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 | 1.1 |
| Activity Objective | To create a rationale for developing an inclusive early childhood education program. |
| Activity Description | As your final exam paper, write a personal philosophy position paper on early childhood education. The paper needs to reflect your views and opinions developed throughout the course. Include a rationale for developing an inclusive early childhood education program that acknowledges and celebrates children who have a broad range of abilities and come from a diverse range of family, economic, social, cultural, linguistic, and ethnic backgrounds. ESL-focused Reading(s): Nixon, S., McCardle, P., & Leos, K. (2007). Implications of research on English Language Learners for classroom and clinical practice. Language, Speech and Hearing Services in Schools, 38, 272-277. Rodriguez, D., Manner, J., & Darcy, S. (2010). Evolution of Teacher Perceptions Regarding Effective Instruction for English Language Learners. Journal of Hispanic Higher Education, 9(2), 130-144. |
| ESOL-specific Reading(s) | Nixon, S., McCardle, P., & Leos, K. (2007). Implications of research on English Language Learners for classroom and clinical practice. Language, Speech and Hearing Services in Schools, 38, 272-277. Rodriguez, D., Manner, J., & Darcy, S. (2010). Evolution of Teacher Perceptions Regarding Effective Instruction for English Language Learners. Journal of Hispanic Higher Education, 9(2), 130-144. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 3.2, 4.1, 5.1 |
| Activity Objective | To observe modifications to instruction for ELLs in practice. |
| Activity Description | For this assignment you will need to visit five different early childhood classrooms within the community that serve ESOL children. Observations will last for a minimum of three hours each and MUST focus on the components of Instruction; Modifications; Classroom management; and Assessment for ESOL children. Submit a summary of each visit as well as a reflection on the philosophy of the program. |
| ESOL-specific Reading(s) | Nixon, S., McCardle, P., & Leos, K. (2007). Implications of research on English Language Learners for classroom and clinical practice. Language, Speech and Hearing Services in Schools, 38, 272-277. Rodriguez, D., Manner, J., & Darcy, S. (2010). Evolution of Teacher Perceptions Regarding Effective Instruction for English Language Learners. Journal of Hispanic Higher Education, 9(2), 130-144. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 3.1, 3.2 |
| Activity Objective | To reflect on teaching strategies and application of theory, including ESL and ESE strategies and theories, during tutoring sessions with a child. |
| Activity Description | The study will reflect your work with your selected child, demonstrate his/her progress over the tutoring sessions, and will reflect how this experience impacted your professional views as a teacher of young children from diverse backgrounds. Within the case-study you will be able to consider your own teaching strategies and effective applications of theoretical knowledge (technical reflection); will be able to use problem-solving process to analyze important issues to gain insight into teaching and consider positive/negative consequences of actions (contextual reflection); and will also be able to examine issues from multiple perspectives (e.g., teacher, student, parent, community member) and advocate for student, parents and wider community (critical reflection). |
| ESOL-specific Reading(s) | Nixon, S., McCardle, P., & Leos, K. (2007). Implications of research on English Language Learners for classroom and clinical practice. Language, Speech and Hearing Services in Schools, 38, 272-277. Rodriguez, D., Manner, J., & Darcy, S. (2010). Evolution of Teacher Perceptions Regarding Effective Instruction for English Language Learners. Journal of Hispanic Higher Education, 9(2), 130-144. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |