National Standards for Foreign Language Learning

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The document outlines the National Standards for Foreign Language Learning, which describe what students should know and be able to do with foreign languages. The standards have 5 goals known as the 5 Cs: Communication, Cultures, Connections, Comparisons, and Communities. There are 11 standards within these 5 goals that guide curriculum to enable students to know how, when, and why to communicate appropriately depending on the situation. The standards are meant to encourage students to use language both in and outside the classroom for personal enjoyment and lifelong learning.

Technology Education

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EDF2085 ESOL MODULE ESOL PERFORMANCE STANDARDS Activity 1 Standard #3.1. (c) Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL) Standard 1: ESL/ESOL Research and History: Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. 3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Activity 2 Standard #1.1 (a,b,d) Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELLs’ Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities. 1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. 1.1.b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. 1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. Activity 3 Standard #2.2. (b,c) Domain 2: Language and Literacy Standard 2: Language Acquisition and Development: Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning. 2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English. 2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ learning of English. ACTIVITY #1 The Consent Decree and ESOL Competencies As a new student in the College of Education, you will face many challenging situations in your profession. To help prepare you for many of these challenges, certain competencies are being instilled throughout your coursework. Of immediate concern is a court action known as the Florida Consent Degree that deals with ESOL (English for Speakers of Other Languages). As this will have application throughout your career, learn what the court has decreed. Visit the following online resources to complete this activity. Site # 1: Consult the College of Education ESOL site and review the ESOL Infusion Model used in courses: http://education.ucf.edu/esol Site # 2: Consent Decree http://www.fldoe.org/aala/cdpage2.asp Site # 3: Timelines ...

C. Chen-Lin, J. Dowd, L. Lee, D. Tan: The 21st-Century Standards-Based Chines...

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The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.

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