1.4.e.4 Teaching English to Speakers of Other Languages Endorsement
72.8%
68.1%
63.5%
80.3%
78.7%
77.6%
76.9%
76.0%
72.4%
71.1%
65.7%
70.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
74.9%
74.3%
69.5%
Assessment 1: TESOL Praxis – 100% Pass Rate
2007-2008
2008-2009
2009-2010
Assessment 2. Performance in TESOL Courses
1.
Description of assessment: Grades in coursework.
2. Alignments with standards. Courses are aligned with the standards in this way:
TESOL Outcomes
Course
Preparing for Student Learning (Core Knowledge)
1.0 Knowledge of student
1.1 Possess knowledge and understanding of students of diverse cultural and language backgrounds, including:
1.1.1 Information relating to different cultural and language groups in the U.S. and
Ohio
1.1.2 How students’ culture may impact on learning and performance in the
classroom
2.0 Knowledge of and competence in the English language
2.1 Possess knowledge and understanding of English structure and usage, including
2.1.1 Theoretical-based approaches to describing language structure and usage
2.1.2 English language variations, phonology, morphology, and syntax
Sociolinguistics for TESL,
Sociolinguistics for TESL
Grammar for TESL/Applied Linguistics:
Morphology, Syntax, and Semantics
Grammar for TESL/Applied Linguistics:
Morphology, Syntax, and Semantics
Phonetics for Teaching ESL/Applied Linguistics:
Phonology
Grammar for TESL//Applied Linguistics:
Morphology, Syntax, and Semantics
2.2 Demonstrated competence in English communication skills of listening,
speaking, reading, and writing
3.0 Knowledge of language development and second (new) language acquisition
3.1 Possess knowledge and understanding of the process of language learning, including:
3.1.1 Similarities and differences between first and second (new) language
Theories of Second Language Acquisition
acquisition across age/grade levels
3.1.2 Theories of second (new) language acquisition
Theories of Second Language Acquisition
3.1.3 Effects of cognitive, affective, and socio-cultural variables on second (new)
Theories of Second Language Acquisition
language acquisition
4.0 Foundations of second (new) language instruction
4.1 Possess knowledge and understanding of the context of second (new) language instruction in the United States, including
4.1.1 Terminology and definitions related to second (new) language instruction
Theories of Second Language Acquisition
Sociolinguistics for TESL
4.1.2 Historical and legal precedents of programs for language minority students in
Theories of Second Language Acquisition
the U.S.
Sociolinguistics for TESL
4.1.3 Demographics, immigration and migration issues
Theories of Second Language Acquisition
Sociolinguistics for TESL
4.1.4 Educational issues related to language minority students
Theories of Second Language Acquisition
Sociolinguistics for TESL
Advancing Student Learning (Pedagogy)
5.0 Knowledge and skills instructional assessment
5.1 Possess knowledge of and skills in the assessment of second (new) language learners, including the ability to
5.1.2 Design and use varied age-appropriate assessment procedures and
PreK-12 Practicum in TESL
instruments to obtain information about students English language proficiency and
academic achievement
5.1.3 Interpret assessment data to make instructional decisions
PreK-12 Practicum in TESL
Evaluation and Assessment for ESL
5.1.4 Provide assessment results to students, parents, and other
Evaluation and Assessment for ESL
5.1.5 Assist students to use assessment results to make decisions about their
TESL Methods II/ Evaluation and Assessment for
learning
ESL
6.0 Knowledge and skills in methodology and materials for teaching second (new) language learners
6.1 Possess knowledge of and skills in the instruction of linguistically diverse learners, including the ability to
6.1.1 Establish goals and objectives, and design curricula for second (new) language Phonetics for Teaching ESL/Applied Linguistics:
learners that reflect Ohio’s grade-level learning outcomes in content areas
Phonology
6.1.2 Apply current research to develop a repertoire of strategies to promote ageTESL Methods II /Evaluation and Assessment for
grade-appropriate social and academic English learning
ESL
6.1.3 Select, adapt, create, and use varied resources appropriate to age, diverse
cultural groups, and different learning styles
6.1.4 Integrate technology in planning and delivering instruction
6.1.5 Create and maintain communication with students’ families to enhance the
students’ educational experiences
Field-based experience
7.0 Classroom observation and practice teaching
7.1 During their field experience, participants will
7.1.1 Observe and participate in second (new) language instruction in a classroom
setting with experienced certified-licensure teachers having TESOL
validation/endorsement
7.1.2 Practice teaching second (new) language learners in a formal classroom
setting, mentored by experienced certified/licensure teachers having TESOL
validation/endorsement
7.1.3 Analyze, evaluate, reflect on, and describe the quality of the field experience
Methods in Teaching ESL/Teaching Methods and
Techniques for ESL
Methods in Teaching ESL I//Teaching Methods
and Techniques for ESL
Methods in Teaching ESL I //Teaching Methods
and Techniques for ESL
Practicum in TESL
Practicum in TESL
Practicum in TESL
Practicum in TESL
3.
Interpretation of the data: UC TESOL coursework is well aligned with institutional, state, and national
Standards, as shown in the table above. The coursework covers a wide range of domains, such as core
knowledge, English linguistics in general, teaching methods and strategies, pedagogy, and field-based
experience, along with professional integrity.
4.
Data are presented on the following page Please note that the course titles of LTCY 782P, LTCY 783P,
LTCY 784P, and LTCY 787P have been changed in the academic year of 2009-2011.
2008-2009
A
18 LTCY 782P ESL
Methods I
18 LTCY 782P Tchg
Mthds/Tech ESL
18 LTCY 783P ESL
Phonetics
18 LTCY 783P Appl
Linguist: Phnol
18 LTCY 784P ESL
Methods II
18 LTCY 784P
Eval/Assess for ESL
18 LTCY 785P
Sociolinguist TESL
18 LTCY 786P
Practicum TESL P-12
18 LTCY 787P
Grammar for TESL
30
A-
B+
2009-2010
B
A
A-
20
23
B
B-
C+
A
A-
B+
B
B-
8
2
1
1
F
0
48
19
B+
2010-2011
4
1
41
48
4
55
1
67
3
1
3
3
1
18
29
37
12
3
1
40
6
3
4
48
2
1
2
1
55
54
1
Assessment 3: Lesson Plans
Indicator
National and State ESL Standards applicable to your lesson plan
Accommodations for your ESL students
3-5 objectives and their connection to the broader course objective(s); e.g. “At
the end of this lesson, students will be able to …”
Content to be covered
Activities (lecture, group work, problem-solving, case studies, think-pair-share,
collaborative projects, etc.)
Resources and materials needed (including technology)
Timing
Out of class work and assessment
Total:
N
93-100 = A
87-89 = B+
77-79 = C+
67-69 = D+
>59 = F(Fail)
90-92 = A83-86 = B 80-82 = B73-76 = C 70-72 = C63-66 = D 60-62 = D-
Assessment 5: Final Project
Final Project: Profiles in English Language Learning
Assignment as it appears in the syllabus:
10%
25%
5%
5%
2008
-9
A=
25
A- =
5
B+=1
I=1
2010
- 11
A=3
B-=1
2011
-12
A=
28
A=12
B+ =2
I =1
32
4
43
25%
10%
5%
15%
100
%
In an effort to apply our new knowledge of theories related to language learning and teaching, you will
be responsible for providing profiles of a population of learners you are likely to teach along with a
detailed description of the theories and related practices that will apply to this context. The medium for
presentation of this project can be chosen by the students, with permission from the facilitators, but
creative use of technology is encouraged. Options for presentation include, but are not limited to,
Powerpoints with video, audio, and pictures, iMovies, Photostories, Podcasts, Wikis, and Apps. A
majority of the presentations will be devoted to a detailed description of the target teaching population
with specific references to the factors described in each chapter of the text (you may use elements of
your discussion papers as a basis for your description). Other components of the presentation should
address specific ideas for teaching specific skills to this group of students. Include reference to the
course text and 3-7 other references to justify your understanding of this demographic and your
approach to teaching in the context you describe. In order to receive feedback in your planning of these
presentations, you will need to provide weekly reports in the Discussion Board on the progress
beginning in Week 2 of the course. Specific prompts and criteria for these weekly reports will be
provided in the Discussion Board, where you will post your plans for others to see and use as they plan
toward a final product.
Rubric
Learner Profile
A
B
 Student population is
described in detail, with
references to age, cultural and
linguistic backgrounds,
socioeconomic status, learning
styles, reasons for learning
English, and available
resources.
 Challenges to teaching English
to this student population are
explained, with reference to
the text and outside sources, in
order to adequately identify
theories and a methodological
approach for overcoming them.
 Population is described in
detail with references to key
terms and concepts covered in
each major part of the text, as
well as from 3-7 additional
sources.
23-25 points
 Student population is
described, but more detail is
required in reference to one of
the following characteristics:
age, cultural and linguistic
backgrounds, socioeconomic
status, learning styles, reasons
for learning English, and
available resources.
 Challenges to teaching English
to this student population are
identified, but only briefly
Appropriate Theories
 The author synthesizes a
variety of theories presented
throughout the text,
including a discussion of
educational issues related to
language minority students,
in order to justify a
methodological approach to
teaching the target student
population.
 Theories are described in
detail, including definitions, a
brief historical review, and a
clear explanation of the
reason for their application in
the context described for this
project.
 The author outlines a
theoretical basis that is
appropriate to this target
teaching population.
22-25 points
 The author chooses a
theory presented in the text,
including a discussion of
educational issues related to
language minority students,
in order to justify a
methodological approach to
teaching the target student
population.
 Theories are described in
some detail, but the author
needs to clarify points using
Methodological
Approach (Practice)
 Reference is given to a
variety of specific
strategies (3-7)outlined
in the text, as well as
from additional
resources.
 Strategies and
methodological
approaches are
appropriate to the
student population
outlined in the Learner
Profiles section of the
presentation.
 Methodological
approach reflects the
author’s consideration
of cognitive, affective,
and socio-cultural
variables influencing
these learners.
22-25 points
 Reference is given to
some strategies (1-2)
outlined in the text, as
well as from additional
resources.
 More explanation is
required to determine if
the author understands
how the outlined
strategies and
methodological
approaches are
Presentation
Scoring Criteria
 Creative use of technology, with
visual and auditory aids, as well as
links to recommended resources and
activities enhance conveyance of the
author’s message
 Ideas are presented with clarity
and detail.
 Topics are organized in a manner
that depicts their relevance to each
other and to major themes.
 There are few, if any, errors in
conventions.
23-25 points
 There is a creative use of
technology, but in order to enhance
the conveyance of the author’s
message, some improvement could
be made with visual and auditory
aids, as well as links to
recommended resources and
activities.
 Ideas are presented with adequate
detail, but organization could be
revised for clarification purposes, or
there may be an issue that needs
C
D
explained. More reference to
the text and outside sources is
required, in order to
adequately identify theories
and a methodological approach
for overcoming these
challenges.
 Population is described with
only some reference to key
terms and concepts covered in
each major part of the text, and
little or no reference to 3-7
additional sources.20-22 points
definitions, a more thorough
historical review, and/or a
clearer explanation of the
reason for their application in
the context described for this
project.
 The author outlines a
theoretical basis that is
probably appropriate to this
target teaching population,
but the reader may question
this applicability due to
theoretical contradictions or
inadequate explanation from
the author.
20-21 points
 Student population is
described with minimal detail.
More description is required in
reference to at least two of the
following characteristics: age,
cultural and linguistic
backgrounds, socioeconomic
status, learning styles, reasons
for learning English, and
available resources.
 Challenges to teaching English
to this student population are
only briefly identified, but not
thoroughly explained. There is
little or no reference to the text
and outside sources, in order to
adequately identify theories
and a methodological approach
for overcoming these
challenges.
 Population is described with
few references to key terms
and concepts covered in each
major part of the text, and no
reference to 3-7 additional
sources.
18-19 points
 The author chooses a
theory presented in the text,
but clarification is needed in
regards to the educational
issues related to language
minority students, and/or a
justification for this
methodological approach to
teaching the target student
population.
 Theories are described with
little detail. The author needs
to clarify points using
definitions, a more thorough
historical review, and/or a
clearer explanation of the
reason for their application in
the context described for this
project.
 The author outlines a
theoretical basis that might
not be appropriate to this
target teaching population;
the reader questions this
applicability due to
theoretical contradictions or
inadequate explanation from
the author.
17-19 points
 The author seems to outline
a theoretical basis for
approaches to teaching this
population, but it is unclear if
this approach is espoused in
the text or in additional
sources cited in a reference
section. There is little or no
evidence that the author
understands the educational
issues related to language
minority students, and/or a
 Student population is not
adequately described. More
detail is required in reference
to three or more of the
following characteristics: age,
cultural and linguistic
backgrounds, socioeconomic
status, learning styles, reasons
for learning English, and
available resources.
 Challenges to teaching English
to this student population may
appropriate to the
student population.
 Methodological
approach reflects the
author’s consideration
of two of the following
factors influencing these
learners: cognitive ,
affective, and sociocultural variables.
20-21 points
 Reference is given to
some strategies outlined
in the text or in
additional resources, but
not from both.
 It is questionable
whether the outlined
strategies and
methodological
approaches are
appropriate to the
student population.
 Methodological
approach reflects the
author’s consideration
of only one of the
following factors
influencing these
learners: cognitive ,
affective, and sociocultural variables.
more explanation.
 There are some errors in
conventions, but they do not seem to
interfere with the message.
20-22 points
 Use of technology is not necessarily
creative or, in order to enhance the
conveyance of the author’s message,
improvements need to be made with
visual and auditory aids, or links to
recommended resources and
activities.
 Although the author may have
adequate detail and relevant content
material, the presentation needs to
be revised so that the audience can
better understand how topics relate
to each other and to the overall
theme.
 There are errors in conventions
that need revised, because they
could interfere with the message.
18-19 points
17-19 points
 Reference is given to
strategies, but these are
not strategies outlined in
the text nor in any
additional resources
given in a reference list.
 There is evidence that
the outlined strategies
and methodological
approaches are
inappropriate to this
student population.
 Use of technology is not creative.
As a result, the audience is not
engaged with author and his/her
message.
 Increased use of visual and
auditory aids, or links to
recommended resources and
activities are required.
 There are errors in conventions
that interfere with the message.
be identified, but explanations
are confusing. There is little or
no reference to the text and
outside sources, in order to
adequately identify theories
and a methodological approach
for overcoming these
challenges.
 Population is described with
few, if any, references to key
terms and concepts covered in
each major part of the text, and
no reference to 3-7 additional
sources.
15-17 points
F
 Student population is not
addressed.
 Challenges to teaching English
to this student population are
not identified.
 Population is not described
with references to key terms
and concepts covered in each
major part of the text, and no
reference to 3-7 additional
sources.
0-14 points
justification for this
methodological approach to
teaching the target student
population.
 Theories are not described
in detail. The author needs to
clarify points using many
more definitions, a more
thorough historical review,
and a clearer explanation of
the reason for their
application in the context
described for this project.
 The author outlines a
theoretical basis that is not
appropriate to this target
teaching population; there is
clear evidence of theoretical
contradictions.
15-16
 The author does not outline
a theoretical basis for
approaches to teaching this
population. There is no
evidence that the author
understands the educational
issues related to language
minority students.
0-14 points
 Methodological
approach reflects the
author’s consideration
of only one of the
following factors
influencing these
learners: cognitive ,
affective, and sociocultural variables.
15-17 points
15-16 points
 No strategies are
identified and no
description of a
methodological
approach is provided.
0-14 points
 Presentation is not provided. If the
project is completed, it is only with
brief descriptions of content
material that are disjointed.
0-14 points
Data from assessment
Learner Profile
2011:
25/25 – 11 candidates
24/25 – 1 candidate
23/25 – 1 candidate
22/25 - 1 candidate
Appropriate Theories
2011:
25/25 – 11 candidates
24/25 – 1 candidate
22/25 – 1 candidate
20/25 - 1 candidate
Methodological Approach
(Practice)
2011:
25/25 – 13 candidates
19/25 – 1 candidate
Presentation
Scoring Criteria
2011:
25/25 - 4 candidates
23/25 – 2 candidates
22/5 – 4 candidates
20/25 – 3 candidates
19/25 – 1 candidate
Assessment 6: Observational Project
1.Alignment of the Observational Project Assignment to the TESOL and Ohio TESOL Standards
 TESOL Standards
Standard 1.a. Language as a system. Candidates demonstrate understanding of language as a
system, including phonology, morphology, syntax, and semantics, and [sic] support ESOL
students as they acquire English in order to communicate with native speakers of English.
1.a.1. Demonstrates knowledge of the components of language and language as an
integrative system.
1.a.2. Apply knowledge of phonology (the sound system), morphology (the structure of
words), syntax (phrase and sentence structure), semantics (word/sentence meaning),
and pragmatics (the effect of context on language) to help ESOL students develop oral,
reading, and writing (including spelling) skills in English.
1.a.4. Demonstrate proficiency in English and serve as a good language model for ESOL
students.
Standard 1.b. Language acquisition and development. Candidates understand and apply
theories and research, and language acquisition and development to support their ESOL
students’ learning.
1.b.2. Candidates understand theories and research that explain how L1 language
development differs from L2 language development.
1.b.5. Understand and apply knowledge of the role of individual learner variables in the
process of learning English.
 Ohio TESOL Standards Addressed
Standard 2: Candidates demonstrate knowledge and understanding of English structure and
usage.
2.1. Candidates know and use theoretical-based approaches to describing language
structure and usage.
2.2. Candidates know and use English language variations, phonology, morphology, and
syntax.
2.3. Candidates demonstrate competence in English communication skills of listening,
speaking, reading, and writing
2.Assignment Description:
This activity is designed to help you gain more sensitivity to listening and noticing sociocognitive linguistic variables affecting usage. Although I do not expect you to go through the
IRB process for this small observational project, I would like to alert you to an important piece
about the ethics of data collection. Please use your judgment and discretion of the ethical
guidelines that dictate academia when you make observations. In addition, please be aware of
the complications of trying to make assumptions based on looks and appearances because the
nature of phenomena is always deeper than appearances.
Choose an item of expressive American English features that exhibit variability in a speech,
advertisement, newspaper article, short story, or other language sample. Again, both spoken
and written materials are acceptable. Some examples are:
 “if I were” vs. “if I was”





“real” and “really” or “good” and “well” used as adverbs
the use of objective (e.g., me) vs. nominative (e.g., I) case in object or subject
position (particularly conjoined NPs such as “between you and I” or “Me and my
brother went”)
pronouns used to replace singular nouns of unspecified gender (e.g., “Someone has
left their books here.”)
the use of “whom”
tag questions
The above is only a few examples. You have many options to choose from.
Data Collection Each time you hear or see a variant of your item, write it down with the
utterance you heard it in (e.g., don’t just write down “who”, but write down “I don’t know who
you’re talking about”). Keep your ears open (or your eyes—printed materials are sources, too).
Every time you record a token, also record demographic information about the speaker and
addressee(s) (gender, age, race/ethnicity, place of origin, relationship between the two
interlocutors) and information about the setting. This is very important. What you are trying to
do is to uncover the patterns of usage of your variable. These patterns typically reveal
themselves in the categories. For example, Southerners may be more likely to say “y’all” for
plural “you” than Northerners, and Northerners might be more likely to say “you guys.” If you
collected lots of tokens of ways to say plural “you,” then you could look at the characteristics of
speakers or settings to see who was using which variant in which setting.
 You may use data collection sheets so that you can quickly gather the sociocognitive linguistic variables upon hearing the utterance.
 You can construct your own data collection sheet. Here is a very basic
template you may want to use.
Date
Speaker
Data Collection Sheet
Utterance
Setting
Grammar
Point
Note
Once you have collected at least 20 (the more, the better!) tokens/examples, look for
variations. First, identify all the variants you have found. Next, look for patterns. This
means that you will look at, for example, how often different social groups (for example,
groups by age or gender) used each of the variants and then compare groups to each
other (for example, men to women). You might find, for example, that only women use
“whom” and that men rarely do. You should also look at other variables such as settings
or regions of origin. You might find, for example, that “whom” only occurs in print and
never (or rarely) in spoken language. Your data probably may not fall into discrete
categories, but you will notice tendencies for there to be factors that condition the
occurrence of specific variations.
After doing the analysis, you are expected to write a written report, and to post it on Bb.
The report should describe the following:
 the aspect of American English that you have collected your data on
 how you collected your data
 the variants you have discovered
 an analysis of your data with a table for each of the analytic categories that you
found to demonstrate patterns (e.g., Table 1: the variant as it is distributed by
gender, Table 2: the variant as it is distributed by age, Table 3: the variant as it is
distributed by setting, etc.)



A written report is to be 10-12 pages long, including a cover page, tables/graphs,
and references. The APA format is to be used.
Again post your paper to the designated forum on Bb by 11:59 p.m., 6/3/11.
This is not a big project, although it may sound like it. If you open your ears and eyes
in your daily activities with increased awareness, you will get this project done very
easily. A raised awareness matters!
Rubric
Elements
Grading Rubric
Incomplete
(0-1 pts)
Organization/Objectives
(max. 5 pts)
Standards Addressed:
TESOL 1.a.1.
Ohio 2.3
Weak logical flows;
Needs further
development in the
structure of the
argument.
Objectives are missing,
unclear, or inappropriate
Evidence/
Literature Review
(max. 5 pts)
Standards Addressed:
TESOL 1.a.1.
TESOL 1.a.2.
Ohio 2.1
Ohio 2.2
Ohio 2.3
Content
(max. 5 pts)
Standards Addressed:
TESOL 1.a.2.
Ohio 2.1
Ohio 2.2
Ohio 2.3
Acceptable
(2-3 pts)
Sequence is clear and
major components are
presented, but the
argument is not
supported in a logical
fashion.
Objective(s) are clearly
stated; provides purpose,
but main goals/objectives
in relation to previous
research are not provided
Exemplary
(4-5pts)
Well organized with the
major components of a prose
(intro, body, and conclusion);
aligned with the scope and
sequence of the argument;
logical structure and step-bystep sequence
Objectives are measurable
with precise research
questions; connections are
made between previous
research and the present
argument/research
questions
Shows a weak relevance
from previous research to
a topic under
consideration.
Most prior knowledge
and concepts are clearly
articulated but some
important skills are
missing
Explanation/argumentation
is supported by evidence and
examples that are clearly
attributed to sources for
which proper citations are
provided.
Shows flaws or deficits in
understanding of the
topic and inabilities to
integrate prior
knowledge and a
research topic into a
paper.
Methods are appropriate
and marginally matched
to the objectives/goals of
the paper.
Well developed; clear and
logically coherent
explanation and
argumentation that fully
respond to the question(s)
posed.
Unity, Conventions, and
Mechanics
(max. 5 pts)
Lack of unity; a sloppy
argument without
supporting materials.
Some coherence is found
but insufficient to achieve
a whole unity.
Standards Addressed:
Ohio 2.3.
Needs improvements in
terms of writing
mechanics.
Partially meets the
writing conventions and
shows frequent
grammatical errors; too
many quotations
Lack of critical reflection
Insufficient critical
reflection
Reflection
(max. 5 pts)
Standards Addressed:
TESOL 1.a.4.
TESOL 1.b.2.
TESOL 1.b.5.
Ohio 2.1
Ohio 2.2
Ohio 2.3
Candidates show low
levels of understanding
theories and research
that explain L2 language
development
Candidates can explain
theories and research
that address L2 language
development
DATA – Scores are overall; future data will be by element.
Mean
2009 (N=32)
23.5
2010 (N=52)
13.2
2011 (N-46)
23.04
Demonstrates a clear
continuity from the
beginning to the end; lays
out the argument in a logical
and convincing form.
A clear, grammatical English
prose; credits to sources are
given, using the APA style;
quotations are kept to an
absolute minimum
Clearly articulate original and
critical insights into the given
topic; states implications of
the argument made.
Candidate use theories and
research that explain L2
language development
Median
24
10
23