COLLEGE OF EDUCATION

 

                                           DEPARTMENTAL COURSE SYLLABUS

 

The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity.  These are key tenets in the Conceptual Framework of the College of Education.  Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.  For more information on the Conceptual Framework, visit:  www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html

 

Required elements of the departmental syllabus:

 

 

1.         Course Prefix and Number:                        FLE 4364

 

2.           Course Title:                                    ESOL 3 – Applying Linguistics to ESOL Teaching and Testing

 

3.          Regular Instructor(s):                      Michelle Macy

 

4.         Course Prerequisites (if any):          ESOL 1 & 2

 

5.           Course Description: 

 

This course provides an overview of the components of language, linking them to methods and techniques of providing comprehensible instruction to English Language Learners (ELLs).  Designed for preservice and inservice teachers, this course supports the development of professional literacy skills geared toward appropriate pedagogical practices for the instruction of ELL students in the United States.

 

6.          Course Goals and Objectives:

 

1.  Students will demonstrate comprehension of the subfields of Linguistics by defining, describing and applying to social and classroom contexts the disciplines of:

·         Phonetics

·         Phonology

·         Morphology

·         Semantics

·         Syntax

·         Discourse and Text Analysis

·         Pragmatics

 

2.  Students will apply their comprehension of the subfields of Linguistics through:

·         Analyzing authentic oral and written language of LEP students (from videotaped and/or audiotaped oral samples and samples of student writing) in class

·         Developing a case study describing an LEP student's linguistic competence

 

3.      Students will apply their knowledge of Linguistics to developing, implementing, and evaluating appropriate instruction through:

·         Developing lesson plans and assessment measures for a variety of topics with appropriate instructional modifications for LEP students

·         Developing a case study describing an LEP student's English language and literacy development, and American cultural competency

 

7.         Content Outline:

 

1.      Sociolinguistics

§         Language use across America

§         Language as a social, economic and political tool

§         Code switching and transfer

 

2.      Language Components

 

Phonology

§         What is phonology?

§         The sounds of American English

§         Sociolinguistics and phonology

§         Learned pronunciations

§         Chosen pronunciations

§         LEP phonological characteristics and samples

§         Non-L1 factors that impact phonological production

§         Implications for oral production and assessment thereof

§         Implications for written production and assessment thereof

§         Teaching

§         Direct instruction

§         Lesson planning

 

Morphology

§         What is morphology?

§         The morpheme types in English

§         Sociolinguistics and morphemes

§         Learned usage

§         Chosen usage

§         LEP morphological usage, knowledge, avoidance and samples

§         L1 & L2 morpheme acquisition order studies

§         Implications for oral production and assessment thereof

§         Implications for written production and assessment thereof

§         Teaching

§         Direct instruction

§         Lesson planning

 

Semantics

§         What is semantics?

§         English words – denotations & connotations

§         Sociolinguistics and semantics

§         Regional/dialectical variations in use

§         LEP semantic usage, knowledge, avoidance and samples

§         Nuance issues

§         L1 transfer issues (inappropriate matching & false cognates)

§         Phrasal verbs and other English difficulties

§         Implications for oral production and assessment thereof

§         Implications for written production and assessment thereof

§         Teaching

§         Direct instruction

§         Lesson planning

 

Syntax

§      What is syntax?

§      Word order in English

§      Sociolinguistics and syntax

§      Learned orders

§      Chosen orders

§      LEP syntactic characteristics and samples

§      L1 factors that impact syntactic production

§      Implications for oral production and assessment thereof

§      Implications for written production and assessment thereof

§      Teaching

§      Direct instruction

§      Lesson planning

 

Oral & Written Discourse

§      What is oral discourse?

§      What is written discourse?

§      Features of U.S. English discourse.

§      Sociolinguistics and discourse

§      LEP discourse features and samples

§      L1 factors that impact discourse production

§      Implications for oral production and assessment thereof

§      Implications for written production and assessment thereof

§      Teaching

§      Direct instruction

§      Lesson planning

 

Pragmatics

§      What is pragmatics?

§      Native-like pragmatics in American cultural contexts

§      Sociolinguistics and pragmatics

§      Learned pragmatics x context

§      Chosen pragmatics x context

§      LEP pragmatic characteristics and samples

§      L1 cultural factors that impact pragmatic proficiency

§      Implications for stereotyping and prejudice

§      Implications for oral production and assessment thereof

§      Implications for written production and assessment thereof

§      Teaching

§      Direct instruction

§      Lesson planning

 

3.      Differences & Exceptionalities

 

Native Speaker Production Errors

§         Production Errors

§         Anticipations

§         Preservations

§         Metathesis

§         Additions and omissions

§         Malpropisms

§         Perception Errors

 

Native Speaker Differences

§         Accent - regional

§         Usage

 

Native Speaker Atypical Language Development

§         Hearing impairments

§         Visual impairments

§         Other physical impairments

§         Dyslexia/Dysphasia

§         Aphasias

§         Additional complications

§         Stutters

§         Autism/ linguistic savants

 

Non-Native Speaker Production Errors

§         Mistakes

§         Errors

§         Proficiency level, Development & Interlanguage

 

Non-Native Speaker Differences

§         Accent - international

§         Usage

 

Non-Native Speaker Atypical Language Development

§         Distinguishing speaker differences from physical and psycho/neurological exceptionalities

§         Procedures for assessment

§         Procedures for IEPs

§         ESOL methods/strategies and exceptionalities

 

3.    Application

§         Language knowledge as a tool in the classroom

§         Identifying native and non-native elements of LEP student language production

§         Evaluating native and non-native elements of LEP student language production

§         Developing appropriate instructional interventions

§         Developing appropriate instructional tools

§         Developing appropriate instructional plans

§         Developing appropriate instructional assessments

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8.         Evaluation of Student Outcomes:

All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching of LEP students. 

 

Campus Class

Distance Learning Class

The evaluation/assessment activities are:

 

(a)   Profile and Analysis of LEP students’ linguistic development  CORE TASK

·         Student profile and introduction

·         Phonetic description and phonological patterns

·         Morphological and semantic description

·         Syntax and discourse

·         Pragmatic and sociocultural competence

·         Literacy development

AP 1, 3, 5, 7, 8, 11;  COECF 1, 2, 4, 5, 6; ESOL 1, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25

 

(b)   Weekly Quizzes

 

(c)    Tests

 

(d)   Professional Resource Folder

 

(e)    ESOL Lesson Plans for a minimum of one week of instruction (lesson plans for the mainstream class with ESOL appropriate modifications) & Rationale for Approach, Methods, and Techniques Used  CORE TASK

AP 1, 2, 4, 5, 7, 8, 9, 10; COECF 1, 2, 4, 5, 6; ESOL 1, 5, 6, 8, 9, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, 24

The evaluation/assessment activities are:

 

(a)   Profile and Analysis of LEP students’ linguistic development  CORE TASK

·         Student profile and introduction

·         Phonetic description and phonological patterns

·         Morphological and semantic description

·         Syntax and discourse

·         Pragmatic and sociocultural competence

·         Literacy development

AP 1, 3, 5, 7, 8, 11;  COECF 1, 2, 4, 5, 6; ESOL 1, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25

 

(b)   Weekly Quizzes

 

(c)    Tests

 

(d)   Professional Resource Folder

 

(e)    ESOL Lesson Plans for a minimum of one week of instruction (lesson plans for the mainstream class with ESOL appropriate modifications) & Rationale for Approach, Methods, and Techniques Used  CORE TASK

AP 1, 2, 4, 5, 7, 8, 9, 10; COECF 1, 2, 4, 5, 6; ESOL 1, 5, 6, 8, 9, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, 24

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

9.         Grading Criteria:

 

Campus Classes

Distance Learning Class

 

The final grade will be based on the following categories and weights:

 

(a)   Profile & Analysis of an LEP student's linguistic development--25%

(b)   Weekly Quizzes--10%

(c)    Tests-30%

(d)   ESOL Folder—5%

(e)    ESOL Lesson Plans & Rationale for Approach, Methods, and Techniques Used--30%

 

Grades will be assigned using the following standard:

 

A= 90 or better

B = 80-89

C = 70- 79

D = 60 –69

F = 59 or lower

 

The final grade will be based on the following categories and weights:

 

(a)   Profile & Analysis of an LEP student's linguistic development--25%

(b)   Weekly Quizzes--5%

(c)    Tests-30%

(d)   ESOL Folder—5%

(e)    ESOL Lesson Plans & Rationale for Approach, Methods, and Techniques Used--30%

(f)     On-line participation-5%

 

Grades will be assigned using the following standard:

 

A= 90 or better

B = 80-89

C = 70- 79

D = 60 –69

F = 59 or lower

 

10.       Textbook(s) and Readings:

 

Ariza, E. N.; Morales-Jones, C. A.; Yahya, N., & Zainuddin, H. (2002).  Why TESOL? Theories and issues in teaching English as a second language.  2nd Edition. 

 

ESOL 3 Course Packet containing blank rubrics (ProCopy)

 

 

 

11.        USF Policies:

 

a.       ADA Statement:  Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services.  Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course.  A letter from the USF Disability Services Office must accompany this request.

b.      USF Policy on Religious Observances:  All students have a right to expect that the University will reasonably accommodate their religious observances, practices and beliefs.  Students are expected to notify the instructor in writing by the second class if they intend to be absent for a class or announced examination, in accordance with this policy.

c.  Conceptual Framework Statement:  The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity.  These are key tenets in the Conceptual Framework of the College of Education.  Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.

 


            Attachment I

 

COLLEGE OF EDUCATION

 

                                           DEPARTMENTAL COURSE SYLLABUS

 

                                                               ATTACHMENT I

 

1.         Rationale for Setting Goals and Objectives:

 

            Appropriate and effective schooling of LEP students is a major concern for all State

Boards of Education, other educators, parents, and students in the United States, but a particularly critical one for the state of Florida.  Florida, like California and Texas, has a significant number of LEP students enrolled in its public schools today and this number keeps growing.  Educating these students so that they are equipped with the knowledge and skills needed to be productive citizens, i.e. possessing higher levels of language, math, and reasoning skills, is most important if Florida (and the United States) intends to grow and be competitive in a global economy.  The fact that a number of LEP students tend to drop out of school must be taken into consideration and addressed, and one effective way of doing so is to educate better, that is, make school a more meaningful and academically and socially rewarding place for LEP students.

 

Florida also has a legal responsibility for the appropriate schooling of LEP students.  In 1990, as a result of a lawsuit by a coalition of agencies representing the interests of LEP students (META), Florida’s State Board of Education entered into a consent decree that outlines a plan for serving LEP students.  Under the provisions of the plan, LEP students will be identified and assessed; programming aimed at providing access to the curriculum will be implemented; teachers will be trained in ESL and bilingual approaches, methods, techniques and strategies; principals and administrators will be trained in the provisions of the Florida Consent Decree; and outcome measures will be developed. 

 

            This course is designed to address primarily the first three of the above criteria.

 

 As the capstone course in the ESOL endorsement sequence, this course integrates students' prior education and experiences regarding teaching LEP students and connects them to in-depth study of Second Language Acquisition and Applied Linguistics theory as well as to an advanced and intensive field experience with LEP pupils. In so doing, this course focuses primarily on three of the five subject areas pertinent to teaching LEP students: Applied Linguistics, Methods in Teaching ESL, and Curriculum Development.   Because this course's prerequisite, FLE 4315 Teaching Students with Limited English Proficiency K-12, gives predominant focus to Language Testing  and Cross-cultural Communication and Understanding, this course builds upon their content by associated field experience assignments. (These areas are those identified as necessary for the ESOL endorsement on Florida teaching certificates.)  Content in this course includes the fundamental principles, concepts, theories, methods, techniques, strategies, etc. of 2nd language teaching and learning as found and advocated by leading researchers in the fields of Applied Linguistics (TESOL), Second Language Acquisition, Sociolinguistics, and other related disciplines.  Such researchers include:  J. Cummins, A. Carrasquillo, S. Krashen,. M. Long. V. Collier, M. Saville-Troike, N. Seelye, G. Valdes, Y. Padron, D. Hymes, L. Beebe, H.D. Brown, J. Kenworthy, M. Swain, D. Larsen-Freeman, L. Vygotsky, M. McCloskey, A. Chamot, J.M. O’Malley, P. A. Richard-Amato, J. K. Peyton, T. Piper, A. Raimes, J. A. Crandall, and G. Cantoni-Harvey. 

 

In addition to this its content being grounded in research findings, this course addresses the Performance Standards for Teachers of ESOL and the Florida’s Subject Area Competencies for ESOL.  Indicators for the Accomplished Practices are also evidenced in the course syllabus.  

 

2.         Specific competencies addressed from the relevant guidelines.

           

            In the past few years, Florida’s Department of Education established the following

Performance Standards for Teachers of English for Speakers of Other Languages (ESOL).  This

course’s design thoroughly addresses 22 of the 25 standards.

 

            ESOL Performance Standards

 

1.         Conduct ESOL programs within the parameters, goals and stipulations of the

Florida Consent Decree.

5.         Determine and use appropriate instructional methods and strategies for

individuals and groups, using knowledge of 1st and 2nd language acquisition      processes.

6.         Apply current and effective ESOL teaching methodologies in planning and

delivering instruction to LEP students.

7.         Locate and acquire relevant resources in ESOL methodologies.

8.         Select and develop appropriate ESOL content according to student levels of proficiency and listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communication skills (BICS), and (2) cognitive academic language proficiency (CALP) as they apply to the ESOL curriculum.

9.         Develop experiential and interactive literacy activities for LEP students, using

current information on linguistics and cognitive processes.

10.       Analyze student language and determine appropriate instructional strategies,

using knowledge of phonology, morphology, syntax, semantics, and discourse.

11.       Apply essential strategies for developing and integrating the four language skills

of listening comprehension, oral communication, reading, and writing.

12.       Apply content-based ESOL approaches to instruction.

13.       Evaluate, design, and employ instructional methods and techniques appropriate           to learners’ socialization and communication needs, based on knowledge of language as a social phenomenon.

14.       Plan and evaluate instructional outcomes, recognizing the effects of race, gender,         ethnicity, socioeconomic status, and religion on the results.

15.       Evaluate, select, and employ appropriate instructional materials, media, and     technology for ESOL at the elementary, middle, and high school levels.

16.       Design and implement effective unit plans and daily lesson plans, which meet

the needs of ESOL students within the context of the regular classroom.

17.       Evaluate, adapt, and employ appropriate instructional materials, media, and    technology for ESOL in the content areas at the elementary, middle, and high    school levels.

18.       Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.

19.       Consider current trends and issues related to the testing of linguistic and            culturally diverse students when using testing instruments and techniques.

20.       Administer tests and interpret test results, applying basic measurement concepts.

21.       Use formal and alternative methods of assessment/evaluation of LEP students,             including measurement of language, literacy and academic content             metacognition.

22.       Develop and implement strategies for using school, neighborhood, and home

resources in the ESOL curriculum.

23.       Identify major attitudes of local target groups toward school, teachers, discipline,

and education in general that may lead to misinterpretation by school personnel;          reduced cross-cultural barriers between students, parents, and the school setting.

24.       Develop, implement, and evaluate instructional programs in ESOL, based on

current trends in research and practice.

25.       Recognize indicators of learning disabilities, especially hearing and language

impairment and limited English proficiency.

 

3.         Are there field-based experiences in this course?  If so, please briefly indicate nature and duration.

 

Yes. The course requires students to complete an analysis of an LEP pupil's linguistic development, including a description of her/his phonetic, phonological, morphological, semantic, syntactic, discourse, pragmatic, and sociocultural competence as well as her/his literacy development.

 

4.         Is technology used in this course?  If so, please briefly indicate type of technology and how it is used to manage, evaluate and improve instruction.  Are students provided opportunities to access and/or demonstrate use of technology in instruction in this course?  If so, please briefly describe.  (See Accomplished Practice #12)

 

Both the campus course and the distance learning course emphasize the use of instructional technologies because they are effective media for comprehensible instruction, which is a primary consideration when teaching LEP students. 

 

NOTE:  The distance learning class is computer-based, i.e. most of its instruction is conducted via the Internet (with supplementary videotapes and audiotapes). 

 

            Some ways (adapted from indicators for Accomplished Practice #12) in which

technology is incorporated in the course are as follows:

 

A.  Computers (WWW, email, CD-ROM, etc.)

·         Uses, on a personal basis, computer applications, such as word processors, databases, and presentation tools 

·         Utilizes instructional and other electronic networks to gather and share information (electronic learning logs/dialogue journals, email discussion lists, chat rooms, WWW tutorials and simulations, etc.)

·         Selects and utilizes educational software for instructional and management purposes (record keeping/grading software, CALL software, tutorials, games, simulations, etc.)

·         Uses computer applications to create visuals and other materials (graphics software, word processors, calculators, etc.)

·         Incorporates educational software in lesson preparation and implementation (tutorials, simulations, games, etc.)

·         Uses virtual libraries for information gathering and referencing

 

            B.  Video

·         Uses videotapes that demonstrate various teaching points

·         Uses in lesson and material preparation

·         Uses videotapes for reflective teaching

 

C.  Audio

·         Uses audiotapes to collect oral language samples

·         Uses in lesson and material preparation

·         Uses videotapes for reflective teaching

 

D.  Display Units

·         Uses overhead projectors or other display units to “visualize” instruction

·         Uses in lesson and material preparation

 

5.         List the specific competencies addressed from the Florida Adopted Subject Area Competencies, if applicable.

 

Twenty-two of the Florida Adopted Subject Area Competencies for English for Speakers of Other Languages in K-12 Programs are addressed in the ESOL Performance Standards (#2).

 

6.         Are there any components of the course designed to prepare teacher candidates to help K-12 students achieve the Sunshine State Standards?  Is so, please identify.

 

            LEP students are accountable for achieving the Sunshine State Standards for Language Arts.  Teachers of these students are responsible for ensuring that these standards are met by employing ESOL methods, techniques and strategies.  This course focuses on preparing preprofessional teachers to teach LEP students. 


                                                                                  DEPARTMENTAL COURSE SYLLABUS

 

                                                                                                   Attachment I (cont'd)

 

                                                                                                              MATRIX

 

                                                                                                                     

7.         Matrix showing the association among (1) course objectives (item #6 of syllabus), (2) related topics, (3) evidence of achievement of objectives (including performance-based assessments, as appropriate), and (4) Accomplished Practices (Undergraduate and Plan II Master's Programs).

 

 

       Course Goals and Objectives

 

 

                      Topics

 

                          

 

                 Evidence of

                Achievement

 

Standards

 

1.  Students will demonstrate comprehension of the subfields of Linguistics by defining, describing and applying to social and classroom contexts the disciplines of:

·         Phonetics

·         Phonology

·         Morphology

·         Semantics

·         Syntax

·         Discourse and Text Analysis

·         Pragmatics

1.1.   The Special Nature of Language

1.2.   Linguists and Language

1.3.   Phonetics

1.4.   Phonology

1.5.   Word Meaning (Semantics)

1.6.   Structure of Words (Morphology)

1.7.   Syntax

1.8.   Texts and Conversations (Text and Conversation Analysis)

1.9.   Pragmatics

§       Quizzes

§       LEP Analysis

§       Lesson Plans

§       Exams

 

 

AP

1, 2, 5, 7, 8, 9

 

ESOL PS

5, 9, 10, 11, 18, 19, 21

 


 

 

       Course Goals and Objectives

 

 

                      Topics

 

                          

 

                 Evidence of

                Achievement

 

Accomplished Practices & ESOL Performance Standards

 

2.  Students will apply their comprehension of the subfields of Linguistics.

2.1    Language sample analysis

2.2    Case Studies of Second Language Learners--Linguistic Profiles of LEP Pupils

 

  • Analyzing authentic oral and written language of LEP students (from videotaped and/or audiotaped oral samples and samples of student writing) in class
  • Developing a case study describing an LEP student's linguistic competence

AP

1, 2, 5, 7, 8, 9

ESOL PS

2, 5, 6, 8, 9, 10, 11, 14, 18, 20, 21, 24


 

 

3.  Students will apply their knowledge of Linguistics to developing, implementing, and evaluating appropriate instruction through:

·         Developing lesson plans and assessment measures for a variety of topics with appropriate instructional modifications for LEP students

·         Developing a case study describing an LEP student's English language and literacy development, and American cultural competency

 

3.1  Case Study Analysis

3.2  Lesson Plan development

3.3  Lesson plan modifications

  • ESOL-appropriate objectives-modifications/additions
  • ESOL-appropriate materials – modifications/additions
  • ESOL-appropriate schema-building -modifications/additions
  • ESOL-appropriate content/activity -modifications/additions
  • ESOL-appropriate assessments -modifications/additions

§       Quizzes

§       LEP Analysis

§       Lesson Plans

§       Exams

AP

1, 2, 5, 7, 8, 9, 10

ESOL PS

4, 5, 6, 8, ,9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 24

 

 

 


                                                              ATTACHMENT II

 

                                                   Departmental Course Syllabus

 

                          Preprofessional Benchmarks for the Accomplished Practices

 

 

Practice #1 -- Assessment:    The preprofessional teacher collects and uses data gathered from a variety of sources.  These sources will include both traditional and alternate assessment strategies.  Furthermore, the teacher can identify and match the student=s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.

 

Practice #2 -- Communication:  The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.

 

Practice #3 -- Continuous Improvement:  The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self reflection is one of the key components of that process.  While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes.  The teacher=s continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

 

Practice #4 -- Critical Thinking:  The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed to assist all students in demonstrating their ability to think creatively.

 

Practice #5 -- Diversity:  The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity.  The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds.  The teacher creates a climate of openness, inquiry, and support by practicing strategies [such] as acceptance, tolerance, resolution, and mediation.

 

Practice #6 -- Ethics:  The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

 

Practice #7 -- Human Development and Learning:  Drawing upon well established human development/learning theories and concepts and  a variety of information about students, the preprofessional teacher plans instructional activities.

 

Practice #8 -- Knowledge of Subject Matter:  The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings.  The teacher=s repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

 

Practice #9 -- Learning Environments:  The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase knowledge and skills.

 

Practice #10 -- Planning:  The preprofessional teacher recognizes the importance of setting high expectations for all students.  The preprofessional teacher works with other professionals to design learning experiences that meet students= needs and interests.  The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets the information, and modifies her/his plans appropriately.  Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students.  Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

 

Practice #11 -- Role of the Teacher:  The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.

 

Practice #12 -- Technology:  The preprofessional teacher uses technology as available at the school site and as appropriate to the learner.  She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources.  The teacher also uses technology to manage, evaluate, and improve instruction.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


LEP ANALYSIS RUBRIC                                                                 NAME__________________________________________

Target

Adequate

Fair

Poor

Comments

Introduction

Learner profile contains thoughtful and complete description and background information, including prior education and education-related cultural beliefs.  Reader has a detailed picture of the case study participant.

12

11

10

9

 

Phonological Analysis

Phonological analysis is thorough.  A number of patterns are described and analyzed.  Several examples are offered as specific evidence using the IPA for clarity.

5

4.5

4

3.5

 

What the current teacher is doing to build phonological knowledge is described and critiqued in detail. 

3

2.5

2

1.5

 

Pedagogical recommendations are thoughtful/creative and workable.

4

3.5

3

2.5

 

Morphological Analysis

Morphological analysis is thorough.  A number of patterns are described and analyzed.  Several examples of specific morphemes are offered as evidence.

5

4.5

4

3.5

 

What the current teacher is doing to build morpheme knowledge is described and critiqued in detail. 

3

2.5

2

1.5

 

Pedagogical recommendations are thoughtful/creative and workable.

4

3.5

3

2.5

 

Semantic Analysis

Semantic analysis is thorough.  Patterns are described and analyzed.  Several examples of specific words are offered as evidence of gaps or gains in the participant’s semantic knowledge.

5

4.5

4

3.5

 

What the current teacher is doing to build semantic knowledge is described and critiqued in detail. 

3

2.5

2

1.5

 

Pedagogical recommendations are thoughtful/creative and workable.

4

3.5

3

2.5

 

Syntactic Analysis

Syntactic analysis is thorough.  A number of syntactic patterns are described and analyzed.  Several specific examples of word order usage are offered as evidence of gaps or gains in the participant’s syntactic knowledge.

5

4.5

4

3.5

 

What the current teacher is doing to build knowledge of sentence construction is described and critiqued in detail. 

3

2.5

2

1.5

 

Pedagogical recommendations are thoughtful/creative and workable.

4

3.5

3

2.5

 

Discourse, Paralanguage & Pragmatics Analyses

Analyses of discourse, paralanguage, and pragmatics usage by participant are thorough.  Patterns of discourse, and paralanguage practices as evidence of  pragmatics knowledge are described and analyzed.  Several specific examples of discourse and paralanguage usage are offered as evidence of gaps or gains in the participant’s pragmatic knowledge.

5

4.5

4

3.5

 

What the current teacher is doing to build knowledge of American academic and social discourses, paralanguage, and pragmatics is described and critiqued in detail. 

3

2.5

2

1.5

 

Pedagogical recommendations are thoughtful/creative and workable.

4

3.5

3

2.5

 

Literacy Analysis

Analyses of reading and writing skills by participant are thorough.  Patterns of reading and writing skills are described and analyzed.  Several specific examples of reading and writing practices are offered as evidence of gaps or gains in the participant’s literacy.

5

4.5

4

3.5

 

What the current teacher is doing to build participant’s L2 literacy is described and critiqued in detail. 

3

2.5

2

1.5

 

Pedagogical recommendations are thoughtful/creative and workable.

4

3.5

3

2.5

 

Tape Transcription

The recorded oral interview is a minimum of 10 minutes of transcribed data.  Transcription accurate enough to reveal most or all of the non-native-like features of the participant’s language production.

4

3

2

1

 

Reading Sample

The reading sample is collected separately from the oral interview.  Evidence of having collected and analyzed it should be revealed throughout the report, particularly in the literacy section.

2

1.5

1

.5

 

Writing Sample

The writing sample is included with the report.  Evidence of having analyzed it should be revealed throughout the report, particularly in the literacy section.

2

1.5

1

.5

 

Paper Focus, Organization, & Writing

The overall report is well-written, very clearly and logically organized, and cohesive and coherent. 

2

1.5

1

.5

 

All parts of the report are present, and contain clear description and analysis.  Each segment offers details, support and evidence, and recommendations.

2

1.5

1

.5

 

Writing is of high academic standards, and has been proofed and edited.

4

3

2

1

 

 

 

 

Total Score:

 


UNIT PLAN RUBRIC                                                                                                        NAME: __________________________________

 

Target

Adequate

Fair

Poor

Comments

Objectives—Adaptations

Lesson goals meet, or have been adapted to meet, the needs of all four levels of ELLs.

 

Lesson 1

2

1.75

1.5

1.25

 

Lesson 2

2

1.75

1.5

1.25

 

Lesson 3

2

1.75

1.5

1.25

 

Objectives—Culture

Goals for addressing cultural schema in the lesson meet, or have been adapted to meet, the needs of all four levels of ELLs.

 

Lesson 1

yes

yes

NI

N/A

 

Lesson 2

yes

yes

NI

N/A

 

Lesson 3

yes

yes

NI

N/A

 

Objectives—Language

Goals are included for addressing English language acquisition in the lesson for one or more levels of ELL.

 

Lesson 1

yes

yes

NI

N/A

 

Lesson 2

yes

yes

NI

N/A

 

Lesson 3

yes

yes

NI

N/A

 

Sunshine State Standards

 

Lesson 1

yes

yes

NI

missing

 

Lesson 2

yes

yes

NI

missing

 

Lesson 3

yes

yes

NI

missing

 

Procedures—Content

Lesson procedures lead to accomplishment of lesson objectives.                          

Lesson 1

1

.75

.5

.25

 

Lesson 2

1

.75

.5

.25

 

Lesson 3

1

.75

.5

.25

 

Procedures—Adaptations

Lesson procedures meet, or have been adapted to meet, the needs of all four levels of ELLs.                                 

Lesson 1

3

2.75

2.5

2.25

 

Lesson 2

3

2.75

2.5

2.25

 

Lesson 3

3

2.75

2.5

2.25

 

Materials

Lesson materials meet, or have been adapted to meet, the needs of all four levels of ELLs.

Lesson 1

1

.75

.5

.25

 

Lesson 2

1

.75

.5

.25

 

Lesson 3

1

.75

.5

.25

 

Assessment—Instrument

Lesson assessments measure attainment of objectives.

Lesson 1

1

.75

.5

.25

 

Lesson 2

1

.75

.5

.25

 

Lesson 3

1

.75

.5

.25

 

Assessment—Adaptations

Lesson assessments meet, or have been adapted to meet, the needs of all four levels of ELLs.

Lesson 1

2

1.75

1.5

1.25

 

Lesson 2

2

1.75

1.5

1.25

 

Lesson 3

2

1.75

1.5

1.25

 

 

                                                                                                                                               TOTAL POINTS   ______/ 30

 

NOTE: The Unit Plan should be written so that another teacher could follow the plan with ease. The items should be appropriate to the cognitive, and developing cultural and linguistic capabilities of ELL students. The modifications should be made for each of the four levels of ELL learning. Such modifications should also aim to match the content of the regular class lesson.