ESOL: An Overview (697)

Learn how to effectively support English Language Learners (ELLs) in developing both academic content knowledge and English proficiency. Apply evidence-based ESOL practices to plan and deliver instruction that meets the needs of ELLs at varying proficiency levels. Understand how to use multiple forms of assessment data to differentiate instruction, apply appropriate scaffolds, and provide corrective feedback to promote measurable academic growth. This course meets Florida's ESOL requirements for Category 3 (elective) teachers.

ESOL Standards

Participants

• Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. (1.1.a)
• Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. (1.1.b.)
• Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. (1.1.c.)
• Understand and apply knowledge about home/school connections to build partnerships with ELLS’ families.(1.1.e)
• Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. (2.1.a.)
• Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. (3.1.c.)
• Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. (3.2. a.)
• Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. (3.2.i)
• Plan for integrated standards-based ESOL and language sensitive content instruction. (4.1.a.)
• Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. (4.1.c.)
• Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives. (4.1.e.)
• Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.b.)
• Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.c.)

Technology Standards (from ISTE/NETS for Teachers)

Participants

• Use technology resources to engage in ongoing professional development and lifelong learning (V-A).
• Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning (V.D).

• Demonstrate strategies that support ELLs' learning of academic content and language for measurable academic progress. (CU.1)
• Provide instruction and experiences that meet individual student needs. (CU.1.1)
• Model appropriate language and behaviors expected in U.S. school settings and workplaces. (CU.1.2)
• Collaborate with families, schools, and larger communities to engage ELLs' families in supporting their children's education and encourage parental rights and involvement. (CU.1.3)
• Incorporate in instruction the roles, rights, and responsibilities of U.S. citizens and ways to support civic engagement. (CU.1.4)
• Demonstrate understanding that language is a system to support ELLs' acquisition of English at varying proficiency levels. (AL.1)
• Demonstrate understanding of the components of the English language: phonology (sounds), morphology (word structure), syntax (sentence structure), semantics (meaning), and pragmatics (contextual use) as an integrative and communicative system. (AL.1.1)
• Apply knowledge of English proficiency levels to support language acquisition across the four language domains (listening, speaking, reading, and writing). (AL.1.2)
• Model proficient oral and written communication skills for ELLs by adjusting language use according to context, audience, and purpose. (AL.1.3)
• Identify similarities and differences between English and other languages to inform instructional approaches. (AL.1.4)
• Apply knowledge of evidence-based practices and requirements in the field of ESOL. (MT.1)
• Demonstrate knowledge of Florida's educational statutes and rules when participating in activities regarding the identification, instruction, and progress of monitoring ELLs. (MT.1.1)
• Apply evidence-based practices to deliver instruction that supports and accelerates English language acquisition. (MT.2)
• Demonstrate the use of evidence-based practices in English language acquisition to plan instruction that meets the needs of ELLs at varying English proficiency levels. (MT.2.1)
• Implement listening, speaking, reading, and writing strategies aligned to evidence-based practices on second language acquisition for ELLs at varying English proficiency levels. (MT.2.2)
• Ensure ELLs have access to benchmarks-aligned academic content to provide language support at varying English proficiency levels. (MT.3)
• Use evidence-based strategies to support language acquisition and academic achievement. (MT.3.1)
• Incorporate strategies for listening and speaking for ELLs at varying English proficiency levels to support learning to read and write in English. (MT. 3.2)
• Deliver reading and writing instruction appropriate for ELLs at varying English proficiency levels. (MT.3.3)
• Use Florida's English Language Development (ELD) Standards to plan lessons that combine academic content with language objectives. (MT.3.4)
• Plan and deliver lessons that include English language acquisition and meet the needs of ELLs at varying English proficiency levels. (CM.1)
• Plan for benchmarks-aligned and linguistically appropriate instruction to create a student-centered learning environment. (CM.1.1)
• Plan learning tasks to meet the needs of ELLs with interrupted or limited education. (CM.1.2)
• Use technological tools and benchmarks-aligned resources to effectively meet the needs of ELLs at varying proficiency levels. (CM.2)
• Use benchmarks-aligned materials and other resources based on ELLs' language proficiency data. (CM.2.1)
• Integrate applicable technological tools into instruction to support ELLs' development of academic language and content knowledge. (M.2.2)
• Assess student understanding in multiple ways (e.g., progress monitoring, formative, and summative). Use assessment data to identify the appropriate instructional approach, select appropriate scaffolds, guide differentiation of instruction, and use corrective feedback. (TE.1)
• Identify appropriate accommodations for assessments and progress monitoring tools to evaluate ELLs. (TE.1.1)
• Use assessment data to distinguish language proficiency from other learning needs. (TE.1.2)
• Use a variety of assessment tools to monitor student progress, achievement, and learning gains. (TE.2)
• Select evidence-based tools and techniques to assess listening, speaking, reading, and writing in the content areas. (TE.2.1)
• Implement linguistic strategies for formative and summative assessments to support ELLs' listening, speaking, reading, and writing in the content areas. (TE.2.2)