EDE 6933

The activity descriptions provided in this summary of ESOL infused activities or assignments is intended to provide you with information about what pieces of evidence you may include in your TESOL-in-Progress notebook. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in your syllabus to ensure that you fulfill all assignment requirements for this course.

EDE6933_1.0

ESOL Performance Standard(s) and Indicator(s)2.2, 3.1, 4.1
Activity ObjectiveImportance of continuing education via reading research articles
Activity DescriptionCandidates read 10 articles from 8 education journals on a variety of topics. However, one of the ten articles MUST specifically relate to a critical issue in the process of acquiring a second language and how effective teaching of ELs in the classroom can facilitate this. The candidates cannot use the Goldenberg article provided in the syllabus. Describe, analyze, and reflect on the article. In addition, if the other articles address ELs, comment on how the article develops your understanding of second language acquisition and instruction of ESOL learners. 22 possible journals are given and include publications such as TESOL Quarterly, NABE Journal, and Tapestry.
ESOL-specific Reading(s)Goldenberg, C. (2008). Teaching English language learners: What the research does and does not say. American Educator, 8-44.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EDE6933_2.0

ESOL Performance Standard(s) and Indicator(s)3.1
Activity ObjectiveReflect on observations made during 80 hours spent in school prior to graduate internship
Activity DescriptionMA candidates must spend 80 hours in schools prior to Graduate Internship. Write 2 reflections during the semester; this represents 2 visits to elementary schools. The experience should last at least 30 minutes. Candidates think about topics discussed and read about this semester and connect them to their experiences visiting the school. Especially look for classrooms that include ELLs to observe practices that would be beneficial to ESOL instruction. If you are in your own classroom, you may write reflections about lessons that you teach or activities you plan for your students. Here are questions that could encourage meaningful reflection related to ESOL? 1. How did the instructor differentiate instruction for the ELLs? 2. Based on your observation, what proficiency level were the ELLs? Was your guess confirmed by the instructor after the class? 3. How were the ELLs engaged in meaningful interaction with their classmates and teacher? 4. How would you modify some of the successful strategies for your own classroom or student population?
ESOL-specific Reading(s)Goldenberg, C. (2008). Teaching English language learners: What the research does and does not say. American Educator, 8-44.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO