Meeting the Needs of English Language Learners (ELLs) in - PowerPoint PPT Presentation


PPT – Meeting the Needs of English Language Learners (ELLs) in PowerPoint presentation | free to view - id: 3bba8d-YzRhN


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation

Meeting the Needs of English Language Learners (ELLs) in


Meeting the Needs of English Language Learners (ELLs) in Florida: Curricular Implications FACTE Pre-Conference Workshop University of South Florida October 19, 2011 – PowerPoint PPT presentation

Number of Views:218
Avg rating:3.0/5.0
Slides: 26
Provided by: facteInfo


Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Meeting the Needs of English Language Learners (ELLs) in

Meeting the Needs of English Language Learners
(ELLs) in Florida Curricular Implications
  • FACTE Pre-Conference Workshop
  • University of South Florida October 19, 2011
  • Dr. Jane Govoni
  • Dr. Gloria M Pelaez, University of Miami

The Legal Foundation
  • The League of United Latin American Citizens
    (LULAC) et al. vs. The State Board of Education
    (SBE) et al. Consent Decree (1990)
  • Floridas framework for compliance with federal
  • and State laws and jurisprudence regarding the
  • education of ELLs
  • Addresses the civil rights of these students
    with the
  • primary right of equal access to comprehensible
  • instruction http//
  • Stipulation Modifying Consent Decree (2003)
  • Presents additional training in ESOL for
  • administrators, guidance counselors, and school
  • psychologists, as well as information for those
  • seeking ESOL certification
  • http//

  • Section IV of the LULAC et al. Consent Decree
  • addresses personnel requirements for ESOL.
  • The LULAC et al. Consent Decree does not include
  • language stipulating the need for ESOL-related
  • training at the pre-service level however, the
  • need became obvious for teacher preparation
  • professionals and school districts in Florida.
  • The first Elementary Education program with an
  • infused ESOL Endorsement was approved in
  • 1998 at Florida Atlantic University (FAU) and
  • led to changes to Section 1004.04, Florida

Section 1004.04, Florida Statutes
  • INTENT Courses and school-based experiences
    include instruction, observation, practice, and
    competencybased demonstration in teaching
    strategies for the instruction of English
    language learners (ELLs) which meet the
    requirements set forth in the ESOL Consent

Math Science Social Studies PE Music Ed.
Leadership Counselor Ed. School
Psychology Other Compliance
Elementary ESE PreK Primary Early
Childhood Secondary English ESOL ENDORSEMENT
(3)(c).  Appropriate English for Speakers of
Other Languages instruction so that program
graduates will have completed the requirements
for teaching limited English proficient students
in Florida public schools.
Curricular Design
  • Option 1 Five Course/15 Semester Hour Sequence
    for ESOL Endorsement
  • Option 2 Bachelors or Masters Program for
    Another Certification with ESOL Infusion
  • Greater flexibility in terms of delivery method
    of ESOL
  • A minimum of two ESOL stand-alone courses to
    provide a solid foundation in ESOL, and
    sufficient connections to, and preparation for,
    the infused courses
  • Overseen and taught by qualified ESOL
  • COMPLIANCE Survey type course for all other
    programs leading to certification. (Except

The Florida Teacher Standards for ESOL
Endorsement (March 2010)
  • Organized around Domains, Standards, and
    Performance Indicators
  • Domain overarching category that is considered
    synonymous to each of the five areas of ESOL
    applied linguistics, culture, methods, curriculum
    and assessment
  • Standard set of key performance indicators to
    identify specific criteria in demonstrating
  • Indicator explicit description of content
    knowledge and/or practice to support
    demonstration of the standard

  • Domain 1 Culture (Cross-Cultural Communications)
  • Domain 2 Language and Literacy (Applied
  • Domain 3 Methods of Teaching English to Speakers
    of Other Languages (ESOL)
  • Domain 4 ESOL Curriculum and Materials
  • Domain 5 Assessment (ESOL Testing and
  • http//

ESOL Infusion Programs
  • ESOL curriculum must sufficiently assess at the
    standard level and address at the indicator level
    the Florida Teacher Standards for ESOL
    Endorsement to assure comprehensive coverage of
    the five ESOL areas (domains).
  • 5 Domains which represent the 5 ESOL areas
  • 12 Standards and 59 Indicators
  • Standards must be assessed a minimum of two
  • times
  • Indicators must be addressed at least one time

Candidate Performance Evidence
  • Examples of evidence in assessing the
  • Florida Teacher Standards for ESOL
  • Endorsement
  • Tests, assignments, papers, activities,
  • and other class work
  • Lessons adapted or modified for ELLs
  • in specific content areas
  • Evidenced of interactions with ELLs in
  • field

Candidate Performance Evidence
  • Resources or instructional materials selected for
    ELLs in specific content areas
  • Text analysis for linguistic difficulty in
    specific content areas with modifications to make
    instruction comprehensible
  • Modifications of tests or other assessments,
    class discussions, textbook readings, journal
    articles, relevant class assignments
  • Sample of ELLs work as a result of interaction
    with candidates

Field Experience
  • Required in all programs to demonstrate mastery
    of the Teacher Standards for ESOL Endorsement
    within primary literacy based programs of
    training such as Elementary Education,
    Exceptional Student Education, Prekindergarten/Pri
    mary Education, Middle School English (5-9) and
    English (6-12) programs.
  • In all other secondary programs and other K-12
    coverage programs, the one ESOL Survey/Overview
    Course is required to obtain the knowledge base
    of the ESOL Standards through field experience(s)
    that may require observation or actual teaching
  • NOTE Demonstration of the ESOL Standards is not
    required specifically for these types of programs
    since these programs do not lead to an ESOL

Options for Field Experiences
  • Candidates have direct experience teaching ELLs
    on-site in public and/or private classroom
  • May occur at different points in time within
  • Other experiences may also occur in appropriate
    settings such as
  • Migrant Centers
  • Day Care Centers
  • GED Programs for ELLs
  • Intensive English Programs
  • Adult ESL Programs
  • Others appropriate for ESOL experience

UMs Elementary Method Courses ESOL Matrix Sample
(No Transcript)
UMs Model
TAL 308 Language Development for Linguistically
and Culturally Diverse Children TAL 428 ESOL
Curriculum and Methods
UMs Model
TAL 308 Language Development for Linguistically
and Culturally Diverse Children TAL 428 ESOL
Curriculum and Methods
UMs Model
TAL 308 Language Development for Linguistically
and Culturally Diverse Children TAL 428 ESOL
Curriculum and Methods
TAL 308 Language Development for Linguistically
and Culturally Diverse Children TAL 428 ESOL
Curriculum and Methods
UMs Model
Sample Template for ESOL Matrix at
  • http//

ESOL Websites
  • Bureau of Student Achievement through Language
    Acquisition http//
  • 1. Go to Statistics for data on ELLs in Florida
  • 2010-2011 Florida ELLs by Grade at
  • http//
  • 2010-2011 Count by ESOL Status at
  • http//
  • 2010-2011 Statistics for ELLs in Florida

Questions from the Field . . .
  • Are Centers for Intensive English Studies
    appropriate even though they do not work with
    K-12 learners?
  • In rural settings, we do not always have
    sufficient number of classrooms with ELLs to
    place all of our candidates. Am I correct in
    understanding that as long as candidates have
    access to classrooms with ELLs we are okay?
  • Would a special education setting where CLD
    students with disabilities are placed be
    acceptable as a field experience placement?
  • Could you provide a link on the requirement for
    the 3-hour ESOL course for Educational
  • Can you please review what must be demonstrated
    in the field in terms of indicators/standards.

Questions or Comments
  • Thanks for your dedication and commitment to ESOL!

Questions from the Field . . .
  • Are both assessments required to be field-based?
  • Just a point of reference, we are looking for
    assessments beyond "class discussions, yes?
  • If candidates go to a "church provider" for field
    experience, how can we ensure the cooperating
    teacher has the required Clinical Education
  • Technology-based options (e.g., using Skype)
    should be included to compensate for lack of
    access to field experiences. Is this an option?
  • Where is statute or rule regarding EDL program
    ESOL requirement?
  • Is the department suggesting that the UM Matrix
    is a good model for us to use?

Questions from the Field . . .
  • Is that for an approved program or for a state
    requirement for principals who are already in
  • Is there a link where we can download the current
    12 ESOL Standards and 59 indicators.
  • Should we modify our syllabi with the 12 ESOL
  • Is it correct that it is up to each institution
    to decide how many courses in an infused program
    aside from the stand alone ESOL courses include
    ESOL standards to be assessed and which courses
    those are?
  • How do we document that we have addressed at the
    indicator level at least one time?

Questions from the field . . .
  • Are the faculty requirements the same for all
    programs including Ed Leadership for faculty
    teaching the survey course?
  • Note The Sanibel Conference to be held in June
    has a full-day planned for helping IHEs work with
    the new ESOL standards. Information will be
    distributed in the spring semester.
  • As an ESOL Coordinator, can I develop a course
    for faculty training in TESOL?