The activity descriptions provided in this summary of ESOL infused activities or assignments are intended to provide you with information about how you meet the requirements to earn the ESOL endorsement as part of your initial certification degree. 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 the associated course's syllabus to ensure that you fulfill all assignment requirements. If the Electronic Portfolio Assessment row indicates Yes, this means that you will upload this graded assignment to your online assessment account in LiveText/Via/Watermark/Student Learning and Licensure, etc.
| ESOL Endorsement Standards | 5.1 |
| Activity Objective | Determine purposes, procedures, advantages, and limitations of, and accommodations for assessing English learners. |
| Activity Description | After viewing the Video Lecture and associated PowerPoint files, complete the quiz about titled ESOL Assessment located in the Assessments section of Webcourses. |
| ESOL-specific Reading(s) | ESOL Tapestry Expert Series Video Lecture¡ªELL-Focused Accommodations for Content Area Assessments: Dr. Jamal Abedi & Dr. Florin Mihai, available at http://tapestry.usf.edu/assessments/index.html |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 2.2 |
| Activity Objective | Candidates reflect on their language learning experiences |
| Activity Description | After reading Chapter 4 of Ross-Lugo et al., (2012), reflect on your foreign language study during PreK-12 and/or college. Use the following question to structure your response¡ª 1) Describe activities that you did in your foreign language class that illustrate: (a) a behavioral perspective on second language acquisition; (b) a cognitive perspective, and (c) a socio-cultural perspective. |
| ESOL-specific Reading(s) | Chapter4 English Learners-The merging of two disciplines in Ross-Lugo, L. I., Mihai, F. M., & Nutta, J. W. (2012). Language and Literacy Development. San Diego, CA: Plural Publishing. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | http://education.ucf.edu/stll/edf4467.cfm |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 2.2 |
| Activity Objective | Compare and contrast first and second language acquisition processes, taking individual and socio-cultural issues into account |
| Activity Description | After reading Chapter 1 and Chapter 5 of Ross-Lugo et al., (2012), candidates post replies to two of the following discussion board topics and respond to two classmates¡¯ replies. Refer to what they have read in the text and other course readings. They may also describe their own experiences or those of family or friends that support your points. Topics: (1) Which facets of first and second language acquisition do you believe are the most similar? Which do you believe are the most different? Give examples and a rationale. (2) How much do we know about second language acquisition from neurobiological studies and what do we still need to determine? What questions would you most like answered from future research in this field? (3) An employer interviewed applicants for a hotel clerk position. One applicant had the most experience at the hotel (in housekeeping and catering) and had previously worked as a front desk clerk at a Hilton in Colombia for 5 years before moving to the U.S. at age 25. She was clearly the most qualified, but the employer believed that her foreign accent made her ¡°less likeable¡± to guests. Not wanting to exclude the applicant, the employer told her to work on improving her accent and to return in 3 months for another interview. If you were an expert consultant brought in to determine whether the employee could be expected to eliminate the accent, what would you advise the company and what evidence would you present to support your recommendation? |
| ESOL-specific Reading(s) | Chapter1 - English Learners-The merging of two disciplinesin Ross-Lugo, L. I., Mihai, F. M., & Nutta, J. W. (2012). Language and Literacy Development. San Diego, CA: Plural Publishing. Chapter5 -Literacy Development in Second Languagein Ross-Lugo, L. I., Mihai, F. M., & Nutta, J. W. (2012). Language and Literacy Development. San Diego, CA: Plural Publishing. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | http://education.ucf.edu/stll/edf4467.cfm |
| Electronic Portfolio Assessment | YES |