EDF 4467

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.

EDF4467_3.0

ESOL Performance Standard(s) and Indicator(s)5.1
Activity ObjectiveDetermine purposes, procedures, advantages, and limitations of, and accommodations for assessing English learners.
Activity DescriptionAfter 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 URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EDF4467_2.0

ESOL Performance Standard(s) and Indicator(s)2.2
Activity ObjectiveCandidates reflect on their language learning experiences
Activity DescriptionAfter 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 URLN/A
Detailed Assignment Description URL http://education.ucf.edu/stll/edf4467.cfm
Electronic Portfolio AssessmentYES

EDF4467_1.0

ESOL Performance Standard(s) and Indicator(s)2.2
Activity ObjectiveCompare and contrast first and second language acquisition processes, taking individual and socio-cultural issues into account
Activity DescriptionAfter 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 URLN/A
Detailed Assignment Description URL http://education.ucf.edu/stll/edf4467.cfm
Electronic Portfolio AssessmentYES