EDF 4603

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.

EDF4603_3.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity ObjectiveIdentify cultural barriers for ELLs' at school and strategies for reducing or eliminating them.
Activity DescriptionCandidates pick 2 major cultural groups within today¡¯s public schools. Using an Internet search engine (e.g. Dogpile, Google), search for 2 websites which contain information on each of these two cultural groups¡¯ attitudes toward education in general. The websites should be nonprofit, meaning that their URL address end in either EDU, ORG, or GOV. Once you have found appropriate websites and read over all of the material carefully, summarize the groups¡¯ attitudes and highlight the areas that might lead to misinterpretation within schools. Considering this information, name 5 strategies/approaches/techniques/models that schools/teachers can employ to reduce the cross-cultural barriers between each of these 2 groups and the schools. Then, explain what resources are available, or would be needed, to accomplish these objectives.
ESOL-specific Reading(s)Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp)
Generic Syllabus URLhttp://education.ucf.edu/stll/syllabus.cfm
Detailed Assignment Description URLhttp://education.ucf.edu/stll/edf4603.cfm
Electronic Portfolio AssessmentYES

EDF4603_2.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 3.1, 4.1
Activity ObjectiveAnalyze how language learning is experienced and internalized by English Language Learners
Activity DescriptionCandidates identify an individual who may be categorized as an English Language Learner per the Florida Consent Decree. Interview the individual about his/her experiences learning English. Sample questions include: 1. What helped you the most in learning English? 2. What did your teachers do during your learning process? 3. Can you tell me about a time when you were frustrated, scared, or happy when learning English? 4. What do you think that teachers can do better to help students learn English? 5. What should teachers not do? 6. What advice would you give to other English language learners? After candidates have reread and analyzed their interview notes, respond to the following questions (2 pages maximum). Please attach your interview notes with question responses. 1. What are the major differences/similarities between your culture and that of your interviewee? 2. What stereotypes about your respondent's culture were upheld/destroyed/transformed through the interview? 3. Vis-¨¤-vis education and language acquisition, what approaches worked best/worst for your interviewee? What is your reaction to his/her experiences? Provide examples in your discussion. 4. Having learned about this particular culture, what skills do you think you need to develop in order to work effectively in diverse classrooms? How could you develop these skills independently? How could teacher education programs be changed to help to enhance your effectiveness with diverse students? 5. What other realizations, notions, lessons learned did you have from this experience?
ESOL-specific Reading(s)Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp)
Generic Syllabus URLhttp://education.ucf.edu/stll/syllabus.cfm
Detailed Assignment Description URLhttp://education.ucf.edu/stll/edf4603.cfm
Electronic Portfolio AssessmentYES

EDF4603_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 3.1, 3.2, 4.1, 5.1, 5.2
Activity ObjectiveExplain the purpose of the Florida Consent Decree, how ELLs are identified, and the implications of the Consent Decree for teachers.
Activity DescriptionCandidates read the Florida Consent Decree on the Florida Department of Education¡¯s Office of Multicultural Student Language Education website. Candidates then compose a paper (2 pages minimum) answering the following questions: 1. What is the purpose of the Florida Consent Decree? 2. Summarize the initial identification process of English Language Learners in school per the Consent Decree? 3. Summarize the implications for K-12 teachers (e.g. training hours, tests, certifications) as mandated in the Consent Decree. Be sure to discuss any implication/expectations that might differ between teacher already in school and new teachers.
ESOL-specific Reading(s)Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp)
Generic Syllabus URLhttp://education.ucf.edu/stll/syllabus.cfm
Detailed Assignment Description URLhttp://education.ucf.edu/stll/edf4603.cfm
Electronic Portfolio AssessmentYES