| Foundations Courses | Exceptional Education Courses | |||||
| ESOL Endorsement Standards | EDG 6415 | EDF 6727 | EDF 6432 | EDF 6237 | EEX 6524 | EEX 6061 |
1 Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. | - | - | - | - | - | - |
| 2 Recognize the major differences and similarities among the different cultural groups in the United States. | - | - | - | - | - | - |
| 3 Identify, expose, and reexamine cultural stereotypes relating to LEPand non-LEP students. | - | - | - | - | - | - |
| 4 Use knowledge of the cultural characteristics of Florida's LEP population to enhance instruction. | - | - | - | - | - | - |
| 5 Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. | - | - | - | addressed | - | - |
| 6 Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. | - | - | - | addressed | - | - |
| 7 Locate and acquire relevant resources in ESOL methodologies. | - | - | - | - | - | - |
| 8 Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. | - | - | - | - | - | - |
| 9 Develop experiential and interactive literacy activities for LEP students, using current information on linguistic 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 learner's 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 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 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 assessments/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; reduce 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. | - | - | - | - | - | - |