Blanscet Crain Evers   Wk 3 Esl – English As A Second Language
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Blanscet Crain Evers Wk 3 Esl – English As A Second Language






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Blanscet Crain Evers   Wk 3 Esl – English As A Second Language Blanscet Crain Evers Wk 3 Esl – English As A Second Language Presentation Transcript

  • ESL – English as a Second Language
    Purpose, Qualifications, Requirements, and Standards
    By Chad Blanscet, Ron Crain, and Mark Evers
  • Program Purpose
    Support students with primary language other than English
    Support teachers in all content where potential language barriers exist
    Promote the development of student proficiency in English
  • Teacher Qualifications
    Reading, Writing, and Speaking ability in a language other than English
    Pass language Proficiency test (BTLPT)
    Meet all general requirements for state certification in a given area, such as EC-6
    Receive a Certification in Bilingual Education from the State of Texas
  • Instructional requirements
    Bilingual education program should be a full-time dual language program
    Basic skill of a students primary language is taught.
    Intensive study of English skills
    Allowances should be made for learning experience and cultural back ground
  • Instructional requirements Cont
    Elective courses may be taught in a language other than English
    Teachers in Bilingual classrooms must be trained in dealing with language differences among students
  • Teacher Standards
    Teacher understands language concepts and structure of the English language.
    Knowledge of the foundations of ESL education and factors that contribute to effective learning.
    Understands the processes of first- and second-language acquisition and uses this knowledge to promote students’ language development in English.
    Understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction.
  • …Teacher Standards
    Knowledge of the factors that affect ESL students’ learning of academic content, language, and culture.
    Understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs and uses assessment results to plan and adapt instruction.
    Knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.
  • Challenges
    Students being accepted in a diverse society
    Students forced to “abandon” their native language and culture
    Unwelcoming, hostile environment
    Students become withdrawn
    Students with learning disabilities