This article discusses the implementation of an ESOL endorsement program for teachers in Florida in the 1990s. It provides background on key figures from the Florida Department of Education who helped establish the program. The program integrated ESOL knowledge and competencies into existing teacher education programs. Pre-service teachers took courses and had field experiences that incorporated ESOL strategies into their planning and instruction. This allowed the ESOL program requirements to be met while planting seeds that took root and allowed teachers' skills with English learners to blossom.

1. Legal Foundations
Chapter One: Understanding the Implications of the Florida Consent
Decree
A Literacy Root Begins with a Seed: Planting an Elementary Education/
English for Speakers of Other Languages Teacher Preparation Program
Valerie J. Bristor, Jane Brady Matanzo
(1990s)
http://www.americanreadingforum.org/yearbook/yearbooks/98_yearbook/html/09_bristor_98.htm
This article provides background knowledge of the realization of an ESOL Endorsement
in Florida in the early 1990s, and includes two prominent figures from the Florida Depart
ment of Education, R.E. LeMon and L. Clayton-Kandor. The authors present an overvie
w of how reading and language arts instruction can meet a state ESOL Endorsement
requirement by integrating the requisite knowledge and competencies into existing Teac
her Education Programs. Pre-service teachers completing the integrated methodology
courses and field experience considered ESOL needs and incorporated strategies as a
natural part of their planning and instructional processes. Thus, the ESOL seed was pla
nted; it took root; it sprouted and flowered. The inclusion of various checkpoints in
programs should assure continuous blooming and opportunities for teachers to choose f
rom an abundant garden of practical strategies which will ultimately guide them in delive
ring appropriate instruction to English learners in all classrooms.