ESOL1 - working document: sessions 4-6

the following sections:

- ESOL 1: Course description

- Course Objectives/Learning Standards

- course design

- learning standards

are online here

[to Sessions one - three]

readings for Session Four

Teaching Multilevel Adult ESL Classes by Cathy C. Shank and Lynda R. Terrill

Trauma and the Adult English Language Learner (2000, ERIC Digest)

Mental Health and the Adult Refugee: The Role of the ESL Teacher (1999, ERIC Digest)

Session Four

Theme Five: How to Teach ESOL: multilevel learning, ESOL literacy, curriculum design, [more] assessment, specific learner groups

objectives

This session is about component factors important to developing curriculum, instruction, and assessment. It demonstrates the need for congruence between designing units of study, teaching, and testing or assessment. It utilizes the participantsÕ knowledge of learner need, the Adult ESOL Curriculum Framework, and guidelines for developing and teaching lessons that will result in learner achievement of commonly accepted ESOL standards for learners. It reviews and builds upon previous sessions, focussing on ESOL literacy and multilevel learning, Through this process, this session also aims at strengthening the teaching of participants by having them begin to consider practicum goals based on teaching implications of topics studied in this course. It introduces issues of specific learner groups and issues (refugee status, mental health, etc.) and of working with multilevel classes. As well, it [re]addresses ways of integrating the use of technology into ESOL education as part of the larger purpose of assisting participants in preparing for the practicum.

Learning Standards addressed in this session:

As before, standards 1 through 4 are embedded in this session; additional emphasis is also given to:

7. Locate and evaluate appropriateness of existing materials for teaching and learning ESOL for a specific student population

8. Design, teach and document for use of others 1 - 3 lesson plans using appropriate resources such as the Massachusetts framework, ESOL literacy materials/approaches AES methods and materials appropriate as they meet the needs of ESOL learners..
- Identify teaching and classroom management techniques for facilitating learning in multi-level classes.
- Select or develop and administer non-discriminatory, age-appropriate classroom-based procedures to assess progress towards or achievement of the learning standards in the Adult ESOL Curriculum Framework incorporated in the practicum unit of study.

Participants will meet these standards upon completion of this session (part of Standard Six) or the subsequent practicum (Standards Eight and Nine):

Standard Eight : Participants will demonstrate their ability to reflect upon, learn from, and improve their teaching by writing at least two practicum teaching goals and demonstrating progress towards them during the fifteen-hour practicum. These goals will be inferred from the teaching implications participants have recorded in their journals throughout the course. The trainer or his/her designee(s) responsible for the classroom observation session will review these goals with the participant during the pre-observation conference and specify with the participant how specifically he/she will demonstrate progress during the observation session. During the post-observation conference the trainer or his/her designee(s) will determine whether these goals were met, exceeded, or not met.

Standards Six and Eight: Participants will demonstrate their ability to plan and write 1-3 lesson plans using the Adult ESOL Curriculum Framework and select or develop and administer non-discriminatory, age-appropriate classroom-based procedures to assess progress towards or achievement of the learning standards in the Adult ESOL Curriculum Framework incorporated in the practicum unit of study. They will demonstrate this ability by producing a unit of study that incorporates the named elements of effective practice identified within sessions one through four, and in readings and discussions. Participants can take as much time as they need to develop the unit but it should be completed no later than the practicum observation session.

Assignments for session five

Reading: Massachusetts Department of Education.(1998). Framework for Adult ESOL in the Commonwealth of Massachusetts.: Draft Document. Malden, MA: Massachusetts Department of Education; additional possible readings online at http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/ESOL1.1.html

  • Social Identity and the Adult ESL Classroom - Char Ullman, University of Arizona, 1997

    • supplementary reading

    English Immigrant Language Learners: Cultural Accommodation and Family Literacy Richard Dur‡n, Family Literacy: Directions in Research and Implications for Practice -- January 1996. useful overview of cultural / linguistic factors affecting language learning: "In trying to understand the nature of literacy and literacy needs among immigrant families . . . we need to have a sound grasp of the full range of cultural, linguistic, and social knowledge that families need to acquire in order to survive. This understanding is not well-served by considering only information provided by formal assessments . . . pertaining to reading, writing, oral comprehension, and speaking skills."

    from The Change Agent - working across differences or other articles - on line at http://www.nelrc.org/changeagent/

    Diversity Vs. White Privilege in Rethinking Schools, Volume 15, No. 2 - Winter 2000 / 2001

    check these resources:

  • Refugee Service Center, Center for Applied Linguistics

    • Digests on culture, specific populations and language - chose two to summarise/discuss.

    WRITING: Review/write up of assessment instrument Ð assignment pending from session 2

    Session Five

    Theme six: language, culture and identity

    This session is about assessing progress and identifying next steps. It asks participants to consider what they have learned thus far and to consider the ways in which language, culture and larger sociopolical issues affect adult ESOL learning. The session also focuses on preparing participants for the practicum.

    Learning Standards addressed in this session

    Attention to standards one through three is implicit within this session; particular attention is also paid to these standards:

    4. Articulate one's beliefs about the purpose of teaching ESOL and one's views of language, and the teaching and learning processes and the roles of teachers and learners in them. [ the use of the students' first language, grammar instruction, and error correction] .

    7. Locate and evaluate appropriateness of existing materials for teaching and learning ESOL for a specific student population

    8. Design, teach and document for use of others 1 - 3 lesson plans using appropriate resources such as the Massachusetts framework, ESOL literacy materials/approaches AES methods and materials appropriate as they meet the needs of ESOL learners.

    -Write practicum goals demonstrating the ability to reflect on, learn from, and improve upon their own teaching practice.

    Participants expected to know and be able to reflect on, learn from, and improve upon their individual teaching practice.

    - Demonstrate awareness of own social identity and the impact of social identity on language learning

    - Articulate connections between language and culture

    Standard Seven: Participants will incorporate their learning about methods and approaches into location, identification and analysis of published, and teacher-generated materials for adult ESOL learners.

    Standard Eight: Participants will demonstrate their ability to reflect upon, learn from, and improve their teaching by writing at least two practicum teaching goals and demonstrating progress towards them during the fifteen-hour practicum. These goals will be inferred from the teaching implications participants have recorded in their journals throughout the course. The trainer or his/her designee(s) responsible for the classroom observation session will review these goals with the participant during the pre-observation conference and specify with the participant how specifically he/she will demonstrate progress during the observation session. During the post-observation conference the trainer or his/her designee(s) will determine whether these goals were met (B), exceeded (A), or not met (C).

    There are no assignments for Session Six beyond the work dedicated to preparation / implementation and feedback /analysis of practicum instruction.

    practicum

    readings for practicum

    Are we practicing what we preach?Caroline Gear, International Language Institute, Northampton, MA,, Originally published in Adventures in Assessment, Volume 11 (Winter 1998),

    This practicum allows participants to apply and receive feedback on what they have learned in Sessions One through Five, and therefore touches on all standards, but particularly focuses on standards 6 and 7. .

    Learning Standards addressed within the practicum.

    6, Assess progress and achievement of ESOL learners using classroom observations, standardized or nonstandardized assessment instruments of ongoing, or final assessment of English language proficiency.
    7. Locate and evaluate appropriateness of existing materials for teaching and learning ESOL for a specific student population 8. Design, teach and document for use of others 1 - 3 lesson plans using appropriate resources such as the Massachusetts framework, ESOL literacy materials/approaches and methods appropriate to meet the needs of ESOL learners. .

    Standards Six and Eight: Participants will demonstrate their ability to plan and write 1-3 lesson plans using the Adult ESOL Curriculum Framework and select or develop and administer non-discriminatory, age-appropriate classroom-based procedures to assess progress towards or achievement of the learning standards in the Adult ESOL Curriculum Framework incorporated in the practicum unit of study. They will demonstrate this ability by producing a unit of study that incorporates the named elements of effective practice identified within sessions one through four, and in readings and discussions. Participants can take as much time as they need to develop the unit but it should be completed no later than the practicum observation session..

    Assignments.

    Required For Practicum

    - Administer the BEST test to one learner and analyse test results with whatever other knowledge participant can gather about learner (ideally, this would be a learner in a class that the participant would observe and would have access to that learnerÕs instructor in order to test hypothesis about BEST scores overall as well as particular items within the test.
    - Observe experienced ESOL teacher and/or view and respond in writing to video (if teacher/time cannot be arranged) - Schedule a 30 minute pre-observation conference, two 2-3 classroom observations, and a 30-minute post-observation conference with trainer or his/her designee(s).
    - Prepare (up to 4 hours) and teach 1 Ð 3 lesson plans (not to exceed 4 hours of direct instruction) in response to common learner needs.
    - Assess student learning.
    - Participate in Pre-/Post-Observation Conferences.
    - Prepare for Poster Session - session six
    Journal Writing Ð keep track of key learning points and questions.
    Document lesson plans so that another instructor could implement them; also document implementation process Ð what worked, what didnÕt (with analysis of why the lessons unfolded in the way that they did)..

    It is anticipated that a team of up to five experienced ESOL instructors will be contracted to act as mentors/support people to participants. Participants will observe these instructors teaching and will discuss their observations with them. This mentoring relationship is designed to give participants feedback and to provide an ÔimpartialÕ additional support person as part of the process of broadening participantsÕ exposure to ESOL practice in different contexts..

    No new reading is assigned. .

    Participants are strongly encouraged to scan NIFL ESL list archives to find topics related to those that might be important to their own teaching during the practicum period and also to use email to remain in contact with other participants and with mentor teachers and/or course facilitators.

    Session six

    Theme six: where next? learning challenges, including political realities, navigating systems

    This session continues the process of assessing progress and identifying next steps. It facilitates the articulation of what participants have learned through the ESOL course and models the development of a professional development plan.

    Learning Standards addressed in this session

    9. Demonstrate the ability to reflect on, learn from, and improve upon oneÕs own teaching practice by writing a professional development plan.

    Standard Nine: Participants will demonstrate their ability to reflect upon, learn from, and improve their teaching by writing a professional development plan that identifies which ABE certification competencies covered in this course they wish to further develop and which ESOL competencies not covered in the course they wish to pursue. In addition to identifying these competencies, participants will identify specific activities they might undertake and specify a timeline and required resources. Participants will draft this plan in 45 minutes. They can utilize the trainer or their peers as resource persons. Minimally the plan should identify competencies to pursue, specify a realistic timeframe, and identify at least one possible activity or learning resource per competency to be achieved.

    Note Ð there is time not accounted for in this session, in anticipation of completing work/following threads/discussions from earlier sessions and in order to leave adequate time for assessment of and reflection upon course learning for participants and facilitators.

  • poster session / final presentation
  • practicum synthesis and evaluation
  • cultural pursuit exercise
  • development of professional development plan
  • resources

    • course evaluation

    networking

    Resources for adult basic education/English language and literacy

    The ERIC Clearinghouse provides a number of brief reports (digests, practice application briefs) related to basic adult education. The NCLE clearinghouse provides similar documents, focussing on adult English language learners.

    Annotated list of ESOL publishers from the National Center for ESL Literacy Educaiton

    Overview of adult education

    Adult Education: Social Change or Status Quo? ERIC Digest No. 176.

    Popular Education: Adult Education for Social Change ERIC Digest No. 185, Sandra Kerka, 1997

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    january 17, 2006

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