I have posted the ESOL questions IN THE UPLOAD FILE. This is an important assignment. Please follow the instruction provided. Your job is to complete Activity No 1, 2, and 3. Activity No. 1 is based on several websites provided in the text. Activity No. 2 is based on the textbook, several websites provided, and your cumulative global knowledge. Finally, Activity No. 3 is based on your personal history and cultural experiences. 

Please make sure that you answer all your questions. You can also submit your first draft for my evaluation and feedback. You can submit your draft here. Please say…this is my first draft and I would like to get your feedback.

You will have several examples of the ESOL project included in this module.

Most students struggle with questions 3 and 4. You have to customize question 3. For example, in Florida, a 15 credit hours are required for elementary education teachers.

QUESTION 4:

These are the courses:

1) Methods of Teaching ESOL

2) ESOL Curriculum and Materials Development

3) Cross-Cultural Communication and Understanding

4) Applied Linguistics

5) Testing and Evaluation of ESOL

PLEASE READ THE INSTRUCTION AND USE ONLINE CREDIBLE SOURCES

EDF2085ESOL MODULE

ESOL PERFORMANCE STANDARDS

Activity 1 Standard #3.1.
(c)

Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)

Standard 1: ESL/ESOL Research and History: Teachers will demonstrate knowledge of
history, public policy, research and current practices in the field of ESL/ESOL teaching
and apply this knowledge to improve teaching and learning for ELLs.

3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession,
including program models for ELL instruction.

Activity 2 Standard #1.1
(a,b,d)

Domain 1: Culture (Cross-Cultural Communications)

Standard 1: Culture as a Factor in ELLs’ Learning
Teachers will know and apply understanding of theories related to the effect of culture in
language learning and school achievement for ELLs from diverse backgrounds.
Teachers will identify and understand the nature and role of culture, cultural groups, and
individual cultural identities.

1.1. a. 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.b. 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. d. Understand and apply knowledge about the effects of racism, stereotyping, and
discrimination in teaching and learning of ELLs from diverse backgrounds and at
varying English proficiency levels.

Activity 3 Standard #2.2.
(b,c)

Domain 2: Language and Literacy

Standard 2: Language Acquisition and Development: Teachers will understand and
apply theories and research on second language acquisition and development to
support ELLs’ learning.

2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and
build on these skills as a foundation for learning English.
2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and
psychological variables to facilitate ELLs’ learning of English.

ACTIVITY #1

The Consent Decree and ESOL Competencies

As a new student in the College of Education, you will face many challenging situations in your profession. To help

prepare you for many of these challenges, certain competencies are being instilled throughout your coursework. Of

immediate concern is a court action known as the Florida Consent Degree that deals with ESOL (English for Speakers of

Other Languages). As this will have application throughout your career, learn what the court has decreed.

Visit the following online resources to complete this activity.

Site # 1: Consult the College of Education ESOL site and review the ESOL Infusion Model used in courses:

http://education.ucf.edu/esol

Site # 2: Consent Decree http://www.fldoe.org/aala/cdpage2.asp

Site # 3: Timelines for Completion of the ESOL Training Requirements: http://www.fldoe.org/aala/rules.asp

http://education.ucf.edu/esol

http://www.firn.edu/doe/omsle/cdpage2.htm

http://www.fldoe.org/aala/cdpage2.asp

http://www.firn.edu/doe/omsle/timeline.htm

http://www.fldoe.org/aala/rules.asp

Site # 4: Performance Standards for Teachers of English for Speakers of Other Languages:

http://www.fldoe.org/aala/pdf/ApprovedTeacherStandards

Note: if the links are not working, you can start at the Florida Department of Education, Bureau of Student Achievement

Through Language Acquisition (SALA) website, and click on Consent Decree and In-service Training.

Answer these questions:

1) What court case brought about the Consent Decree? What was the basis of the lawsuit? Why is it known as

the Consent Decree? What impact has it had on teacher competencies?

2) How is this action by LULAC an example of what advocacy can achieve for supporting the needs and rights of

diverse learners? How is this related to multicultural education objectives?

3) How many hours of ESOL training are required of teachers in your subject area in Florida?

4) What are the basic training/course requirements for ESOL endorsement?

5) What is the ESOL Infusion Model used in the UCF College of Education? What end product is required to

demonstrate these competencies?

STANDARD #3.1. MODULE SCORING GUIDE

Criteria Poor Fair Good Excellent
Florida Consent Decree reviewed, purpose and necessity
explained

Understanding shown of multicultural education as
comprehensive process involving all that educators think and do

Understanding shown of pluralistic policies and practices in
regard to languages and cultural issues

http://www.firn.edu/doe/omsle/perstand.htm

http://www.fldoe.org/aala/pdf/ApprovedTeacherStandards

Training category and amount of training given, question about
equal training answered with reasons

Understanding of the ESOL infusion model

Mechanics: spelling, grammar, style professional Own words are
used or phrases quoted and cited in APA style

Grade and Comments:

ACTIVITY 2

Individual Learning Activity: Impact of Discrimination and Prejudice on Language Learning

This course examines stereotypes and prejudices about diverse learners and develops intercultural awareness. Our own

experiences and the reactions of others to us are often determined by our membership in certain micro-cultures, such as

socio-economic status, culture and ethnicity, language, religion, and gender. These questions are aimed at increasing

your awareness of these issues and how these impact the experiences of the ELL learner. They address how teachers

can develop strategies to support ELL learners.

1) Describe the characteristics of the “dominant culture” in the U.S.A. What does the term “dominant” tell us about its

power and access to resources? How is language related to dominant culture?

2) Describe the characteristics of a Micro-culture. How have these microcultures been impacted by inequity and

powerlessness?

3) Why is language a core diversity issue? How have cultural and linguistic groups been impacted by racism and

prejudice? Choose ONE major linguistic micro-culture (any non-English linguistic group) and briefly describe any

incidents of prejudice or discrimination or how they have been overcome. You may use examples from current

events or your own experience.

4) Why is bilingual education controversial? What are the stereotypes and challenges that face ELL students?

5) What is “Cultural Competence”? Consult the following websites to complete your answer. Quote one recognized

definition (List the reference in APA format) then describe “cultural competence” in your own words. List 5 major

ways that teachers of ELL students should develop “cultural competence”.

Visit the following online resources to complete this activity.

Site # 1: National Association for Bilingual Education

http://www.nabe.org/b_ed_politics.html

Site # 2: Consult the National Center for Cultural Competence

http://www.opb.org/education/minisites/culturalcompetence/teachers.html

Site # 3: Consult the Center for Effective Collaboration and Practice site:

http://cecp.air.org/cultural/default.htm

Site # 4: Defining Cultural Competence – OPB site

http://www.opb.org/education/minisites/culturalcompetence/teachers.html

http://www.nabe.org/b_ed_politics.html

http://www.opb.org/education/minisites/culturalcompetence/teachers.html

http://cecp.air.org/cultural/default.htm

http://www.opb.org/education/minisites/culturalcompetence/teachers.html

STANDARD #1.1. MODULE SCORING GUIDE

Criteria Poor Fair Good Excellent
Understanding of role of the dominant culture in determining
access to resources

Understanding of differential opportunities afforded different
microcultures

Understanding of the impact of race and socioeconomic status
on linguistic groups and minority ethnicities.

Understanding of the evolution of language in social
transformation and constructivism

Awareness of the bilingual experience and stereotypes that can
generate prejudice

Clearly defined “cultural competence”

Described strategies teachers can use to prevent prejudice for
ELL students.

Mechanics: spelling, grammar, style professional Own words are
used or phrases quoted and cited in APA style

Grade and Comments:

ACTIVITY 3

Individual Learning Activity – Part 3 of 3 – Linguistic Influences and You

Our experiences and the reactions of others to us are often determined by our linguistic heritage. These questions and

reflections get you to think about how the way you speak is also an indication of the way you think about certain issues

related to bilingualism.

Visit the following website to complete the last question:

Site # 1: National Association for Bilingual Education
http://www.nabe.org/b_ed_politics.html

1) What is your linguistic and cultural heritage? What first language did your grandparents speak? Your

parents? Yourself? How have your cultural and personal experiences enriched your use of language?

2) Are you monolingual/bilingual/multilingual? Do you consider this an advantage?

3) Do you think that English should be formally declared the “official language” of the United States?

4) From an outsider’s point of view, everyone has a distinctive accent and dialect that stems from their ethnic, cultural

or regional origins. Describe your own accent. How has your accent influenced the way people respond to you

locally and when you travel away from home?

5) Do any of your friends speak another language at home? Have you ever been in an environment where another

language was being spoken and you couldn’t understand? How did you respond? What type of support or

strategies would have helped you in this context?

STANDARD #2.2. MODULE SCORING GUIDE

Criteria Poor Fair Good Excellent
Demonstrated understanding of linguistic and ethnic heritage
Understanding of the impact of being multilingual in developing
intercultural competencies

Understanding of how accent and dialect determine cultural and
linguistic heritage

Understanding shown of the contextual and cultural implications
of bilingual education

http://www.nabe.org/b_ed_politics.html

Mechanics: spelling, grammar, style professional Own words are
used or phrases quoted and cited in APA style

Grade and Comments:

EDF2085 ESOL MODULE EVALUATION

Evaluated by: Semester Date

Total grade: 15 questions