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INED 7783 Methods and Materials for Teaching ESOL
Department of Inclusive Education
Kennesaw State University
Spring 2007
Instructors
Dr. Judy Holzman
jholzman@kennesaw
Office Hours: 3:00-5:00 Monday and by appointment
3202 Kennesaw Hall
Class Sessions:
Day and Time: Monday, 5:00-8:00 pm
Place: KH 1103
Required Texts
Davies, A. (2000). Making classroom assessment work. Courtenay, BC, Canada: Connections Publishing.
Echevarria, J., Vogt, M. E., & Short, D. J. (2004). Making content comprehensible for English language
learners (2nd ed). Boston: Allyn & Bacon.
Vogt, M. E. & Echevarria, J. (2006), Teaching ideas for implementing the SIOP Model. Glenview, IL:
Pearson Achievement Solutions.
Recommended Text:
Herrell, A. L. & Jordan, M. (2004). Fifty strategies for teaching English language learners (2nd ed).
Upper Saddle River, NJ: Merrill.
Web Sites:
 Teachers of English to Speakers of Other Languages: http://www.tesol.org
 Georgia Performance Standards: http://www.georgiastandards.org Until the ESOL performance
standards are completed, you will continue to use the QCC. You will find a link on the menu on the
left side of the page under “Headlines” to connect with Georgia Learning Connections/Quality Core
Curriculum: http://www.glc.k12.ga.us
 Georgia Department of Education (ESOL): http://public.doe.k12.ga.us/ci_iap_esol.aspx
 Georgia Standards.org: http://www.gso.org
 Curriculum standards, assessment development, portfolios and national board certification:
http://www.nbpts.org
 Center for Applied Linguistics: http://www.cal.org
 National Capital Language Resource Center: http://www.nclrc.org
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National Center for Education Statistics: http://nces.ed.gov
National Assessment of Educational Progress (NAEP), known as the Nation’s Report Card:
http://nces.ed.gov/nationsreportcard
U.S. Census Bureau: http://www.census.gov
American Council on the Teaching of Foreign Languages (Standards and proficiency guidelines—
click on special projects): http://www.actfl.org
CCSD ESOL: http://www.cobbk12.org/esol
CREDE, Center for Research in Education, Diversity and Excellence: http://www.crede.org
International Reading Association: http://www.reading.org (See “Reading TODAY Daily”, an
online source for news about literacy, also links to resources for beginners, struggling learners, and
others.)
Catalogue Description:
Prerequisite: Successful completion of EDUC 7781 and EDUC 7782. Successful completion of this
course is required in order to continue in the MAT and M.Ed. programs in TESOL.
In this course, prospective ESOL teachers will develop skills in writing and adapting curricula, critiquing
and selecting materials, and applying strategies for teaching reading, writing, speaking and listening to
speakers of other languages. The course will also include assessment of linguistic proficiency and
development.
Purpose/Rationale:
The purpose of this course is to acquaint candidates with a variety of techniques and materials that will
help them be effective ESOL teachers. It will also include information about assessment. During the
course candidates will develop a portfolio of approaches, techniques, materials, and resources that match
their philosophy of language acquisition
Disruptive Behavior
The University has a stringent policy and procedure for dealing with behavior that disrupts the learning
environment. Consistent with the belief that your behavior can interrupt the learning of others, behavior
that fits the University's definition of disruptive behavior will not be tolerated. (See Campus Policies and
Procedures in the KSU Graduate Catalog).
Academic Integrity
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/ falsification of University
records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy,
which has the appearance of improving grades without increasing knowledge, will be dealt with in
accordance with the University's policy on academic honesty. In addition, students in the graduate
program in special education are held accountable by the Georgia
Professional Code of Ethics for
Educators (http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional
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Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
Academic Honesty Statement
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic
programs in an ethical, professional manner. Any work that students present in fulfillment of program or
course requirements should reflect their own efforts, achieved without giving or receiving any
unauthorized assistance. Any student who is found to have violated these expectations will be subject to
disciplinary action.”
Human Dignity
The University has formulated a policy on human rights that is intended to provide a learning
environment, which recognizes individual worth. That policy is found in the KSU Graduate Catalog. It
is expected, in this class, that no Professional should need reminding but the policy is there for your
consideration. The activities of this class will be conducted in both the spirit and the letter of that policy.
CONCEPTUAL FRAMEWORK
Collaborative Development of Expertise in Teaching, Learning and Leadership
“The Collaborative Development of Expertise in Teaching, Learning and Leadership” is the basis
for all of Kennesaw State University’s teacher education programs. Working from a solid content
background, the teacher as facilitator demonstrates proficient and flexible use of different ways of
teaching to actively engage students in learning. Teachers as facilitators are well versed in the
characteristics of students of different ages, abilities and cultural backgrounds. They are skilled in
integrating technology into instruction and create an environment in which students can be successful and
want to learn. Teachers as facilitators know when and how to assess learning by means of various forms
of traditional and authentic assessments. They are well prepared for successful careers in teaching and are
expected to act in a professional manner in all circumstances with colleagues, parents, community
members and their own students. As a professional educator, the teacher facilitator values collaboration
and seeks opportunities to work with other professionals and community members to improve the
educational experiences for children and youth. This course contributes to the candidates’ understanding
of their developing role as a professional facilitator by supporting their educational growth as they learn
to effectively teach students.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases, teachers progress from being
Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
The knowledge base for methods of teaching English Language Learners (ELLs) in inclusive classrooms
continues to develop. The field draws on research literature from general education, bilingual education,
multicultural education, intercultural communication, critical theory, second language acquisition,
linguistics, and special education. The emphasis in this course will be on developing and implementing
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lesson and unit plans using the SIOP Model. This will include developing knowledge of methods and
materials appropriate for ELLs at all language proficiency levels, differentiated instruction through
pyramid planning and Understanding by Design, and appropriate assessments.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding
of differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required. Please be aware there are other support/mentor groups on the
campus of Kennesaw State University that address each of the multicultural variables outlined above.
OUTCOMES, EXPERIENCES & ASSESSMENTS
Candidate Performance Instrument (CPI)
PTEU Outcomes & Proficiencies
Outcome 1: SUBJECT MATTER EXPERTS:
1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to colleagues,
parents and students.
1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately represents
understanding through use of multiple explanations, technologies and/or strategies.
1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional challenges.
1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is integrated,
flexible, elaborate and deep
Outcome 2: FACILITATORS OF LEARNING:
2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and
adjusting (or assisting teachers in adjusting) practices accordingly.
2.2 Understands human development and learning and uses this understanding to create enriching educational experiences
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and/or environments for all students.
2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments.
2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals articulated for individual
students, class instruction and the overall school improvement plan.
2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student
learning.
2.6 Is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple
audiences in multiple formats.
Outcome 3. COLLABORATIVE PROFESSIONALS:
3.1 Collaborates with colleagues, parents and/or other professionals and leads appropriately to strengthen school effectiveness,
to advance knowledge, and to influence policy and practice.
3.2 Reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct
research aimed at improved student achievement.
3.3 Proactively involves and leads parents and other members of the community in support of instruction and education.
3.4 Engages in on-going professional development by joining professional organizations, participating in conferences,
mentoring new staff, etc.
3.5 Adheres to professional ethical standards while reporting, conducting and publishing research.
Field Experiences
Site Observations: As they progress through the program of study, all candidates will be observed a
minimum of five times by either a full-time or adjunct faculty member. All observations will follow a
protocol appropriate to the candidate’s major that will be shared with the candidate prior to the
observation. The observation for this course will focus on lesson planning and implementation using the
SIOP Method in conjunction with beginning knowledge of pyramid planning and Understanding by
Design.
Leadership and School-based Activities: While completing your graduate program at Kennesaw State
University, you are required to be involved in a variety of leadership and school-based activities directed
at the improvement of teaching and learning. Appropriate activities may include, but are not limited to,
attending and presenting at professional conferences, actively serving on or chairing school-based
committees, attending PTA/school board meetings, leading or presenting professional development
activities at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn by
doing.
Program Assessments
Impact On Student Learning Analysis (ISLA): It is our assumption that you are already assessing the
influence of your instruction on your students’ learning and that you are considering what factors, such as
student diversity, might affect your students’ achievement. For this assignment, you will select a lesson,
activity, unit, or skill that you plan to teach this semester and analyze its impact on your students’
learning. Then, you will reflect on the impact on your students’ learning on that particular lesson, activity,
unit, or skill using the “Impact on Student Learning Analysis” Rubric as a guide. You will want to
consider how the differences that every student brings to the classroom setting may have influenced
learning (see definition of “every student” at the top of attached “Impact on Student Learning” rubric).
Unless your program area tells you differently, the length of the reflection is up to you, but it should be
concise. (See Directions for “Impact on Student Learning Analysis” that accompanies the Rubric for
greater detail.)
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Portfolio Graduation Requirement: To fulfill the portfolio graduation requirements for this graduate
program, each candidate will be required to create a professional portfolio that provides evidence of
mastery of the outcomes and proficiencies articulated on the Candidate Proficiency Indicators (CPI) as
Subject Matter Expert, Facilitator of Learning and Collaborative Professional. Your portfolio is to
document your professional growth related to the Preceding each piece of evidence used to document
your proficiencies, you are required to provide an introductory narrative that uses descriptive, analytic and
reflective writing. This introductory narrative should be a concise, comprehensive reflection documenting
research-based best practices and indicating how your evidence supports the proficiency at a Level 3 or
Level 4, using the Portfolio Narrative Rubric as a guide. In the introductory narrative, you need to
indicate how the evidence meets the proficiency, how it was used in your daily practice and cite where
appropriate at least one foundational source to support it use as a best practice (APA format). At the
conclusion of the program, your portfolio should have two or more pieces of evidence and reflections
documenting your professional growth on each proficiency.
Portfolio Entries: SIOP lesson plan.
Each semester, in each course, you will be required to prepare an Application Paper that explains how
your work meets the graduate outcomes and proficiencies articulated on the Candidate Performance
Instrument (CPI). The Application Paper consists of a brief introduction of the assignment, along with a
detailed explanation of how completing the assignment demonstrates that you have met at least one of the
Advanced Candidate Proficiencies on the CPI. (The rubric used to assess the Application Paper will be
provided by your instructor.) To ensure that the evidence that is ultimately up-loaded into your electronic
portfolio is representative of your best effort, your instructor will provide feedback describing necessary
revisions. Each candidate is required to make the revisions, and have the final product reviewed by a peer,
prior to uploading the evidence into their electronic portfolio. This exercise will be worth 10% of the
total points given for each course.
Extensions of Learning: Candidates should keep ongoing documentation of ways in which they
extended their learning and skills from this and other courses. In your final portfolio, at least one piece of
evidence for each domain is required documenting professional growth beyond course requirements.
Candidates should also keep documentation data of the impact on student academic and/or behavior
learning that result from any intervention extensions.
TECHNOLOGY
Technology Standards & Use: Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated throughout
the master teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses, candidates
will be provided with opportunities to explore and use instructional media, especially microcomputers, to
assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, create WWW resources, and
develop an electronic learning portfolio. Candidates in this course will be expected to apply the use of
educational technology in their classrooms. Specifically, word processing to write papers; WebCT
Vista to access course materials and submit assignments; WebCT Vista and e-mail to communicate
with instructors and peers; and PowerPoint to develop a class presentation. Candidates will have
access to the ERIC CD-ROM database, TRAC and the Educational Technology Center. Library research
required in this course is supported by the Galileo system. The password for this semester is
LUSTROUS.
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KSU Student Email: As of Fall 2004, Kennesaw State University mandated that all official university
communication would be delivered via the KSU student email system. Effective this semester (Fall
2005), all candidates seeking degrees from the Department of Special Education will be required to use
their KSU student email accounts as the primary communication mode. Program updates, information
from faculty, and other important university communication will be sent to your KSU student email
account. You are expected to check this email at least several times a week, and to use this email account
when sending email to departmental faculty. The KSU student email is a web based system that is
accessible both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and
accessing your account please contact KSU Service at 770-423-6999.
Course Standards, Outcomes, Performance Indicators & Objectives
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years as described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who choose to continue their
professional development. For the purposes of this syllabus, course goals and objectives are first
delineated according to development of candidate knowledge, skills & dispositions and then crossreferenced to the WIDA (World-class Instructional Design and Assessment) English Language
Proficiency (ELP) Standards, and national professional standards of Teachers of Speakers of Other
Languages, Inc.
TESOL
Performance
Indicators*
3.c.1. Select, adapt and
use culturally
responsive, ageappropriate, and
linguistically accessible
materials.
3.c.2. Select materials
and other resources that
are appropriate to
students’ developing
language and contentarea abilities, including
the use of L1.
1.b.1 Provide rich
exposure to English
1.b.2. Provide
comprehensible input
and scaffolding
3.a.1 Plan standards-
CPI Outcomes &
Proficiencies
NCATE Standards
CPI Outcome 1: SME
1.1; 1.2; 1.3;.l.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
CPI Outcome 3: CP
3.1;.3.2
Georgia QCC
Applies to all QCC
Standards for ESOL,
P-12 (beg, inter, adv,
LFS)
Course Objectives
Evidence of
Mastery
1) Understand and
Implement
appropriate
approaches, methods
and materials for
different grades and
proficiencies
Lesson Plan
Unit Plan
Activity
Presentation
Proficiency
Exam
2) Analyze
commercial ESOL
products and
understand how and
why to adapt
commercial products
Internet
Research
Project
Activity
Presentation
Unit Plan
NCATE Standard I (KSD)
NCATE Standard II
(Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
NCATE Standard I (KSD)
Applies to all QCC
Standards for ESOL
– listening, reading,
writing, speaking +
culture, P-12 (beg,
inter, adv, LFS)
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based ESL & content
instruction.
3.a.2. Create
environments that
promote standardsbased language learning
in supportive, accepting
classrooms & schools.
3.a.3. Plan learning
experiences based on
assessment of language
proficiency and prior
knowledge.
1.b.3. Provide
opportunities for
meaningful interactions.
1.b.4. Create a secure,
positive, and motivating
learning environment.
3.c.3. Employ an
appropriate variety of
materials for language
learning, including
books, visual aids,
props and realia.
3.c.4. Use technological
resources to enhance
language and contentarea instruction for
ESOL students.
3.c.5. Use software and
Internet resources
effectively in ESOL and
content instruction.
3.c.3. Employ an
appropriate variety of
materials for language
learning, including
books, visual aids,
props and realia.
3.c.4. Use technological
resources to enhance
language and contentarea instruction for
ESOL students.
4.b.1. Understand and
implement national &
state requirements for
identification,
reclassification and exit
of ESOL students from
language support
programs.
3.a.3. Plan (and
implement) learning
experiences based on
NCATE Standard II
(Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4
to specific
pedagogical
situations
3) Analyze the
GPS’s ESOL
instruction in content
areas
4) Analyze
traditional
methodologies in
ESOL instruction
5) Plan a lesson
Lesson Plan
Reflection
Journal
Applies to all QCC
Standards for ESOL,
P-12 (beg, inter, adv,
LFS)
6) Develop skills in
teaching the four
language skills
(reading, writing,
speaking, &
listening)
7) Understanding
why and how to use
realia in the
classroom
Activity
Presentation
Internet
Research
Project
Lesson Plan
Unit Plan
Applies to all QCC
Standards for ESOL,
P-12 (beg, inter, adv,
LFS), particularly
those students
classified as
“emergent
literacy/limited
formal schooling
8) Reflect on how
materials reflect
language teaching
philosophy
Activity
Presentation
Proficiency
Exam
Applies to all QCC
Standards for ESOL,
P-12 (beg, inter, adv,
LFS)
9) Analyze the
relationship between
formal language
instruction and
language acquisition
Lesson Plan
Unit Plan
NCATE Standard I (KSD)
NCATE Standard II
(Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4
NCATE Standard I (KSD)
NCATE Standard II
(Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
NCATE Standard I (KSD)
NCATE Standard II
(Diversity)
10) Examine
techniques for giving
corrective feedback
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assessment of language
proficiency and prior
knowledge.
4.a.1. Demonstrate
understanding of
purposes of ESOL
assessment and the
appropriate use of
results.
4.a.3. Demonstrate
understanding of
limitations of
assessment for ESOL &
appropriate
accommodations for
students.
4.b.1. Understand and
implement national &
state requirements for
identification,
reclassification and exit
of ESOL students from
language support
programs.
4.c.1. Use
performance-based
assessment tools and
tasks that measure
ESOL learners’
progress toward state
and national standards.
4.c.2. Use various
instruments and
techniques to assess
content-area learning.
4.c.3. Prepare ESOL
students to use selfassessment and peer
assessment techniques
when appropriate.
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4; 2.5; 2.6
CPI Outcome 3: CP
3.1; 3.2
Applies to all QCC
Standards for ESOL,
P-12 (beg, inter, adv,
LFS)
11) Examine
Assessment
Techniques for
ESOL students
Proficiency
Exam
Lesson Plan
Unit Plan
Discussion
Applies to all QCC
Standards for ESOL,
P-12 (beg, inter, adv,
LFS)
12) Examine
language
proficiency
assessment
Proficiency
Exam
Discussion
Lesson Plan
Unit Plan
NCATE Standard I (KSD)
NCATE Standard II
(Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4; 2.5; 2.6
CPI Outcome 3: CP
3.1; 3.2
NCATE Standard I (KSD)
NCATE Standard II
(Diversity
Course Assessments:
Assignment
Activity Presentation
Internet Activity
SIOP Lesson Plan #1
SIOP Lesson Plan #2
SIOP Lesson Plan and Implementation
Proficiency Examination
Total Points
Points Assessed
30
20
25
25
50
50
300
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Evaluation and Grading:
A 100 to 90%
B 89 to 80%
C 79 to 70%
D 69 to 60%
F 59% and below
Explanation of Assignments
Instructions for Assessments
I. Activity Presentation
The purpose of this assignment is to move “from theory to practice” with the topics and readings.
You will select one strategy found in Teaching Ideas and prepare a handout (two page limit)
explaining how the strategy may be used with elementary, middle and high school ELLs. In
addition, you will select one group of students (elementary, middle or high school) and
demonstrate how the strategy is used with these particular students. Your colleagues in class will
take the role of the ELL students you have selected for your demonstration, thus you must supply
all materials needed for everyone in class to participate in the activity.
Note: The demonstration activity and discussion should not exceed 15 minutes. The discussion
must include how the activity is linked to the Georgia Performance Standards and TESOL
Standards for ESOL.
Internet Activity
You will locate four web resources, two that you evaluate as excellent for identifying methods/materials for teaching
ESOL P-12 and two that you evaluate as unacceptable. You will prepare a one-page handout for all of your
colleagues in the class. The handout includes three items: a brief summary of what the site contains, the URL, and
why you evaluated the site as excellent or unacceptable.
Lesson Plans #1
After reviewing the Georgia Performance Standards and Language Standards, you will plan lessons for
two ELLs, one with a proficiency level of 1, entering, and a second with a proficiency level of 2
(beginning). We will assign the content and grade level to be addressed in you plan. Essential elements of
the plan and a rubric for this activity are found on page 35 of you SIOP text. They are:
Essential elements of the plan – SIOP
 Clearly defined content objectives
 Clearly defined language objectives
 Content concepts
 Supplementary materials
 Adaptation of content
 Meaningful activities
Lesson Plan #2
Same as Lesson Plan #1 except proficiency levels will be 3, developing, and 4, expanding.
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Lesson Planning and Implementation (same assignment as in Practicum)
Candidates will select a content area and plan and implement a lesson for ELLs. The planning will
include the same elements found in the lesson plan #1 and #2 assignments. The implementation of the
lesson will be observed by a KSU faculty member. The SIOP Abbreviated Version (items 7-30) found on
pages 209-210 of your text will be used to evaluate your teaching.
NOTE: The ISLA instrument will be required for this assignment, but will be explained in class.
Proficiency Exam
Each candidate will take a proficiency exam to evaluate candidate knowledge of proficiency levels,
teaching methodology, ESOL delivery models, and appropriate materials and resources. The exam
includes true/false, fill in the blank, and short essay questions that mirror those found on the GACE test.
Bibliography
Brown, J. D. (Ed.). (1998). New ways of classroom assessment. Alexandria, VA: TESOL.
Coombe, C. A., & Hubley, N. J. (Eds.). (2003). Assessment practices. Alexandria, VA: TESOL.
Egbert, J. (2005). Bridge to the Classroom. ESL Cases for Teacher Exploration. Alexandria, VA: TESOL.
Ford, C. (1997). 101 bright ideas: ESL activities for all ages. Boston; Addison-Wesley.
Freeman, D. E., Freeman, Y. S., & Mercuri, S. (2004). Dual language essentials for teachers and administrators.
Boston: Heinemann.
Fu, D. (1995). My problem is my English: Asian students and the American dream. Portsmouth, NH: Heinemann.
Klippel, F. (2000). Keep talking: Communicative fluency activities for language teaching. Cambridge: Cambridge
University Press.
García, G. G. (2003). English learners. Reaching the highest level of English literacy. Newark, DE: International
Reading Association.
González, M. L., Huerta-Macías, A., & Villamil Tinajero, J. (Eds.). (2001). Educating Latino students. A guide to
successful practice. Lanham, MD: The Scarecrow Press.
Guskey, T. R. & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand
Oaks, CA: Corwin Press.
Houk, F. A. (2005). Supporting English language learners. A guide for teachers and administrators. Boston:
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Stoynoff, S. & Chapelle, C. A. (2005). ESOL tests and testing. Alexandria, VAP: TESOL.
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Course Outline
DATE
January
Topics/Activities/In-Class Assignments

Readings or Assignment Due
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