1.4.e.4 Teaching English to Speakers of Other Languages Endorsement

Assessment 1: TESOL Praxis – 100% Pass Rate

Assessment 2. Performance in TESOL Courses

1.  Description of assessment: Grades in coursework.

2.  Alignments with standards. Courses are aligned with the standards in this way:

TESOL Outcomes

/ Course
Preparing for Student Learning (Core Knowledge)
1.0 Knowledge of student
1.1 Possess knowledge and understanding of students of diverse cultural and language backgrounds, including:
1.1.1 Information relating to different cultural and language groups in the U.S. and Ohio / Sociolinguistics for TESL,
1.1.2 How students’ culture may impact on learning and performance in the classroom / Sociolinguistics for TESL
2.0 Knowledge of and competence in the English language
2.1 Possess knowledge and understanding of English structure and usage, including
2.1.1 Theoretical-based approaches to describing language structure and usage / Grammar for TESL/Applied Linguistics: Morphology, Syntax, and Semantics
2.1.2 English language variations, phonology, morphology, and syntax /

Grammar for TESL/Applied Linguistics: Morphology, Syntax, and Semantics

Phonetics for Teaching ESL/Applied Linguistics: Phonology

2.2 Demonstrated competence in English communication skills of listening, speaking, reading, and writing / Grammar for TESL//Applied Linguistics: Morphology, Syntax, and Semantics
3.0 Knowledge of language development and second (new) language acquisition
3.1 Possess knowledge and understanding of the process of language learning, including:
3.1.1 Similarities and differences between first and second (new) language acquisition across age/grade levels /

Theories of Second Language Acquisition

3.1.2 Theories of second (new) language acquisition / Theories of Second Language Acquisition
3.1.3 Effects of cognitive, affective, and socio-cultural variables on second (new) language acquisition / Theories of Second Language Acquisition
4.0 Foundations of second (new) language instruction
4.1 Possess knowledge and understanding of the context of second (new) language instruction in the United States, including
4.1.1 Terminology and definitions related to second (new) language instruction /

Theories of Second Language Acquisition

Sociolinguistics for TESL

4.1.2 Historical and legal precedents of programs for language minority students in the U.S. /

Theories of Second Language Acquisition

Sociolinguistics for TESL
4.1.3 Demographics, immigration and migration issues /

Theories of Second Language Acquisition

Sociolinguistics for TESL
4.1.4 Educational issues related to language minority students /

Theories of Second Language Acquisition

Sociolinguistics for TESL
Advancing Student Learning (Pedagogy)
5.0 Knowledge and skills instructional assessment
5.1 Possess knowledge of and skills in the assessment of second (new) language learners, including the ability to
5.1.2 Design and use varied age-appropriate assessment procedures and instruments to obtain information about students English language proficiency and academic achievement /

PreK-12 Practicum in TESL

5.1.3 Interpret assessment data to make instructional decisions /

PreK-12 Practicum in TESL

Evaluation and Assessment for ESL

5.1.4 Provide assessment results to students, parents, and other /

Evaluation and Assessment for ESL

5.1.5 Assist students to use assessment results to make decisions about their learning /

TESL Methods II/ Evaluation and Assessment for ESL

6.0 Knowledge and skills in methodology and materials for teaching second (new) language learners
6.1 Possess knowledge of and skills in the instruction of linguistically diverse learners, including the ability to
6.1.1 Establish goals and objectives, and design curricula for second (new) language learners that reflect Ohio’s grade-level learning outcomes in content areas /

Phonetics for Teaching ESL/Applied Linguistics: Phonology

6.1.2 Apply current research to develop a repertoire of strategies to promote age-grade-appropriate social and academic English learning /

TESL Methods II /Evaluation and Assessment for ESL

6.1.3 Select, adapt, create, and use varied resources appropriate to age, diverse cultural groups, and different learning styles /

Methods in Teaching ESL/Teaching Methods and Techniques for ESL

6.1.4 Integrate technology in planning and delivering instruction /

Methods in Teaching ESL I//Teaching Methods and Techniques for ESL

6.1.5 Create and maintain communication with students’ families to enhance the students’ educational experiences /

Methods in Teaching ESL I //Teaching Methods and Techniques for ESL

Field-based experience
7.0 Classroom observation and practice teaching
7.1 During their field experience, participants will /

Practicum in TESL

7.1.1 Observe and participate in second (new) language instruction in a classroom setting with experienced certified-licensure teachers having TESOL validation/endorsement / Practicum in TESL
7.1.2 Practice teaching second (new) language learners in a formal classroom setting, mentored by experienced certified/licensure teachers having TESOL validation/endorsement / Practicum in TESL
7.1.3 Analyze, evaluate, reflect on, and describe the quality of the field experience / Practicum in TESL

3.  Interpretation of the data: UC TESOL coursework is well aligned with institutional, state, and national Standards, as shown in the table above. The coursework covers a wide range of domains, such as core knowledge, English linguistics in general, teaching methods and strategies, pedagogy, and field-based experience, along with professional integrity.

4.  Data are presented on the following page Please note that the course titles of LTCY 782P, LTCY 783P, LTCY 784P, and LTCY 787P have been changed in the academic year of 2009-2011.

2008-2009 / 2009-2010 / 2010-2011
A / A- / B+ / B / A / A- / B+ / B / B- / C+ / A / A- / B+ / B / B- / F
18 LTCY 782P ESL Methods I / 30 / 0
18 LTCY 782P Tchg Mthds/Tech ESL / 48 / 1 / 48 / 8 / 2 / 1 / 1
18 LTCY 783P ESL Phonetics / 20 / 4 / 41 / 4
18 LTCY 783P Appl Linguist: Phnol / 55 / 1 / 1
18 LTCY 784P ESL Methods II / 19 / 3
18 LTCY 784P Eval/Assess for ESL / 37 / 12 / 3 / 1 / 1 / 67 / 3
18 LTCY 785P Sociolinguist TESL / 23 / 3 / 1 / 40 / 6 / 3 / 4 / 2 / 55
18 LTCY 786P Practicum TESL P-12 / 18 / 48 / 2 / 1 / 54
18 LTCY 787P Grammar for TESL / 29 / 1

Assessment 3: Lesson Plans

Indicator / 2008-9 / 2010- 11 / 2011-12
National and State ESL Standards applicable to your lesson plan / 10% / A= 25 A- = 5 B+=1 I=1 / A = 3 B-=1 / A = 28 A- =12 B+ =2 I =1
Accommodations for your ESL students / 25%
3-5 objectives and their connection to the broader course objective(s); e.g. “At the end of this lesson, students will be able to …” / 5%
Content to be covered / 5%
Activities (lecture, group work, problem-solving, case studies, think-pair-share, collaborative projects, etc.) / 25%
Resources and materials needed (including technology) / 10%
Timing / 5%
Out of class work and assessment / 15%
Total: / 100%
N / 32 / 4 / 43
93-100 = A 90-92 = A-
87-89 = B+ 83-86 = B 80-82 = B-
77-79 = C+ 73-76 = C 70-72 = C-
67-69 = D+ 63-66 = D 60-62 = D-
>59 = F(Fail)

Assessment 5: Final Project

Final Project: Profiles in English Language Learning

Assignment as it appears in the syllabus:

In an effort to apply our new knowledge of theories related to language learning and teaching, you will be responsible for providing profiles of a population of learners you are likely to teach along with a detailed description of the theories and related practices that will apply to this context. The medium for presentation of this project can be chosen by the students, with permission from the facilitators, but creative use of technology is encouraged. Options for presentation include, but are not limited to, Powerpoints with video, audio, and pictures, iMovies, Photostories, Podcasts, Wikis, and Apps. A majority of the presentations will be devoted to a detailed description of the target teaching population with specific references to the factors described in each chapter of the text (you may use elements of your discussion papers as a basis for your description). Other components of the presentation should address specific ideas for teaching specific skills to this group of students. Include reference to the course text and 3-7 other references to justify your understanding of this demographic and your approach to teaching in the context you describe. In order to receive feedback in your planning of these presentations, you will need to provide weekly reports in the Discussion Board on the progress beginning in Week 2 of the course. Specific prompts and criteria for these weekly reports will be provided in the Discussion Board, where you will post your plans for others to see and use as they plan toward a final product.

Rubric

Learner Profile / Appropriate Theories / Methodological Approach (Practice) / Presentation
Scoring Criteria
A / ·  Student population is described in detail, with references to age, cultural and linguistic backgrounds, socioeconomic status, learning styles, reasons for learning English, and available resources.
·  Challenges to teaching English to this student population are explained, with reference to the text and outside sources, in order to adequately identify theories and a methodological approach for overcoming them.
·  Population is described in detail with references to key terms and concepts covered in each major part of the text, as well as from 3-7 additional sources.
23-25 points / ·  The author synthesizes a variety of theories presented throughout the text, including a discussion of educational issues related to language minority students, in order to justify a methodological approach to teaching the target student population.
·  Theories are described in detail, including definitions, a brief historical review, and a clear explanation of the reason for their application in the context described for this project.
·  The author outlines a theoretical basis that is appropriate to this target teaching population.
22-25 points / ·  Reference is given to a variety of specific strategies (3-7)outlined in the text, as well as from additional resources.
·  Strategies and methodological approaches are appropriate to the student population outlined in the Learner Profiles section of the presentation.
·  Methodological approach reflects the author’s consideration of cognitive, affective, and socio-cultural variables influencing these learners.
22-25 points / ·  Creative use of technology, with visual and auditory aids, as well as links to recommended resources and activities enhance conveyance of the author’s message
·  Ideas are presented with clarity and detail.
·  Topics are organized in a manner that depicts their relevance to each other and to major themes.
·  There are few, if any, errors in conventions.
23-25 points
B / ·  Student population is described, but more detail is required in reference to one of the following characteristics: age, cultural and linguistic backgrounds, socioeconomic status, learning styles, reasons for learning English, and available resources.
·  Challenges to teaching English to this student population are identified, but only briefly explained. More reference to the text and outside sources is required, in order to adequately identify theories and a methodological approach for overcoming these challenges.
·  Population is described with only some reference to key terms and concepts covered in each major part of the text, and little or no reference to 3-7 additional sources.20-22 points / ·  The author chooses a theory presented in the text, including a discussion of educational issues related to language minority students, in order to justify a methodological approach to teaching the target student population.
·  Theories are described in some detail, but the author needs to clarify points using definitions, a more thorough historical review, and/or a clearer explanation of the reason for their application in the context described for this project.
·  The author outlines a theoretical basis that is probably appropriate to this target teaching population, but the reader may question this applicability due to theoretical contradictions or inadequate explanation from the author.
20-21 points / ·  Reference is given to some strategies (1-2) outlined in the text, as well as from additional resources.
·  More explanation is required to determine if the author understands how the outlined strategies and methodological approaches are appropriate to the student population.
·  Methodological approach reflects the author’s consideration of two of the following factors influencing these learners: cognitive , affective, and socio-cultural variables.
20-21 points / ·  There is a creative use of technology, but in order to enhance the conveyance of the author’s message, some improvement could be made with visual and auditory aids, as well as links to recommended resources and activities.
·  Ideas are presented with adequate detail, but organization could be revised for clarification purposes, or there may be an issue that needs more explanation.
·  There are some errors in conventions, but they do not seem to interfere with the message.
20-22 points
C / ·  Student population is described with minimal detail. More description is required in reference to at least two of the following characteristics: age, cultural and linguistic backgrounds, socioeconomic status, learning styles, reasons for learning English, and available resources.
·  Challenges to teaching English to this student population are only briefly identified, but not thoroughly explained. There is little or no reference to the text and outside sources, in order to adequately identify theories and a methodological approach for overcoming these challenges.
·  Population is described with few references to key terms and concepts covered in each major part of the text, and no reference to 3-7 additional sources.
18-19 points / ·  The author chooses a theory presented in the text, but clarification is needed in regards to the educational issues related to language minority students, and/or a justification for this methodological approach to teaching the target student population.
·  Theories are described with little detail. The author needs to clarify points using definitions, a more thorough historical review, and/or a clearer explanation of the reason for their application in the context described for this project.
·  The author outlines a theoretical basis that might not be appropriate to this target teaching population; the reader questions this applicability due to theoretical contradictions or inadequate explanation from the author.
17-19 points / ·  Reference is given to some strategies outlined in the text or in additional resources, but not from both.