English Language and English Proficiency Levels

Topics: English language, Assessment, Teaching English as a foreign language Pages: 9 (2405 words) Published: April 22, 2013
Carrie Wertepny

Domain 1: Culture (Cross-Cultural Communications)
Standard 1: Culture as a Factor in ELLs’ Learning
Why are having Domain's and Standards important to teachers? Domains and Standards play a huge part in giving teachers indicators on their children's performances. We as teachers need certain domains and standards on identifying and monitoring the children's performances throughout the classroom. Having standards allows us as teachers to indicate their levels of ability and performances to be met. Their are three levels of standards that can be measured on the children's ability how well they perform. The three types of standards that teachers use are Approaches Standards, Meet Standards and Exceeds Standards.( 2003.by teachers of English speakers of other languages, Inc, TESOL ) In Culture (Cross-Cultural Communications) the first domain of five. This is an important factor in ELLs to learn and understand the language knowledge from the diverse backgrounds. The most recent survey says in (2005-2006) the population of ELL's is up approximately 10 percent of the total public school enrolled and increasing every year.(Why TESOL? pg 5-6) Why TESOL? States, "Providing for the English Language learners is one of the school districts greatest challenges." Their are many indicators we can use to help us engage in our children's diversity. Some ideas I found interesting to help would be, displaying artifacts from different cultures. Celebrating ethnic holidays throughout the year would be a great way to inform others and help the children feel comfortable. I believe that getting to know your students background and engaging in their life stories will help us succeed and be effective in their learning for ELL's and their diverse background.

Performance Indicators
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. c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. 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. 1.1. e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families (e.g., Parent Leadership Councils (PLC)). 1.1. f. Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels.

Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 1.1| Why Tesol? Chapters 1-4| Victor video, You tube| TSL 4081| | | |

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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.

(See attached paper)

Performance Indicators

3.1.a. Demonstrate knowledge of L2 teaching methods in their historical context.

3.1.b. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction.

3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction.

Course| Indicator(s)| How I learned about this Standard| Evidence that...
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