ESOL Matrix - M.A. English Language Arts

Foundations CoursesESOL Courses
ESOL Performance StandardsEDG 6415EDF 6727EDF 6432EDF 6237TSL 5085

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.-----Selecting and Presenting Strategies for Teaching ELLs
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.-----Selecting and Presenting Strategies for Teaching ELLs
9 Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes.-----Selecting and Presenting Strategies for Teaching ELLs
10 Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics and discourse.-----Selecting and Presenting Strategies for Teaching ELLs
11 Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing.-----Selecting and Presenting Strategies for Teaching ELLs
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.-----Modify Lesson Plan for ELLs at Different Levels of Proficiency
-Selecting and Presenting Strategies for Teaching ELLs
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.-----