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Overview
Topic: ESL Program Review and Development for Adult Educators Audience: Regular classroom teachers, administrators, specialty area teachers, and counselors Purpose: *To acquire knowledge and determine teaching methods for the culturally diverse student and classroom environment. To collaborate with peers and extend the learning theories into the classroom. This overview will allow for a better understanding on how to integrate a variety of activities and content lessons into the curriculum, become familiar with state mandates and TESOL standards, and implement several teaching techniques into a diverse classroom. Topics: *What is English as a Second Language Overview (Terminology) *Identification Procedures for ESL Students * Placement of ESL Students (IDEA/Stanford Tests) *Implementing the Program (Expectations of Teachers) *Techniques, Materials, and Accommodations *Ways to collaborate and how to integrate ESL and Content *Exiting and Monitoring the ESL student
All students must bring back a completed home language survey to be viewed for possible evaluation.
ESL Teacher
> Strategies for differentiation > Cultural knowledge > Language Acquisition Theory > Learning expectations
Teaching Strategies
READING -Organized in content-based thematic units -Multilevel reading groups (Leveled Readers) -Whole language with phonics components WRITING -Teach the writing process -Use journal responses -Use language experience Approach -Combine drawing and writing
Evaluation Example
(Vocabulary Strips)
FORECAST
NOUN
The weather forecast called for warm temperatures and sunny skies.
Curriculum Implementation
Align to PA and TESOL standards Lesson plans and Objectives for Each grouping
Materials
Hands-on manipulatives Use of technology Models, designs, and examples Relate to real experiences
Phonics Hampton-Brown or Scott Foresman Supplement materials Vocabulary Graphic Organizers Rubrics Authentic Assessments
8. Behaviorism will need to be used through areas of the program and where one would need to be a facilitator when illustrating the ESL TESOL set of goals and standards that are addressed and need to be followed by the state regarding ESL programs and curriculum.
9. Adult Development will be presented as the adult educators/learners discuss the growth and Accomplishments in their classroom when working with ESL students, and what they would anticipate if they have not yet had the opportunity to work with these students. The learners could also share the stages of growth they would expect from an ESL student, as well as from themselves as educators.
10. Algo-Heuristic Theory (L. Landa) will be used by the learners to present and analyze the problems and
issues that may be present when planning and accommodating the ESL student. They will have to demonstrate instructional strategies and methods to reach the goals and objectives they desire. They will be presented and learn how to sequence the instruction based on the level of proficiency of the student by presenting the material in various ways, and practicing the material to measure the outcome.
Bibliography
Ariza, E., Morales-Jones, C., Yahya, N., & Zanuddin, H. (2002). Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms. Dubuque: Kendall/Hunt Publishing. Brockett, R. & Merriam, S. (1997). The Profession and Practice of Adult Education. San Francisco: Jossey-Bass.
Educating Students with Limited English Proficiency (LEP) and English Language Learners (ELL).
(2001). (n.a.) Retrieved from http://www.pde.psu.edu/BECattach/PC426lep&ell.html OMalley, J.M., & Pierce, L.V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Cleveland: Addison Wesley Publishing. Ovando, J. Collier, V. P. & Combs, M. C. (2003). Bilingual and ESL Classrooms: Teaching in Multicultural Contexts. McGraw-Hill Publishing.