundation for ELP Standards:

Six Principles
(from Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms, by
Gottlieb, Katz, and Ernst-Slavit)

1. Language proficiency is an outgrowth of cumulative

experiences both inside and outside of school.
2. Language proficiency can reflect complex thinking when
linguistic complexity is reduced and support is present.

3.Both social and academic language

proficiencies are necessary for school
success.

Language Functions:

the purposes that we accomplish with

language
SOCIAL LANGUAGE
FUNCTIONS

Introducing self and others

Asking questions about others

Describing people, places,

objects, events, processes

ACADEMIC LANGUAGE
FUNCTIONS

Describing people, places, and

things

Defining

Describing relationships in time

Requesting information/
Asking directions

Describing relationships in
space

Telling about an event in the

past or present

Describing processes

Retelling/relating past events

Asking for information

Expressing and supporting

opinions

Describing physical condition

(hunger, thirst, etc.)

Expressing likes and dislikes;

needs

21

Making predictions

The Foundation for ELP Standards:

Six Principles
(from Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms, by
Gottlieb, Katz, and Ernst-Slavit)

1. Language proficiency is an outgrowth of cumulative

experiences both inside and outside of school.
2. Language proficiency can reflect complex thinking when
linguistic complexity is reduced and support is present.
3. Both social and academic language proficiencies are
necessary for school success.

4.Academic language proficiency works in

tandem with academic achievement.

Typical models of instruction for English learners

Separate
and
unequal

Separate
but
parallel

Preferred model of ELL instruction:

Integrated and equal

 In Content Based ESL, the ESOL specialist reinforces

content learned in regular classrooms THROUGH the
teaching of English.
In Specially Designed Academic Instruction in English, the
classroom content teacher reinforces language students
are learning in ESL THROUGH the teaching of content.

English
Language
Proficiency

Academic
AND
Linguistic
Competence

Content
Knowledge
and Skills

The more overlap between the two and the more ESOL and
Classroom teachers collaborate, the greater the possibility of
success for ELs development of academic and linguistic
competence!

The Foundation for ELP Standards:

Six Principles
(from Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms, by
Gottlieb, Katz, and Ernst-Slavit)

1. Language proficiency is an outgrowth of cumulative

experiences both inside and outside of school.
2. Language proficiency can reflect complex thinking when
linguistic complexity is reduced and support is present.
3. Both social and academic language proficiencies are
necessary for school success.
4. Academic language proficiency works in tandem with
academic achievement.

5.Academic language proficiency is

developed through sustained contentbased language instruction.

Function /
Form Maps

Language
Frames

The Foundation for ELP Standards:

Six Principles
(from Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms, by
Gottlieb, Katz, and Ernst-Slavit)

1. Language proficiency is an outgrowth of cumulative

experiences both inside and outside of school.
2. Language proficiency can reflect complex thinking when
linguistic complexity is reduced and support is present.
3. Both social and academic language proficiencies are
necessary for school success.
4. Academic language proficiency works in tandem with
academic achievement.
5. Academic language proficiency is developed through
sustained content-based language instruction.

6.Native language proficiencyin particular,

academic language proficiency in the native
languagefacilitates the acquisition of academic

Educating ELs can be:

Subtractive: Gradually (and quickly)
phases out the native language. In the
end, the student's dominant language is
English. Leads to loss of cultural and
linguistic identification with ones heritage.
Additive: Builds on both the native
language and (for example) English. In
the end, the student is fluent in both their
native language and English. Leads to
bilingualism and biculturalism and
maintains ones connection to their
heritage!

Want more information on how YOU

can contribute to an additive,
multilingual experience for you and
your students?

Dr. Lizette Peter

lpeter@ku.edu