TSL4081 - ESOL Issues: Principles and Practices II

BS in Elementary Education: EDG 4376, RED 4304, and TSL 3080

AA Elective: No

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255              PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101      PHONE: (863) 297-1020

Polk State College Mission and Program Outcomes

Polk State College, a quality driven institution, transforms lives through the power of education by providing access to affordable associate and baccalaureate degrees, career certificates and workforce employment programs, delivered by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in career areas. This course focuses on the development of competencies related to the following program outcomes:

• Demonstration of Florida Educator Accomplished Practices (FEAPs)
• Demonstration of Florida Standards for ESOL Endorsement Domain Three: Methods
• Demonstration of Florida ESOL Endorsement Domain Four: Curriculum and Materials

 
Course Objectives:
Upon successful completion of this course, teacher candidates are able to:

Florida Educator Accomplished Practices (FEAPs) Critical Skills:

3.E       Relate and integrate the subject matter with other disciplines and life experiences.

3.J       Utilize student feedback to monitor instructional needs and adjust instruction.

ESOL Endorsement Competencies Domain Three: Methods

ESL/ESOL Research and History

3.1.A     Demonstrate knowledge of Level-2 teaching methods in their historical context.

3.1.B    Demonstrate awareness of current research relevant to best practices in second language and literacy instruction.

3.1.C   Demonstrate knowledge of the evolution of laws and policy in the English as a Second Language (ESL) profession, including program models for ELL instruction.

Standards-Based ESL and Content Instruction

3.2.A    Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and varying English proficiency levels.

3.2.B    Develop English Language Learners’ (ELLs) Level-2 listening skills for a variety of academic and social purposes.

3.2.C   Develop English Language Learners’ (ELLs) Level-2 speaking skills for a variety of academic and social purposes.

3.2.D   Provide standards-based instruction that builds upon English Language Learners’ oral English and supports efforts to learn to read and write in English.

3.2.E Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels.

3.2.F Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels.

3.2.G  Develop ELLs’ writing through a range of activities, from sentence formation to expository writing.

3.2.H   Collaborate with stakeholders to advocate for English Language Learners’ (ELLs) equitable access to academic instruction (i.e., through traditional resources and instructional technology).

3.2.I   Use appropriate listening, speaking, reading, and writing activities in teaching English Language Learners (ELLs) from diverse backgrounds and varying English proficiency levels.

3.2.J    Incorporate activities, tasks, and assignments that develop authentic uses of the second language, and use literacy tools to assist English Language Learners (ELLs) in learning academic vocabulary and content-area material.

3.2.K    Provide instruction that integrates listening, speaking, reading, and writing for English Language Learners (ELLs) of diverse backgrounds and varying English proficiency levels.

Effective Use of Resources and Technologies

3.3.A Use culturally responsive/sensitive, age-appropriate, and linguistically- accessible materials for ELLs of diverse backgrounds and varying English proficiency levels.

3.3.B Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills.

3.3.C Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels.    

ESOL Competencies Domain Four: Curriculum and Materials

Planning for Standards-Based Instruction of ELLs

4.1.A    Plan for integrated standards-based English Speakers of Other Languages (ESOL) techniques and language-sensitive content instruction.

4.1.B    Create supportive, accepting, student-centered classroom environments.

4.1.C   Plan differentiated learning experiences based on assessment of students’ English and Level-1 proficiency, and integrate English Language Learners’ (ELLs) cultural background knowledge, learning styles, and prior formal educational experiences.

4.1.D   Plan learning tasks for the particular needs of students with limited formal schooling (LFS).

4.1.E    Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives.

Instructional Resources and Technology

4.2.A    Select and adapt culturally responsive and sensitive, age-appropriate, and linguistically accessible materials.

4.2.B    Select and adapt a variety of materials and resources, including Level-1 resources, that are appropriate to English language and literacy development.

4.2.C   Select technological resources (e.g., websites, software, computers, and related media) to enhance instruction for English Language Learners (ELLs) of diverse backgrounds and varying English proficiency levels.

 

Course Content:
1. ESOL Methods and Curriculum

1. Perspectives and practices (e.g., historic versus current)
2. Stages of English language acquisition
3. Effects of socio-cultural, socio-political, and psychological variables on reading development
4. Research-based, developmentally appropriate strategies that address socio-cultural and linguistic differences
5. Impact of language and cognitive development upon reading proficiency
6. Stakeholder involvement in the education of English Language Learners (ELLs)
7. Creation of a student-centered classroom environment that is both supportive and accepting
8. Selection of appropriate materials and resources for English Language Learners (ELLs)

2. Development of Curriculum and Materials for English Language Learners (ELLs)

1. Creation of materials to aid ELLs in language acquisition
2. Creation of activities and assessments for students at varied levels within the four areas of language development (i.e., listening, speaking, reading and writing)

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbook” button on the PASSPORT schedule of classes.

The Gordon Rule

This is not a Gordon Rule course.

Student Help

The professor is available for help during posted hours and by appointment during other non-class hours. Students are encouraged to seek assistance from the professor. To further the educational process, the campus Learning Resources Centers, comprised of the Teaching/Learning and Computing Center (TLCC) JDA Student Success Center, and library, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote students’ academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College website.

Withdrawing From a Course

Students may officially withdraw from course(s) during any given term, provided they follow the appropriate policy and procedure. Following the conclusion of the Drop/Add Period, a student may officially withdraw without academic penalty from any credit course, provided he or she has submitted the appropriate forms to the Student Services Office no later than the published deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited admission programs may have specific guidelines regarding course withdrawal that vary from this policy. Individuals should refer to the student handbook for that program for more information. If a student stops attending class, the grade earned, usually an F, is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, withdrawal from the course will have on his or her financial aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who has been penalized for academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the three attempts. Limited admission programs may have specific guidelines regarding repeating a course that vary from this policy. Individuals should refer to the student handbook for that program for more information. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State College Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course will have on his or her financial aid status.

Academic Dishonesty

Each student is responsible for his or her work. It is assumed that each student is honest and will abide by this standard; however, in the event that there is an indication or suspicion of cheating/plagiarism, the situation shall be dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. Students should also refer to the course syllabus for more specific information.

Information Technology Access/Use Policy

All individuals who employ the information technology resources provided by Polk State College (this includes, but is not limited to, telephones, computers, the Polk State College Local Area and Wide Area Networks, and the Internet) must use these resources for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding the non-discrimination policies:
Valparisa Baker
Director, Equity & Diversity (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881-4299
Office: WAD 227, 863.292.3602 Ext. 5378, vbaker@polk.edu.

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Student Services Office on either campus and speak with a Disability Services Advisor or the Coordinator of Disability Services. Note: Limited admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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