Cover Sheet Georgia Professional Standards Commission (PSC) Report

Transcription

Cover Sheet
Georgia Professional Standards Commission (PSC) Report
Program Name:
English to Speakers of Other Languages Add-on Program
Submitted by:
Kennesaw State University
Address:
1000 Chastain Road
Kennesaw, GA 30144-5591
Chief Compiler:
Dr. Susan B. Brown
Phone:
770-423-6577
Email
sbrown1@kennesaw.edu
Fax 770-423-6263
Level offered for review:
Baccalaureate
Masters
Post-Bac (Alternative Certification)
X
Endorsement/Add-on
Checklist of Materials to be enclosed in this review document:
Table of Contents
Overview of the Program
Goals and Objectives of the Program
College or Department Responsible for Preparing Candidates
Description of Course(s) of Study
Descriptions of Field Experiences, Student Teaching and Internships
Explanation of How and Why The Program May Vary From the Published Georgia
Standards
List of Faculty Responsible for the Program
Number of Candidates in the Program
Post Baccalaureate Programs
Evidence for Meeting the Georgia 2000 Standards
Standard 1 – Candidate Skills, Knowledge, and Dispositions
Standard 2 – Program Assessment and Unit Capacity
Standard 3 – Field Experiences and Clinical Practice
Standard 7 – Georgia-Specific Requirements for Units and Programs
Standard 8 – Content Requirements for Educator Preparation Programs
Required Appendices
A. Assessment instruments referenced in response to Standard 2.
B. Course syllabi for all courses referenced in responses to Standards 7 and 8.
ii
PSC Program Reports in Conjunction with On-Site
CONTINUING REVIEWS
English to Speakers of Other Languages Add-on Program
Advanced
Table of Contents
I
II
III
Cover Sheet ................................................................................................................................ i
Table of Contents ...................................................................................................................... ii
Overview of the Program .......................................................................................................... 1
III.A
Goals and Objectives of the Program.......................................................................... 1
III.B
College or Department Responsible for Preparing Candidates ................................... 3
III.C
Description of Course of Study................................................................................... 5
III.D
Descriptions of Field Experiences, Student Teaching & Internships .......................... 8
III.E
Explanation of How & Why the Program may vary from the Published
Georgia Standards ..................................................................................................... 8
III.F
List of Faculty Responsible for the Program............................................................... 8
III.G
Number of Candidates in the Program........................................................................ 9
III.H
Post-Baccalaureate Program ....................................................................................... 9
IV
Evidence for Meeting Georgia 2000 Standards .................................................................... 10
Standard 1 – Candidate Skills, Knowledge, and Dispositions ........................................... 10
Element 1.1 Content Knowledge for Teacher Candidates.................................. 15
Element 1.2 Content Knowledge for Other Professional School Personnel ...... 16
Element 1.3 Pedagogical Content Knowledge for Teacher Candidates ............ 16
Element 1.4 Professional and Pedagogical Knowledge and Skills for Teacher
Candidates ..................................................................................... 16
Element 1.5 Professional Knowledge and Skill for Other School Personnel .... 19
Element 1.6 Dispositions for All Candidates .................................................... 20
Element 1.7 Student Learning for Teacher Candidates ...................................... 21
Element 1.8 Student Learning for Other Professional School Personnel ........... 21
Standard 2 – Program Assessment and Unit Capacity........................................................ 22
Element 2.1 Assessment System ...................................................................... 22
Element 2.2 Data Collection, analysis, and Evaluation .................................... 23
Element 2.3 Use of Data for Program Improvement ......................................... 24
Standard 3 – Field Experiences and Clinical Practice ....................................................... 25
Element 3.1 Collaboration between Unit and School Partners.......................... 25
Element 3.2 Design, Implementation, and Evaluation of Field Experiences
and Clinical Practice .................................................................... 25
Element 3.3 Candidates’ Development and Demonstration of KSDs to
Help All Students Learn .............................................................. 27
Standard 7 – Georgia-Specific Requirements for Units and Programs ............................ 29
Element 1 Meets Minimum Admissions Requirements ..................................... 29
Element 2 Knowledge of Reading Methods ...................................................... 29
Element 3 Knowledge of the Identification and Education of Children
With Special Needs ...................................................................... 29
Element 4 Proficiency in the Use, Application, and Integration of
Instructional Technology ............................................................... 30
Element 5 Knowledge of the Relevant Sections of the Georgia Quality
Core Curriculum ........................................................................... 30
Element 6 Knowledge of Professional Ethical Standards and Requirements
for Certification and Employment ................................................ 30
Element 7 Field Experiences Appropriate to the Grade Level and Field of
Certification Sought Element ....................................................... 31
PSC Report 2003 KSU ESOL add-on program
iii
Standard 8 – Content Requirements for Educator Preparation Programs.......................... 32
PRAXIS II Content..................................................................................... 33
V
Required Appendices
A. Assessment instruments referenced in response to Standard 2................................... 34
ESOL Field Experience....................................................................................... 34
TELL ESOL program survey results................................................................... 37
B. Course syllabi for all courses referenced in responses to Standards 7 and 8. .............. 41
EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher .................................. 42
EDUC 7782Applied Linguistics for ESOL/Bilingual Teacher ........................... 48
EDUC 7783 Methods and Materials for Teaching ESOL ................................... 54
1
III.
Overview of the Program
English to Speakers of Other Languages
The English to Speakers of Other Languages (ESOL) Add-on program is a three-course
sequence (9 semester hours) with embedded field experiences. There are three delivery models
currently in place: (1) ESOL Summer Institute, (2) TELL grant on-site cohorts, and (3) KSU
Continuing Education program offering staff development units (approved for delivery by PSC
on March 11, 2003).
The ESOL graduate add-on program Summer Institute was developed in response to demand
from local school districts. The first cohort of 30 candidates completed the summer institute in
1999. Program completers rated the program very successful. Despite 100% turnover in faculty
in 2001, program completers continued to rate the program as very successful. The ESOL
graduate add-on program was integrated as an option within the new Master of Education in
Special Education: Collaborative Practice track in 2001-2002 as part of an emphasis on inclusive
education.
Grant funding (US Department of Education Bilingual Education) to support off-campus cohorts
within a local district began in 2001 and expanded the program outreach. The most recent grant
(US Department of Education Teaching English Language Learners) began funding on-site
cohorts in 2003 and also includes materials development that is being piloted by KSU.
An agreement with the KSU Continuing Education program has resulted in another pilot
program this year, using faculty approved by the ESOL program, to provide Staff Development
Unit training to complete the ESOL add-on. Discussions of additional ways to address the unmet
need for ESOL teachers continue as part of the continuous improvement model.
A.
Goals and Objectives of the Program
Conceptual Framework: Collaborative Development of Expertise
in Teaching and Learning
Kennesaw State University Professional Teacher Education Unit’s conceptual
framework for the preparation of teachers is based on the Collaborative
Development of Expertise in Teaching and Learning. This framework
succinctly captures the essence of the university's deep commitment to universitywide and university-school collaboration in the preparation of teachers. The
Kennesaw State University Professional Teacher Education Unit (KSU-PTEU) is
committed to developing expertise among candidates in initial and advanced
programs as teachers and leaders who possess the capability, intent and expertise
to facilitate high levels of learning in all of their students through effective,
research-based practices in classroom instruction, and who enhance the structures
that support all learning. Performance outcomes demonstrating expertise in
subject matter, expertise as facilitators of teaching and learning and expertise as
2
collaborative professionals are clearly defined by the Professional Teacher
Education Unit within the Conceptual Framework.
The KSU-PTEU fosters the development of candidates as they progress through stages of growth
from novice to proficient to expert and leader. Within the PTEU conceptual framework,
expertise is viewed as a process of continued development, not an end-state. The KSU-PTEU
Candidate Performance Indicators include 3 major outcomes required of all candidates in KSUPTEU programs:
KSU-PTEU 1
Subject Matter Experts,
KSU-PTEU 2
Facilitators of learning, and
KSU-PTEU 3
Collaborative Professionals.
As subject matter experts (KSU-PTEU 1), candidates know the subjects they teach and how to
teach those subjects to students, and as English to Speakers of Other Languages (ESOL) subject
matter experts, candidates demonstrate mastery of the Georgia Professional Standards
Commission (GA PSC) ESOL standards. Candidates are expected to be knowledgeable of
linguistics, culture and methods to support English Language Learners in the general education
curriculum in collaboration with general education teachers with specific subject matter
expertise.
Faculty implement constructivist approaches within graduate ESOL classes to model the
centrality of expertise as a facilitator of teaching and learning (KSU-PTEU 2), English to
Speakers of Other Languages candidates are guided through learning activities and reflection on
their practice. Teaching and learning are entwined and only through the implementation of
validated practices can all candidates develop their own mental models or schema and reach high
levels of learning. In that way, ESOL candidates become facilitators of the teaching and
learning process, committed to their K-12 students, and responsible for managing and
monitoring student learning.
English to Speakers of Other Languages candidates must demonstrate the skills and knowledge
to create environments and learning experiences that engage students in active learning and
authentic achievement. They must constantly assess and use results for improvement of their K12 student learning. English to Speakers of Other Languages candidates are expected to
demonstrate knowledge and mastery of research-based practices. In the role of facilitators of
teaching and learning, ESOL candidates prepare to guide, motivate, evaluate, instruct and advise
students. Their classroom practices should reflect a repertoire of culturally sensitive teacher and
learner centered methods, which they should be able to implement or adapt in response to
changes in the environment and student needs. The awareness of individual differences, knowing
when and how to adjust instruction, and formative and summative assessment are essential
outcomes of the graduate ESOL experience.
Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this collaboration with the
university, public and private schools, parents and other professional partners, the PTEU meets the
ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. English to
Speakers of Other Languages candidates meet more than the academic requirements of the ESOL add-
3
on program. Candidates are expected to be collaborative professionals (KSU-PTEU 3) and think
systematically about their practice, learn from experience, and serve as members of learning
communities. As professionals, they are expected to be enthusiastic about their work and positively
influence colleagues and students. Becoming a better teacher requires a commitment to ownership of
the success of all students, use of data based decision making strategies to maximize impact on student
learning, currency in subject matter knowledge, and continual assessment of their own strengths and
areas of need as facilitators of learning through self-reflection. Successful ESOL candidates take
responsibility in their schools for curriculum initiatives, parental involvement, and collaboration with all
constituents. In the classroom and in all school matters, their relations with students, parents and
colleagues show regard for human dignity. As professionals, KSU ESOL candidates are expected to
continually seek ways to improve learning experiences for the students they teach. Candidates are also
expected to be lifelong learners, participating in learning communities to inform their teaching practice.
Collaborating with professional colleagues, participating in the activities of professional associations,
engaging in self-evaluation, and working with members of the community served by their schools
contribute to their effectiveness as professionals in facilitating student learning.
B. College or Department Responsible for Preparing Candidates
The English to Speakers of Other Languages add-on program is housed in the Department of
Special Education in the Bagwell College of Education within the Kennesaw State University
Professional Teacher Education Unit (KSU-PTEU). The on-going development and delivery of
the program includes collaboration with the Department of English and Department of Foreign
Languages within the College of Humanities and Social Sciences and the off-campus Continuing
Education program at Kennesaw State University. The Department of Special Education is
responsible for scheduling university credit courses, approval of faculty, and monitoring the
program. The Department of Special Education Chair and the KSU Certification Officer in the
Teacher Education Advisement Center coordinate candidate recruitment, admission and
advisement.
4
Organizational Structure of the Professional Teacher Education Unit
Dean
Bagwell College of Education
Teacher Education Council
Elementary
&
Early Childhood
Education (P-5)
Middle Grades
Education (4-8)
Secondary
Education (7-12)
Initial
Initial
Initial
(B.S.)
(B.S.)
Adv.
Adv.
(M.Ed.
)
(M.Ed. in
Adol.
Educ.)
Endorse
-ment
Reading
P-12
Art Educ.
(College of
Humanities and
Social Sci.)
(School of
the Arts)
Math Educ.
Science
Education
(College of Sci.
& Math.)
Social
Science Educ.
(College of
Humanities &
Soc. Sci.)
Education
al
Leadershi
Adv.
(M.Ed.)
Adv.
(M.Ed.)
Health
Phys.
Educ.
Center for Field
Experiences and
Partnerships (CFEP)
(College of
Health
&
Human
Services)
Foreign
Lang.
(College of
Humanities
& Soc. Sci.)
Cobb Education
Consortium (CEC)
Educational Technology
Center (EdTech)
&
Endorsements:
ESOL
Endorsement
Pre-School
Leadership
Music
Education
(School of
the Arts)
Professional Teacher Education Faculty
Academic
Support
Initial
English Educ.
(College of Sci.
& Math.)
Special
Education
Teacher Education
Advisement Center
(TEAC)
Teacher Resource and
Activity Center (TRAC)
5
There are currently three distinct delivery methods for the ESOL add-on program. (1) The threecourse add-on program has been delivered in an annual Summer ESOL Institute since 1999. (2)
A partnership with a local school district funded by a federal grant (currently the TELL program)
has included delivery of the ESOL add-on program on-site in the district since 2001. (3) During
fall 2003, a Staff Development Unit (SDU) based ESOL add-on program was implemented
through the Kennesaw State University Continuing Education program.
Faculty teach in one or more of the delivery models. Faculty members in the Departments of
Foreign Language and Department of English teach the three required courses for the campusbased Summer Institute, the on-site partnership program, and the Continuing Education staff
development program. All faculty must be approved by the Chair of the Department of Special
Education in collaboration with the program area coordinator (see III F p. 8). A Ph.D. in an
appropriate field or extensive experience and expertise to provide graduate level instruction is a
requirement for approval since these are graduate level courses. There is a balance in faculty
specializations to support courses in the program. Faculty are involved in professional
development opportunities to remain up-to-date for program delivery and they provide
leadership in professional service at the department, college, university, state and national level.
The involvement of ESOL faculty in grant, contract, service and collaborative relationships in
schools is reflective of KSU’s strong emphasis on applied scholarship using Boyer’s (1990)
model. (see III. F. p. 8)
C. Description of Course(s) of Study
The requirements for English to Speakers of Other Languages add-on are included in 3 courses:
EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher (3) This course is designed to
develop a knowledge base about culture, its influence on learning and teaching, and its role in
intercultural classroom settings. In this course prospective ESOL teachers will examine major
theories related to educating a culturally diverse student body, and teachers will develop
strategies for ensuring that ESOL students develop knowledge for mainstream culture as the
become proficient in English. (see p. 42 )
EDUC 7782 Applied Linguistics for ESOL/Bilingual Teacher (3) In this course students will
examine principles of linguistics systems (phonological, syntactic and semantic) and their
acquisition as it occurs both in first and additional languages. Students will also explore the
relationship of oral and written language and become familiar with assessment techniques and
devices for evaluating the development of English as an additional language. (see p. 48 )
EDUC 7783 Methods and Materials for Teaching ESOL (3) 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. .
(see p.54 )
The requirements are listed on the attached advisement sheets.
6
DEPARTMENT OF
SPECIAL EDUCATION
English to Speakers of Other
Languages
ADVISEMENT PLAN
NAME
ADVISOR
SOCIAL SECURITY #
ADMISSION DATE
ADDRESS
CURRENT CERTIFICATE
CITY, STATE, ZIP
PHONE
COURSE
Transfer/
Substitution
EDUC 7781
Cultural Issues for ESOL/Bilingual Teacher (3)
EDUC 7782
Applied Linguistics for ESOL/Bilingual Teacher (3)
EDUC 7783
Methods and Materials for Teaching ESOL (3)
(see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 & EDUC 7783 p. 54 ).
Semester Completed/
Grade
7
DEPARTMENT OF
SPECIAL EDUCATION
Master of Education:
Collaborative Practice
ADVISEMENT PLAN
2003 Cohort
NAME
ADVISOR
KSU #
ADMISSION DATE
ADDRESS
CURRENT CERTIFICATE
CITY, STATE, ZIP
PHONE
COURSE
SUMMER 2003
EXC 7700 (3) Teacher Researcher
Elective (3)
FALL 2003 EXC 7760 (3) Curriculum Development
SPRING 2003 EXC 7720 (3) Classroom Behavioral Strategies
SUMMER 2003 Gifted, ESOL, Reading or Preschool/Special
Education Add-on Institute (6-9)
FALL 2003 EXC 7780 (3) Collaborative Practices
SPRING 2004
EXC 7730 (3) Assessment
EXC 7790 (3) Documenting Professional Growth
Portfolio /Thesis Presentation
SUMMER 2004
Elective (6-9)
TRANSFER
SEM/GRADE
D. Descriptions of Field Experiences, Student Teaching and Internships
Field experiences are embedded within the graduate English to Speakers of Other Languages
add-on program at Kennesaw State University (KSU). During the Summer Institute, faculty
arrange on-site observations of ESOL programs in local districts. During Summer 2004, a KSU
Summer Camp experience for ESOL students will be used as a field experience site. Graduate
candidates in the off-campus cohorts are employed full time as teachers and complete field-based
activities on their job site. Candidates in the Continuing Education staff development unit option
must provide verification by their supervisor that they have applied skills in their job site. (see
Standard 3 p. 24 for more detailed information).
E. Explanation of How and Why the Program May Vary from the Published
Georgia Standards
Not Applicable.
8
F. List of Faculty Responsible for the M.Ed. in Special Education Program
Full-time on-campus faculty from the Department of English and the Department of Foreign
Languages have been the primary instructors for the on-campus summer institutes and the offcampus grant program in collaboration with Cobb County Schools. On-campus faculty are
teaching in the Continuing Education program, and with the approval of the Continuing
Education delivery model, additional faculty from the Continuing Education program have been
reviewed and approved by on-campus faculty and the chair of the Department of Special
Education.
All faculty have degrees/and or extensive experience in the area of English to Speakers of Other
Languages. From 1998-2003, The Department of Special Education provided funds for faculty
travel to professional TESOL and bilingual education conferences for professional development.
As of 2003, the TELL grant (now housed in the Department of Foreign Languages) is available
to support this function.
Name
Highest
Degree
Rank*
Status**
Yrs
Experience
in Higher
Ed
Yrs
Experience
in P-12 Ed
FACULTY QUALIFICATIONS ESOL Add-on program SPRING 2004
FACULTY QUALIFICATIONS
Program
Areas of
Responsibilities
Specialization
Judy Holzman
Ph.D.
P
T
29
1
David Johnson
Ph.D.
AP
T
5
2
Sarah Anne
Shope
MAPW
MSEd
PT
Gail
Yokubinas
MA
PT
David
Baugher
MPA
*Key 1:
L= Lecturer
I = Instructor
AP = Assistant Professor
**Key 2:
PT = Part-time
FT = Full-time, temp
17
5
17
Cultural studies
and second
language
acquisition,
working with nondominant cultures
Linguistics,
second language
acquisition, ESOL
Linguistics,
Materials and
Methods,
continuing
education
curriculum
English to
Speakers of Other
Languages
Graduate
Admission
Advisement
Other
Qualifications
Comparative &
International
Education
Grants
Graduate
faculty
Linguistics
Graduate
faculty
Linguistics
Materials and
Method
TESOL
Coordinator of
Continuing
Education
ESOL program
TESOL
ASP = Associate Professor
P = Professor
SMT = Supervising Master Teacher
TT = Tenure Track
T = Tenured
KSU
Certification
Officer
9
G. Number of Candidates in the Program
Spring 2004 Enrollment in ESOL add-on program tracks
Summer Institute
TELL grant on-site program
Continuing Education SDU program
Total
* Enrollment in Summer Institutes has ranged from 25 – 30 candidates each summer.
H. Post-Baccalaureate Programs
Not Applicable.
0*
24
15
39
10
IV.
Evidence for Meeting the Georgia 2000 Standards
Standard 1 – Candidate Skills, Knowledge, and Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel
know and demonstrate the content, pedagogical, and professional knowledge, skills, and
dispositions necessary to help all students learn. Assessments indicate that candidates meet
professional, state, and institutional standards.
As a prerequisite for admission to the English to Speakers of Other Languages add-on program,
graduate candidates are required to demonstrate content mastery in at least one teaching field as
evidenced by a valid Georgia Teaching Certificate. The Department of Special Education
developed the ESOL add-on program based on the Georgia PSC ESOL standards and aligned
these with the KSU - PTEU Conceptual Framework and the national TESOL standards.
ESOL Standards Alignment
KSU-PTEU Conceptual
Framework
Candidate Performance
Indicators
Outcome 1:
Subject Matter Experts
1.1 Subject matter
expert
Georgia PSC ESOL Requirements
1 The program shall require demonstrated
competence in the knowledge of the nature of
language varieties, and the phonology,
morphology, syntax, semantics, and discourse
of the English Language
TESOL Standards
Domain 1: Language
Standard 1.a. Describing Language
Standard 1.b. Language Acquisition
and Development
competence in listening, speaking, reading, and
writing standard English on technical, abstract,
and non-technical or general topics
competence in the knowledge of and experience
in first and second language acquisition across
age levels
competence in the knowledge of the effects of
cognitive, affective, and socio-cultural variables
on language learning
competence in the study of socio-cultural
systems and characteristic features of
linguistic/minority cultures
1.2 Understanding of
connections
Domain 3: Planning, Implementing
and Managing Instruction
Standard 3.a. Planning for Standards
Based ESL and Content Instruction
11
competence in the knowledge of current
educational trends, issues, policies, and
practices, and their relationships to program
planning, instruction, and assessment of ESOL
students
competence in the use of available technology,
particularly multimedia, and shall include the
application of computer hardware and software
and techniques of evaluating software for ESOL
instruction
1.3 Powerful
instructional approaches
1.4 Knowledge as
combination of
understanding, skills &
dispositions
Standard 3.c. Using Resources
Effectively in ESL and Content
Instruction
Domain 2: Culture
Standard 2.a. Nature and Role of
Culture
Standard 2.b. Cultural Groups and
Identity
competence in ESOL curriculum planning and
implementation, the use of a variety of
instructional methods, and multiple assessment
strategies of teaching English as a Second
Language
Standard 3.b. Managing and
Implementing Standards Based ESL
and Content Instruction
students
Instruction
Language
students
Instruction
10 Supervised field experiences in ESOL
education shall be integrated throughout the
program
Outcome 2:
Facilitators of Learning
2.1 Belief that all
students can learn
Domain 2: Culture
Culture
Standard
2.b. Cultural Groups and Identity
Domain 2: Culture
12
Language
Culture
Identity
program
2.2 Equitable treatment
and access
Language
Domain 2: Culture
Culture
Identity
program
2.3 Human development
and learning
competence in listening, speaking, reading, and
writing standard English on technical, abstract,
and non-technical or general topics
Domain 1: Language
Standard 1.a. Describing Language
Standard 1.b. Language Acquisition
and Development
competence in the knowledge of and experience
in first and second language acquisition across
age levels
Language
program
2.4 Challenging
environments
Language
13
2.5 Multiple methods
program
Language
competence in the use of available technology,
particularly multimedia, and shall include the
application of computer hardware and software
and techniques of evaluating software for ESOL
instruction
Instruction
Instruction
program
2.6 Evaluating progress
competence in language assessment techniques
and instruments and the evaluation of students
Language
Domain 4: Assessment
Standard 4.a. Issues of Assessment
Standard 4.b. Language Proficiency
Assessment
Standard 4.c. Classroom-based
Assessment for ESL
students
program
2.7 Interpreting &
reporting student
performance
competence in language assessment techniques
and instruments and the evaluation of students
Domain 4: Assessment
Standard 4.a. Issues of Assessment
Standard 4.b. Language Proficiency
Assessment
Standard 4.c. Classroom-based
Assessment for ESL
14
Outcome 3:
Collaborative
Professionals
3.1 Collaboration with
professional partners
program
Domain 5: Professionalism
Standard 5.b. Partnerships and
Advocacy
Standard 5.c. Professional
Development
and Collaboration.
3.2 Reflection, research
& scholarship
3.3 Parental and
Community Involvement
3.4 Professional
Development
program
program
program
Standard 5.a. ESL Research and
History
Development
and Collaboration.
Advocacy
Development
and Collaboration.
Standard 5.a. ESL Research and
History
Advocacy
Development
and Collaboration.
The Georgia PSC ESOL Standards 1 (Linguistics), Standard 3 (Language Learning), Standard 4
(Sociolinguistics), and Standard 7 (Cultural systems) are the Content (NCATE Standard 1.1)
standards. They are aligned with the KSU-PTEU Subject Matter Expert. Georgia PSC TESOL
Standard 5 (Assessment), Standard 6 (Instructional Planning), Standard 8 (Instructional
Strategies) and Standard 9 (Technology) are the Pedagogical Content Knowledge (NCATE
Standard 1.3) standards. These are aligned with the KSU-PTEU Facilitator of Learning. Mastery
of subject matter and inquiry methods across multiple curriculum areas are also evaluated within
Pedagogical Content Knowledge. Professional and Pedagogical Knowledge and Skills
(NCATE Standard 1.4) are addressed in GA TESOL 8 (Instructional Strategies) Candidate
Dispositions (NCATE Standard 1.6) are addressed with individual candidate reflective activities
throughout the courses, as part of the Georgia PSC TESOL Standard 2 (Language Skills) and
Standard 10 (Field Experience). This area also address the KSU-PTEU Collaborative Practice.
15
Element 1.1 Content Knowledge (Initial & Advanced)
Element 1.1 Content Knowledge for Teacher Candidates
Unacceptable
Teacher candidates have inadequate
knowledge of subject matter that
they plan to teach as shown by their
inability to give examples of
important principles or concepts
delineated in professional, state, and
institutional standards
Acceptable
Teacher candidates know the subject
matter they plan to teach as shown
by their ability to explain important
principles and concepts delineated in
professional, state, and institutional
standards.
Target
Teacher candidates have in-depth
knowledge of the subject matter that
they plan to teach as described in
standards. They demonstrate their
knowledge through inquiry, critical
analysis, and synthesis of the
subject.
The Georgia PSC ESOL Standards 1 (Linguistics), Standard 3 (Language Learning), Standard 4
(Sociolinguistics), and Standard 7 (Cultural systems) are the Content (NCATE Standard 1.1)
standards. They are aligned with the KSU-PTEU Subject Matter Expert. Key assignments that
provide evidence of effective preparation have been identified by faculty and are highlighted in
the following table.
Georgia PSC ESOL Content Standards & KSU ESOL Assignment Alignment
KSU-PTEU
Conceptual
Framework
Candidate
Performance
Indicators
Subject Matter
Expert
Georgia PSC ESOL
Standard
KSU ESOL
Course
Assignment or
requirement
addressing
standard
Evidence of effective
preparation
1The program shall
require demonstrated
competence in the
knowledge of the
nature of language
varieties, and the
phonology,
morphology, syntax,
semantics, and
discourse of the
English Language.
EDUC 7782
Applied
Linguistics for
ESOL/Bilingu
al Teacher
Objective
quizzes –
linguistics
Portfolio includes completed
study guides covering the
nature of language varieties,
and the phonology,
morphology, syntax, semantics,
and discourse of the English
language, along with a written
essay of linguistic case study,
and a successfully completed
written quizzes and final
assessment of that knowledge.
Subject Matter
Expert
3 The program shall
competence in the
knowledge of and
experience in first and
second language
acquisition across age
levels
EDUC 7783
Cultural
Issues for
ESOL/Bilingu
al Teacher
Case study
assignment
Subject Matter
Expert
4 The program shall
EDUC 7783
Cultural
Group
sociolinguistic
study guides covering
knowledge in first and second
language acquisition across age
levels, along with a
successfully completed written
assessment of that knowledge
and a linguistics case study and
practicum journal that tracks
the participant’s experience
and/or knowledge related to
first and second language
acquisition.
study guides covering the
16
Subject Matter
Expert
competence in the
knowledge of the
effects of cognitive,
affective, and sociocultural variables on
language learning.
7 The program shall
competence in the
study of socio-cultural
systems and
characteristic features
of linguistic/minority
cultures.
Issues for
ESOL/Bilingu
al Teacher
project
EDUC 7783
Cultural
Issues for
ESOL/Bilingu
al Teacher
Language lesson
incorporating
best practice for
a cultural group
knowledge of the effects of
cognitive, affective, and sociocultural variables on language
learning, along with a
successfully competed
assessment of that knowledge.
Portfolio includes five lessons
incorporating best practice for
5 different cultural groups
Group presentations
Element 1.2 Content Knowledge for Other Professional School Personnel (EDL only) Not
applicable.
Element 1.3 Pedagogical Content Knowledge for Teacher Candidates (Initial & Advanced)
Unacceptable
Acceptable
Target
Teacher candidates do not
understand the relationship of
content and pedagogy delineated
in professional, state, and
institutional standards in a way
that helps that develop learning
experiences that integrate
technology and build on
students’ cultural backgrounds
and knowledge of content so that
students learn.
Teacher candidates have a broad
knowledge of instructional
strategies that draws upon content
and pedagogical knowledge and
skills delineated in professional,
state, and institutional standards to
help all students learn. They
facilitate student learning of the
subject matter through presentation
of the content in clear and
meaningful ways and through the
integration of technology.
Teacher candidates reflect a thorough
understanding of pedagogical content
knowledge delineated in professional,
state, and institutional standards. They
have in-depth understanding of the
subject matter that they plan to teach,
allowing them to provide multiple
explanations and instructional strategies
so that all students learn. They present
the content to students in challenging,
clear, and compelling ways and integrate
technology appropriately.
Georgia PSC TESOL Standards 5 (Assessment), Standard 6 (Instructional Planning), Standard 8
(Instructional Strategies), and Standard 9 (Technology) are the Pedagogical Content Knowledge
standards. Mastery of subject matter and inquiry methods across multiple curriculum areas are
also evaluated within Pedagogical Content Knowledge. Key assignments that provide evidence
of effective preparation have been identified by faculty and are highlighted in the following
table.
Georgia PSC ESOL Pedagogical Content Standards & KSU ESOL Assignment Alignment
KSU-PTEU
Conceptual
Framework
Candidate
Performance
Indicators
Subject Matter
Experts
Georgia PSC TESOL
Standard
5 The program shall require
demonstrated competence
in language assessment
techniques and instruments
KSU
ESOL
Course
EDUC
7783
Methods
&
Assignment or
requirement
addressing standard
preparation
Report on language
assessment measures
Analyze Language
Assessment Battery
Portfolio includes a written
report on hands-on
experience with language
assessment techniques and
17
Facilitator of
Learning
Facilitator of
Learning
Facilitator of
Learning
and the evaluation of
students.
Materials
for
Teaching
ESOL
results for LEP
students
in ESOL curriculum
planning and
implementation, the use of
a variety of instructional
methods, and multiple
assessment strategies of
teaching English as a
Second Language
in the knowledge of current
educational trends, issues,
policies, and practices, and
their relationships to
program planning,
instruction, and assessment
of ESOL students.
EDUC
7783
Methods
&
Materials
for
Teaching
ESOL
Microteaching
language lesson
Best practice activity
file
EDUC
7783
Methods
&
Materials
for
Teaching
ESOL
Case study
presentation
Portfolio includes
successfully completed
with a written assessment
of knowledge of current
policies, and practices, and
their relationships to
program planning,
instruction, and assessment
of ESOL students.
in the use of available
technology, particularly
multimedia, and shall
include the application of
computer hardware and
software and techniques of
evaluating software for
ESOL instruction
EDUC
7783
Methods
&
Materials
for
Teaching
ESOL
Website evaluation
Software evaluation
Portfolio includes the
instructor’s evaluation of
successfully demonstrated
competence in the use of
available technology,
particularly multimedia, the
application of computer
hardware and software and
techniques of evaluating
software for ESOL
instruction.
(see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48
instruments and the
evaluation of students,
along with successfully
completed written essay
covering the knowledge
and the instructor’s critique
of the participant’s
presentation of the report.
Portfolio includes
curriculum plans revealing
a variety of instructional
methods, and multiple
assessments, strategies of
teaching ESL, along with a
written assessment of
knowledge of such.
& EDUC 7783 p. 54 ).
Element 1.4 Professional and Pedagogical Knowledge and Skills for Teacher Candidates
(Initial & Advanced)
Unacceptable
Candidates have not mastered
professional and pedagogical
knowledge and skills delineated in
standards as shown in their lack of
knowledge of school, family, and
community contexts or in their
inability to develop learning
experiences that draw on students’
Acceptable
Candidates use their professional
and pedagogical knowledge and
skills delineated in professional,
state and institutional standards to
facilitate learning. They consider the
school, family, and community
contexts in which they work and the
prior experiences of students to
develop meaningful learning
Target
Candidates reflect a thorough
understanding of professional
knowledge and skills delineated in
standards, as show in their
development of meaningful learning
experiences to facilitate student
learning for all students. They reflect
on their practice and make necessary
18
prior experiences.
experiences.
adjustments to enhance student
learning. They know how students
learn and how to make ideas
accessible to them. They consider
school, family, and community
contexts in connecting concepts to
students’ prior experiences, and
applying the ideas to real-world
problems.
Georgia PSC ESOL Standard 8 (Instructional Strategies) addresses Professional and Pedagogical
Knowledge and Skills. GA PSC ESOL Standard 7 (Cultural Systems) and Standard 4
(Sociolinguistics) areas also essential components for this standard in relation to English
Language Learners. Key assignments that provide evidence of effective preparation have been
identified by faculty and are highlighted in the following table.
19
Georgia PSC ESOL Professional and Pedagogical Knowledge and Skills Standards & KSU
ESOL Assignment Alignment
KSU-PTEU
Conceptual
Framework
Candidate
Performance
Indicators
Facilitator of
Learning
Subject Matter
Expert
Facilitator of
Learning
Subject Matter
Expert
Facilitator of
Learning
Georgia PSC
TESOL Standard
8 The program shall
competence in the
knowledge of current
educational trends,
issues, policies, and
practices, and their
relationships to
program planning,
instruction, and
assessment of ESOL
students.
4 The program shall
competence in the
knowledge of the
effects of cognitive,
affective, and sociocultural variables on
language learning
7 The program shall
competence in the
study of sociocultural systems and
characteristic features
of linguistic/minority
cultures
KSU ESOL
Course
Assignment or
requirement
addressing
standard
preparation
EDUC 7783
Methods &
Materials for
Teaching ESOL
Case studies
Article discussion
Portfolio includes
with a written assessment
of knowledge of current
educational trends,
issues, policies, and
practices, and their
relationships to program
planning, instruction, and
assessment of ESOL
students.
EDUC 7781
Cultural Issues
for
ESOL/Bilingual
Teacher
Group
sociolinguistic
project
EDUC 7783
Methods &
Materials for
Teaching ESOL
Lesson Plan
incorporating best
practice for a
cultural group
Portfolio includes
completed study guides
covering the knowledge
of the effects of
cognitive, affective, and
socio-cultural variables
on language learning,
along with a successfully
competed assessment of
that
Portfolio includes essay
form analysis of
linguistic case study,
along successfully
completed written
assessment of the study
of social-cultural systems
and characteristic
features of
linguistic/minority
cultures.
Element 1.5 Professional Knowledge and Skills for Other School Personnel (EDL only) Not
applicable.
20
Element 1.6 Dispositions for All Candidates (All)
Unacceptable
Candidates are not familiar with
professional dispositions delineated
institutional standards. They do not
model these dispositions in their
work with students, families, and
communities.
Acceptable
Candidates are familiar with the
dispositions expected of
professionals. Their work with
students, families, and communities
reflects the dispositions delineated in
standards.
Target
Candidates’ work with students,
families, and communities reflects
the dispositions expected of
professional educators as delineated
institutional standards. Candidates
recognize their own dispositions
may need to be adjusted and are able
to develop plans to do so.
Georgia PSC ESOL Standards do not directly address Dispositions. Standard 10 (Field
Experience) does provide the opportunity for faculty to observe candidate dispositions. Faculty
also address evaluation of candidate dispositions within course syllabi and individual activity
rubrics. Standard 2 (Language Skills) is an indicator of professionalism that is included under
this element. Key assignments that provide evidence of effective preparation have been
identified by faculty and are highlighted in the following table.
Georgia PSC ESOL Professional and Pedagogical Knowledge and Skills Standards & KSU
ESOL Assignment Alignment
KSU-PTEU
Conceptual
Framework
Candidate
Performance
Indicator
Subject
Matter Expert
Collaborative
Professional
Georgia PSC
TESOL Standard
KSU
ESOL
Course
Assignment or
requirement
addressing standard
2 The program shall
competence in
listening, speaking,
reading, and writing
standard English on
technical, abstract,
and non-technical or
general topics.
All
courses
Reflection papers
In-class writing
assignments
Written evaluation of
materials
Class discussions
10 Supervised field
experiences in ESOL
education shall be
integrated throughout
the program.
All
courses
Observation checklists
preparation
The portfolio includes written
pieces that demonstrate
competence in writing standard
English on technical, abstract, and
non-technical or general topics. A
successfully completed written
assessment reveals the
participant’s competency in
listening and reading, and the
instructor’s evaluation reveals the
participant’s competency in
speaking during class discussions
and presentations.
The portfolio includes the form
for the supervised field
experiences in ESOL education as
integrated throughout the
program and signed by
supervising teacher.
& EDUC 7783 p. 54 ).
21
Element 1.7 Student Learning for Teacher Candidates (Initial & Advanced)
Unacceptable
Teacher candidates do not accurately
assess student learning or develop
learning experiences based on
students’ developmental levels or
prior experience.
Acceptable
Teacher candidates focus on student
learning as shown in their
assessment of student learning, use
of assessments in instruction, and
development of meaningful learning
experiences for students based on
their developmental level and prior
experience.
Target
Teacher candidates accurately assess
and analyze student learning, make
appropriate adjustments to
instruction, monitor student learning,
and have a positive effect on
learning for all students.
Candidates in the ESOL add-on program are trained to collect and analyze data. The EDUC 7781
Cultural Issues for ESOL/Bilingual Teacher Case Study Assignment includes multiple decision
points based on case study data (see EDUC 7781 syllabus p. 41).
Element 1.8 Student Learning for Other Professional School Personnel (EDL only) Not
applicable.
22
Standard 2 – Program Assessment and Unit Capacity
Element 2.1 Assessment System
The ESOL add-on program is a three-course sequence and does not lead to a degree. Assessment
focuses on the Georgia PSC ESOL outcomes and the 3 major outcomes of the KSU-PTEU
Candidate Performance Indicators (Subject Matter Expert, Facilitator of Learning and
Collaborative Professional).
The ESOL graduate add-on program assessment system includes an external component for
program evaluation and an internal component for individual candidate assessment. A
continuous data collection model is used to support data based decision making on program
evaluation and individual candidate progress. The external component includes Department of
Special Education Advisory Board review and external accreditation review. Internal candidate
assessment includes data collected on individual candidates beginning with admission review
and performance on specific assignments linked to program outcomes.
The Department of Special Education Advisory Board includes faculty and staff from across
campus, current candidates and graduates, parent representatives from the community, and
practicing professionals from the community. The Advisory Board provides external review for
all graduate programs in the Department of Special Education, including the ESOL graduate addon program. It meets twice a year and provides a forum for discussion and feedback to guide
program development and program evaluation.
ESOL faculty surveyed program completers during Fall Semester 2003. The survey addressed
effectiveness of ESOL classes during the past two years. (see attached survey p. 37 ) The Staff
Development program offered through Continuing Education is serving their first group of
candidates and plan to survey completers in the future.
The Internal assessment system begins with data collected at the point of admission to the
program. Admission requirements are listed in the Graduate Catalog (IV Standard 7 Element 1,
p. 29 of this report). Faculty monitor mastery of course requirements aligned with KSU-PTEU
and Georgia PSC ESOL Standards. The assessment plan goal is to collect data on candidate
performance on the major projects that reflect the PSC and PTEU outcomes and to document
candidate dispositions. As the program has grown and new delivery models have been
developed, the focus has been to align the major projects across delivery models. At this point,
data collection has focused on grades for projects. This data was not adequate for major
programmatic decision-making. Faculty are now developing rubrics for major projects to
provide candidate feedback and more useful data collection.
23
Candidate Outcomes and Assessment Plan
KSU-PTEU
CPI
Subject Matter
Expert
GA
PSC
ESOL
1
Standard
Course Number
Linguistics
EDUC 7782 Applied
Linguistics for
ESOL/Bilingual Teacher
EDUC 7782 Applied
Linguistics for
EDUC 7781 Cultural Issues
for ESOL/Bilingual
Teacher
for ESOL/Bilingual
Teacher
EDUC 7783 Methods &
Materials for Teaching
ESOL
Subject Matter
Expert
2
Language skills
Subject Matter
Expert
3
Language
Acquisition
Subject Matter
Expert
4
Sociolinguistics
Facilitator of
Learning
5
Assessment
Facilitator of
Learning
6
Instructional
Planning
Subject Matter
Expert
7
Cultural systems
Facilitator of
Learning
8
Instructional
Strategies
Facilitator of
Learning
9
Technology
Collaborative
Professional
10
Field Experience
EDUC 7783 Methods &
ESOL
for ESOL/Bilingual
Teacher
EDUC 7783 Methods &
ESOL
EDUC 7783 Methods &
ESOL
All courses
Outcome Assessment
Objective quizzes – linguistics
content
Case Study
Lesson plan
Case Study
Group sociolinguistic project
Report on language assessment
measures, analyze Language
Assessment Battery results for
LEP students
Microteaching language lesson,
best practice activity file
Language lesson incorporating best
practice for a cultural group
Case studies, article discussion
Website evaluation, software
evaluation
Element 2.2 Data Collection, Analysis, and Evaluation
Program review is an ongoing process built on multiple levels of data collection and
discussions. A major goal of the review process is quality program development, but attention is
also focused on meeting community needs. Feedback from the Department of Special Education
Advisory Board continues to indicate the need for teachers prepared to work with English
Language Learners. The development of the grant initiatives for the ESOL program have also
provided an ongoing process for data collection. This was evidenced by the program
effectiveness survey conducted during Fall 2003.
The KSU program review council highlights the Department of Special Education’s excellent
use of data based decision-making and continuous improvement. The department is committed to
continuous program improvement through formative evaluation and discussion. The relationship
with Advisory Board members and local schools impacts program improvement through regular
meetings addressing the needs of local schools and how to balance quality and the demand for
more teachers.
24
The ESOL graduate add-on program was reconfigured as a Summer Institute in 1999 in response
to demand from local school districts. The first cohort of 30 candidates completed the summer
institute in 1999. Program completers rated the program very successful. Despite 100% turnover
in faculty in 2001, program quality continued. Faculty collaboration on assignments is a major
factor in maintaining program quality. Data from the fall 2003 survey and student comments
have been analyzed by ESOL faculty to address any program improvements. While both
instruments indicate the majority of students think the program prepared them to work with LEP
students, student comments addressing course delivery in terms of time spent on theory have
lead faculty to develop additional activities to show students clear links between linguistics,
culture, and methods and materials. For every theory that is presented throughout the program,
faculty will make sure that students see clearly the practical application of the theory.
The ESOL graduate add-on program was integrated into a track within the Master of Education
in Special Education (Collaborative Practice) in 2001-2002. There have been inquiries about
participation in this track, but no ESOL add-on candidates have enrolled in the Master of
Education program at this time.
Grant funding to support off-campus cohorts within a local district have expanded the outreach.
The most recent grant includes materials development that is being piloted by KSU. An
agreement with the KSU Continuing Education program has resulted in another pilot program
this year, using faculty approved by the ESOL program, to provide Staff Development Unit
training to complete the ESOL add-on. This program received PSC approval on March 11, 2003.
Meetings of ESOL faculty from across delivery models have been implemented to address
consistency in collecting data on key assignments linked to KSU-PTEU and GA PSC ESOL
standards. This has led to an understanding that the grades on assignments did not provide
adequate data for decision making and faculty are now developing rubrics for candidate feedback
and more meaningful data collection.
Element 2.3 Use of Data for Program Improvement
Faculty use data from student evaluations to improve the ESOL program. The Chair of the
Department of Special Education receives and reviews all student evaluation data. Patterns of
concern are noted and brought to faculty for discussion. Candidates in the first two summer
cohorts included suggestions for improvement for one of the courses, changes in the course were
implemented to address these concerns. During the third summer institute, a different faculty
member was selected to teach this course based on expertise in the areas of concern.
Results from the 2003 survey are being used to strengthen the program. Faculty identified the
need to be more explicit in connections from theory to practice and are developing class
activities to address this issue.
25
Standard 3 – Field Experiences and Clinical Practice
Element 3.1 Collaboration Between Unit and School Partners
Unacceptable
The unit makes decisions about
the nature and assignment of
field experiences and clinical
practice independently of the
schools or other agencies hosting
them. The unit’s school partners
do not participate in the design,
delivery, or evaluation of field
experiences or clinical practice.
Decisions about the specific
placement of candidates in field
experiences and clinical
practices are solely the
responsibility of the schools.
Acceptable
The unit, its school partners,
and other members of the
professional community
design, deliver, and evaluate
field experiences and clinical
practice to help candidates
develop their knowledge,
skills, and dispositions. The
unit and its school partners
jointly determine the specific
placement of student teachers
and interns for other
professional roles to provide
appropriate learning
experiences.
Target
The school and unit share and integrate
resources and expertise to support candidates’
learning in field experiences and clinical
practice. Both unit and school-based faculty are
involved in designing, implementing, and
evaluating the unit’s conceptual framework(s)
and the school program; they each participate
in the unit’s and the school partners’
professional development activities and
instructional programs for candidates and for
children. The unit and its school partners
jointly determine the specific placements of
student teachers and interns for other
professional roles to maximize the learning
experience for candidates and P-12 students.
The ESOL Summer Institute includes planned observations of ESOL sites selected by the ESOL
faculty in collaboration with local districts. Candidates complete a reflective observation report
(see p. 34 ). Candidates participating in the off-campus sites are fully employed and complete
their field experience on-the-job. Participants in the KSU Continuing Education program must
perform on-site observations, reflections and application of skills that must be verified by
teaching supervisors. In fall 2003, Spalding Elementary School in Fulton County requested an
on-site add-on endorsement through the SDU option and 13 students at the school completed the
program. At the same time, 8 students from various local school districts completed the SDU
option program at the KSU Continuing Education Center.
Element 3.2 Design, Implementation, and Evaluation of Field Experiences and Clinical
Practice
Unacceptable
Field experiences are not linked to
the development of proficiencies
institutional standards. Field
experiences and clinical practice do
not reflect the unit’s conceptual
frameworks(s) and do not help
candidates develop the competencies
delineated in standards. Clinical
practice does not provide
opportunities to use information
technology to support teaching and
learning. Clinical practice is not long
or intensive enough for candidates to
demonstrate their ability to take full
responsibility for the roles for which
they are preparing.
Acceptable
Field experiences facilitate
candidates’ development as
professional educators by providing
opportunities for candidates to
observe in schools and other
agencies, tutor students, assist
teachers or other school personnel,
attend school board meetings, and
participate in education-related
community events prior to clinical
practice. Both field experiences and
clinical practice reflect the units’
conceptual framework(s) and help
candidates continue to develop the
content, professional, and
pedagogical knowledge, skills, and
dispositions delineated in standards.
Target
Field experiences allow candidates
to apply and reflect on their content,
professional, and pedagogical
knowledge, skills, and dispositions
in a variety of settings with students
and adults. Both field experiences
and clinical practice extend the
unit’s conceptual framework(s) into
practice through modeling by
clinical faculty and well-designed
opportunities to learn through doing.
During clinical practice, candidate
learning is integrated into the school
program and into teaching practice.
Candidates observe and are observed
by others. They interact with
teachers, college or university
26
Clinical practice allows candidates
to use information technology to
support teaching and learning.
Clinical practice is sufficiently
extensive and intensive for
candidates to demonstrate
proficiencies in the professional
roles for which they are preparing.
supervisors, and other interns about
their practice regularly and
continually. They reflect on and can
justify their own practice.
Candidates are members of
instructional teams in the school and
are active participants in
professional decisions. They are
involved in a variety of
school0based activities directed at
the improvement of teaching and
learning, including the use of
information technology. Candidates
collect data on student learning,
analyze them, reflect on their work,
and develop strategies for improving
learning.
The field experience component of the ESOL graduate add-on program was designed to be an
integral component of the program. Field experience activities reflect the KSU-PTEU
Conceptual Framework emphasizing Subject Matter Experts (reporting on learner language
levels and learning needs) and Facilitators of Learning (reporting on teaching techniques
observed) through Collaborative Practice (reflection). (see Field Experience p. 34 ) Candidates
in the Summer Institute were able to rotate into different age level groups in a summer ESOL
program. This provided the opportunity for observation, data-collection, and hands-on
experience. An ESOL student camp experience was piloted in summer 2003 and will be
expanded in summer 2004 to increase ESOL graduate add-on candidate opportunities for handson experience. The SDU option program will be strengthened to incorporate similar
experiences.
Field experiences are an essential component. KSU faculty visit various programs and faculty of
programs throughout the year to determine sites. Every effort is made to collaborate with
programs and faculty identified as “implementing best practices.” Throughout the years KSU
faculty have developed solid relationships with ESOL personnel in Cobb County, Paulding
County, and City of Marietta. Several ESOL faculty from these counties collaborate with the
KSU faculty in course development of the KSU program and also serve as guest speakers.
Students are given specific instructions regarding on-site visits and provided a rubric by which to
evaluate the experience. In-class discussion follows every visit.
In addition, KSU faculty have developed and implemented an ESOL camp at Kennesaw State.
This camp is open to all 4th and 5th grade Hispanic students in the City of Marietta school system.
Students in the ESOL program also observe the reading class of this program. Students are
encouraged, but not required, to mentor one of the students during the endorsement program.
The mentoring program has to take place outside of the regular class time. Plans are being made
to give ESOL candidate’s additional opportunities to work with the campers.
Unacceptable
Criteria for clinical faculty are not
known. Clinical faculty does not
demonstrate the knowledge and skills
Acceptable
Criteria for clinical faculty are clear
and known to all of the involved
parties. Clinical faculty are
Target
Clinical faculty are accomplished
school professionals who are jointly
selected by the unit and partnering
27
expected of accomplished school
professionals. Clinical faculty do not
provide regular and continuing
support for student teachers and other
interns
accomplished school professionals.
Clinical faculty provide regular and
continuing support for teachers and
other interns through such processes
as obse5rftion, conferencing, group
discussion, email, and the use of
other technology.
schools. Clinical faculty are selected
and prepared for their roles as
mentors and supervisors and
demonstrate the skills, knowledge,
and dispositions of highly
accomplished school professionals.
Through summer 2003, full-time KSU faculty with degrees and experience in ESOL taught all
courses. As the program expands, all faculty in the program are approved by the Chair of the
Department of Special Education in collaboration with the primary ESOL faculty (Dr. Holzman
and Dr. Johnson) to ensure quality and consistency. No clinical faculty members have been used
for field experience. A full-time faculty member teaching in the program was given
responsibility for this function
Element 3.3 Candidates’ Development and Demonstration of KSDs to Help All Students
Learn
Unacceptable
No entry or exit criteria exist for
candidates in clinical practice.
Assessments used in clinical practice
are not linked to candidate
competencies delineated in
standards. Assessments do not
examine candidates’ effect on
student learning. Assessments of
candidate performance are not
conducted jointly by candidates, and
college or university and school
faculty. Feedback and coaching
infield experiences and clinical
practice are not evident. Field
experiences and clinical practice do
not provide opportunities for
candidates to develop and
demonstrate knowledge, skills, and
dispositions for helping all students
learn. Candidates do not work with
students with exceptionalities or
with students from diverse ethnic,
racial, gender, and socioeconomic
groups in their field experiences or
clinical practice.
Acceptable
Entry and exit criteria exist for
candidates in clinical practice.
Assessments used in clinical practice
are linked to candidate competencies
institutional standards. Multiple
assessment strategies are used to
evaluate candidates’ performance
and effect on student learning.
Candidates, school faculty, and
college or university faculty jointly
conduct assessments of candidate
performance throughout clinical
practice. Both field experiences and
clinical practice allow time for
reflection and include feedback from
peers and clinical faculty. Field
experiences and clinical practice
provide opportunities for candidates
to develop and demonstrate
knowledge, skills, and dispositions
for helping all students learn. All
candidates participate in field
experiences or clinical practice that
include students with
exceptionalities and students from
diverse ethnic, racial, gender, and
socioeconomic groups.
Target
Candidates demonstrate mastery of
content areas and pedagogical and
professional knowledge before
admission to and during clinical
practice. Assessments used in
clinical practice indicate that
candidates meet professional, state,
and institutional standards and have
a positive effect on student learning.
Multiple assessments are used by
candidates and clinical faculty to
determine areas that need
improvement and to develop a plan
for improvement. Candidates work
collaboratively with other candidates
and clinical faculty to critique and
reflect on each others’ practice and
their effects on student learning with
the goal of improving practice. Field
experiences and clinical practice
facilitate candidates’ exploration of
their knowledge, skills, and
dispositions related to al students.
Candidates develop and demonstrate
proficiencies that support learning
by all students as shown in their
work with students with
exceptionalities and those from
diverse, ethnic, racial, gender, and
socioeconomic groups in classrooms
and schools.
Admission to the ESOL graduate add-on program requires a clear renewable Georgia teaching
certificate. The ESOL graduate add-on program was designed to address the application of skills
28
in a variety of settings. Evaluation of field experience was integrated in course requirements.
Field experience included data collection and delivery of instruction on-site. Candidate visits to
other service delivery sites were scheduled to expand the diversity of experience. Both the
summer program and the on-site program include students conducting mini-lessons in at least
three different classrooms. These classroom may be ESOL or any other classroom with at least
25% LEP student enrollment. KSU faculty coordinate these activities with KSU students, on-site
personnel.
29
Standard 7 – Georgia-Specific Requirements for Units and Programs
Element 1 Meets Minimum Admissions Requirements
Candidates admitted to initial certification programs at the baccalaureate level have a minimum grade
point average of 2.5 on a 4.0 scale. Candidates admitted into initial certification programs at the post
baccalaureate level have attained appropriate depth and breadth in both general and content studies,
with a minimum of a bachelor’s degree from a PSC-accepted accredited institution.
KSU 2003-2004 Graduate Catalog
Requirements for consideration for admission to the English to Speakers of Other
Languages graduate add-on program:
All materials must be submitted to be considered for the program.
1.
2.
3.
4.
5.
6.
7.
Valid Georgia certificate (clear renewable) in a teaching field
A bachelor’s degree with at least a 2.5 GPA (on a scale of 4.0)
Official transcripts from all colleges/universities an applicant has attended showing evidence of a bachelor’s
degree with minimum GPA of 2.5 from an accredited institution
Proof of completion of courses in Human Growth & Development, Teaching of Reading, and Education of
Exceptional Students
Completed graduate application with application fee
Immunization form.
A score of at least 550 on the TOEFL is required for all students for whom English is not the native language.
International applicants must have their foreign credentials evaluated by an independent evaluation service.
Course by course evaluations, equivalence to an accredited US degree or number of years toward completion,
and grade point average equivalents are required.
Element 2 Knowledge of Reading Methods
Candidates in programs in Early Childhood, Middle Grades, English, and the special education fields of
Mental Retardation, Learning Disabilities, Behavior Disorders, Interrelated Special Education and
Interrelated Special Education/Early Childhood have demonstrated competence in the application of
methods of teaching reading to students.
A course in teaching of reading is required as a prerequisite for admission. (KSU 20032004 Graduate Catalog).
Element 3 Knowledge of the Identification and Education of Children with Special
Needs
Candidates in all teaching fields, the leadership field of Administration and Supervision, and/or the
service fields of Media Specialist and School counseling have completed five or more quarter hours or
three or more semester hours, or the equivalent, in the identification and education of children who have
special educational needs.
A course in the identification and education of children who have special educational
needs is required as a prerequisite for admission. (KSU 2003-2004 Graduate Catalog)
30
Element 4 Proficiency in the Use, Application, and Integration of Instructional
Technology
Candidates have demonstrated proficiency in the use, application, and integration of instructional
technology, either by attaining an acceptable score on a PSC-approved test of computer skill competency
or by completing a PSC-approved training course or equivalent.
All candidates in the program hold clear renewable Georgia Teaching Certificates and
have either met this proficiency or are working on this proficiency within their employing
district. The technology requirements within the ESOL program provide the opportunity
for candidates to expand their skills.
On-campus cohorts take classes in a computer lab classroom with state-of-the-art
technology. Faculty use department laptop computers and projection systems for
instruction in off-campus sites. Off-campus cohorts utilize school system technology
labs for hands-on activities as needed. In addition to modeling use of technology, faculty
teach and require specific technology competencies within the program.
Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core
Curriculum
Candidates are prepared to implement the appropriate sections of any Georgia mandated curriculum
(e.g. Quality Core Curriculum, QCC) in each relevant content area.
ESOL does not have specific QCC's requirements. The KSU ESOL add-on program
emphasizes access to the general education curriculum for all students. Accommodations
to provide access for all students to the general education curriculum, especially for
English Language Learners, are stressed throughout the program. Lesson plans include an
ESOL objective for the English Language Learners.
Element 6 Knowledge of Professional Ethical Standards and Requirements for
Certification and Employment
Candidates are provided with information about professional ethical standards, criminal background
check, and clearance for certification and employment.
Knowledge of professional ethical standards and requirements for certification
and employment are prerequisites for admission to the ESOL graduate add-on
program. All candidates hold clear renewable Georgia teaching certificates.
Candidates represent Kennesaw State University and are expected to maintain
high standards of personal and professional ethics. Candidates follow the
guidelines for professionalism for Georgia Teachers (http://www.gapsc.com).
Professionalism is emphasized in their classroom, their participation in the
graduate courses, and with all constituencies (parents, administrators, peers,
faculty). Each syllabus (linguistics, culture, methods/materials. Material
throughout the Cultural Issues class addresses issues of professionalism and issues
of inclusive learning environment throughout the course.
31
Element 7 Field Experiences Appropriate to the Grade Level and Field of
Certification Sought
Candidates for Early Childhood certification shall complete field experiences in grades PK-K, 1-3, and
4-5. Candidates for Middle Grades certification shall complete field experiences in grades 4-5 and 6-8.
Candidates for P-12 certification shall complete field experiences in grades PK-K, 1-3, 4-5, 6-8, and 912. Candidates for certification in secondary fields shall complete field experiences in their fields of
certification in grades 7-8 and 9-12.
Candidates in the ESOL graduate add-on program hold clear renewable Georgia
Teaching Certificates as a prerequisite for admission to the program. Field experiences
are embedded within the program. The field experience component varies based on the
delivery model (Summer Institute, On-site, Continuing Education).
(1)
Field experiences for the Summer Institute include visits to
elementary and middle school programs.
(2)
The on-site program includes on-the job activities and visits to P12 programs.
(3)
Experiences for the Continuing Education Staff Development Unit
option are still being developed and will be similar to those of the
graduate program.
32
Standard 8 – Content Requirements for Educator Preparation Programs
The following table shows the alignment of the Georgia PSC Program Content Standards for
ESOL with KSU ESOL courses and assignments:
ESOL Program Content Standards Alignment
Assignments or requirements
addressing the standards.
Standards
demonstrated competence in the
knowledge of the nature of
language, language varieties, and
the phonology, morphology,
syntax, semantics, and discourse
of the English language.
preparation.
EDUC 7782 Applied Linguistics for
Objective quizzes – linguistics
content
Case Study
EDUC 7782 Applied Linguistics for
Lesson plan
EDUC 7781 Cultural Issues for
Case Study
Group sociolinguistic project
demonstrated competence in
listening, speaking, reading, and
writing standard English on
technical, abstract, and nontechnical or general topics.
knowledge of and experience in
first and second language
acquisition across age levels.
knowledge of the effects of
cognitive, affective, and sociocultural variables on language
learning.
EDUC 7783 Methods & Materials for
Teaching ESOL
Report on language assessment
measures, analyze Language
Assessment Battery results for LEP
students
Microteaching language lesson, best
practice activity file
language assessment techniques
and instruments, and the
evaluation of students.
Teaching ESOL
ESOL curriculum planning and
33
Assignments or requirements
addressing the standards.
Standards
preparation.
implementation, the use of a
variety of instructional methods,
and multiple assessment
strategies for teaching English as
a Second Language.
study of socio-cultural systems
and characteristic features of
linguistic/minority cultures.
Language lesson incorporating best
practice for a cultural group
Case studies, article discussion
Teaching ESOL
knowledge of current
policies, and practices, and their
relationships to program
planning, instruction, and
assessment of ESOL students.
sue of available technology,
particularly multimedia, and
shall include the application of
computer hardware and software
and techniques for evaluating
software for ESOL instruction.
Teaching ESOL
Website evaluation, software
evaluation
All courses
10 Supervised field experience in
ESOL education shall be
integrated throughout the
program.
PRAXIS II Content – There is no required PRAXIS II test for ESOL add-on in Georgia. The
following chart, however, illustrates the alignment of PRAXIS II standards with the KSU ESOL
add-on program.
KSU ESOL Add-on Content Alignment Matrix
GA PSC TESOL
Standards
Linguistics
Language
competence
KSU PTEU
Outcome
Subject Matter
Expert
Collaborative
Professional
Praxis II Standard
Linguistic Theory
Course
EDUC 7782
All courses
Requirement
Objective quizzes linguistics
Reflection papers, inclass writing
assignments, written
34
Language
acquisition
Subject Matter
Expert
Analysis of Student
Language Production
EDUC 7782
Sociolinguistics
Subject Matter
Expert
EDUC 7781
EDUC 7782
Assessment
Facilitator of
Teaching &
Learning
Instructional
Planning
Facilitator of
Teaching &
Learning
Subject Matter
Expert
Assessment
Techniques & Cultural
Issues
Assessment
Issues
Analysis of Student
Language Production
Teaching Methods
&Techniques
Assessment
Issues
EDUC 7781
Teaching Methods
&Techniques
EDUC 7783
Cultural systems
Instructional
strategies
Technology
Field Experience
Facilitator of
Teaching &
Learning
Facilitator of
Teaching &
Learning
Facilitator of
Teaching &
Learning
Collaborative
Professional
EDUC 7783
EDUC 7783
evaluation of materials,
class discussions
Reflective papers,
presentations, language
philosophy writing
assignment (in class)
Group sociolinguistic
project
Report on language
assessment measures,
analyze Language
Assessment Battery
results for LEP students
Microteaching language
lesson, best practice
activity file
Language lesson
incorporating best
practice for a cultural
group
Case studies, article
discussions
EDUC 7783
Website evaluation,
software evaluation
EDUC 7783
Observation checklist
& EDUC 7783 p. 54 ).
35
V.
Required Appendices
A. Assessment instruments referenced in response to Standard 2.
ESOL Field Experience
As you observe the class, answer these questions or at least jot down a few notes. You will end up
turning this end but do not concern yourself with neatness or complete sentences. Record your
feelings and reactions as they occur in the classroom. You may not be able to answer all the
question based on your observation but answer any that are relevant.
The learners:
• Estimate the English proficiency level of the students:
_____ true beginners
_____ beginners
_____ low intermediate
_____ high intermediate
_____ advanced
• What are the language learning needs of the students?
_____ reading
_____ writing
_____ speaking
_____ listening
_____ culture
• Age of the learners
_____
• Engagement with language learning (or content learning) activity
(Give overall impression here)
•
How did the learners negotiate meaning? For example, if there were any breakdowns in
communication, what were the strategies employed by the learner to repair them.
• Did the learners engage with each other in English or other languages?
The classroom:
• Which of the following were used to facilitate language learning?
_____ sheltering techniques (e.g. caretaker speech, writing on board)
_____ defining essential vocabulary
_____ physical gestures (pantomime)
_____ realia (i.e. props or pictures)
_____ allowing translation
_____ reading to the student
_____ SSR (sustained silent reading)
_____ writing assignments
36
_____ explicit grammar instruction
_____ language games
List any other techniques you observed.
•
How did the teacher repair breakdowns in communication?
•
Is it a language class or a content class?
•
Describe the physical layout of the room (chairs in a row vs. circle etc.)
Any other overall impressions?
37
TELL Program Survey
1. I am eager to teach LEP students.
Agree 91
Somewhat Agree 9
Neutral 0
Somewhat Disagree 0
Disagree 0
2. I am willing to modify my lesson plans to accommodate LEP students.
Agree 100
Somewhat Agree 0
Neutral 0
Somewhat Disagree 0
Disagree 0
3. I am confident as a teacher working with LEP students.
Agree 77
Somewhat Agree 18
Neutral 5
Somewhat Disagree 0
Disagree 0
4. It is necessary that all teachers modify their lesson plans for LEP students.
Agree 68
Somewhat Agree 18
Neutral 9
Somewhat Disagree 0
Disagree 5
5. Adding LEPs to my class increases my workload (planning, correcting, clarifying)
Agree 60
Somewhat Agree 30
Neutral 5
Somewhat Disagree 5
Disagree 0
6. I would teach my subject to an exclusively ESOL class.
Agree 81
Somewhat Agree 10
Neutral 0
Somewhat Disagree 4.5
Disagree 4.5
7. ESOL endorsement program adequately prepared me to work with LEP students.
Agree 71
Somewhat Agree 19
Neutral 5
Somewhat Disagree 5
Disagree 0
8. The existing programs at my school adequately assist LEPs.
Agree 50
Somewhat Agree 25
Neutral 15
Somewhat Disagree 10
Disagree 0
38
9. LEP students have English learning opportunities available at our school.
Agree 81
Somewhat Agree 19
Neutral 0
Somewhat Disagree 0
Disagree 0
10. LEP students have English learning opportunities available in our community.
Agree 45
Somewhat Agree 41
Neutral 5
Somewhat Disagree 9
Disagree 0
11. Parents of LEPs have English learning opportunities available at our school.
Agree 22
Somewhat Agree 0
Neutral 22
Disagree 36
12. Parents of LEPs have English learning opportunities available in our community.
Agree 36
Somewhat Agree 27
Neutral 13
Disagree 11
13. My school is welcoming (demeanor of staff/faculty, admissions & placement, translating of documents,
seeking volunteers, anticipating cultural differences, etc.) for LEPs.
Agree 40
Somewhat Agree 35
Neutral 15
Somewhat Disagree 5
Disagree 5
14. Parents of LEPs help their children access English learning opportunities available at our school.
Agree 15
Somewhat Agree 25
Neutral 30
Disagree 5
15. In general, my LEPs demonstrated understanding (hands-on, projects, writing, or discussion) about my
assignments.
Agree 40
Somewhat Agree 40
Neutral 5
Disagree 5
16. LEPs should be proficient in speaking English before joining mainstream classrooms.
Agree 10
Somewhat Agree 38
Neutral 5
39
Disagree 25
17. LEPs should remain in a separate ESOL track during their time at school.
Agree 5
Somewhat Agree 20
Neutral 10
Disagree 35
18. Before joining mainstream classrooms, LEPs need English immersion classes for:
1 year.
Agree 35
Somewhat Agree 20
Neutral 10
Somewhat Disagree 5
Disagree 30
19. 2 years.
Agree 11
Somewhat Agree 28
Neutral 11
Disagree 33
20. 3 or more years.
Agree 11
Somewhat Agree 11
Neutral 33
Disagree 29
21. Before joining mainstream classrooms, LEPs need sheltered content classes (ESOL content classes taught
with special assistance and occasional translation for language learners) for:
1 year.
Agree 48
Somewhat Agree 28
Neutral 9.5
Disagree 9.8
22. 2 years.
Agree 21
Somewhat Agree 16
Neutral 16
Disagree 16
23. 3 or more years.
Agree 11
Somewhat Agree 16
Neutral 29
Disagree 33
24. LEP students learn better if they are not allowed to use their native language at school.
40
Agree 4.7
Somewhat Agree 9.5
Neutral 23.8
Disagree 23.8
25. LEP students bring needed diversity to schools.
Agree 82
Somewhat Agree 8
Neutral 0
Somewhat Disagree 0
Disagree 0
26. LEP students should be expected to be fluent in English after one year of LEP instruction.
Agree 0
Somewhat Agree 0
Neutral 5
Disagree 77
27. It is the responsibility of LEP students to adapt to American culture and school life.
Agree 4.5
Somewhat Agree 22.7
Neutral 27.3
Disagree 18.2
41
B. Course syllabi for all courses referenced in responses to Standards 7 & 8.
EDUC 7781
EDUC 7782
EDUC 7783
Cultural Issues for ESOL/Bilingual Teacher
Applied Linguistics for ESOL/Bilingual Teacher
Methods & Materials for Teaching ESOL
42
I.
EDUC 7781 Cultural Issues for ESOL Teachers
Department of Special Education
Spring 2003
II.
Instructor:
Judy Holzman, Ph.D.
Office: Pilcher 131
Phone: 770-423-6146
e-mail: jholzman@kennesaw.edu
III.
Class Sessions:
(See course outline)
IV.
Texts:
Igoa, Gristina, (1995) The Inner World of the Immigrant Child. Mahwah, New Jersey:
Erlbaum Associates.
Martin, Judith & Nakayama, Thomas. (2003) Intercultural Communication in Context.
New York: McGraw Hill.
V.
VI.
Catalogue Description:
This course is designed to develop a knowledge base about culture, its influence on
learning and teaching, and its role in intercultural classroom settings. In this course,
prospective ESOL teachers will examine major theories related to educating a culturally
diverse student body, and teachers will develop strategies for ensuring that ESOL
students develop knowledge of mainstream culture as they become proficient in English
Purpose/Rationale:
The purpose of this course is for students to increase their understanding of the impact of
culture on teaching and learning in the ESOL classroom. Students will study and utilize
terms and theories from intercultural communication that will help them to be effective
teachers of English to students of diverse cultural backgrounds.
Conceptual Framework Summary:
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers
who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU
teacher education community strongly upholds the concept of collaborative preparation requiring
guidance from professionals inside and outside the university. In tandem with this belief is the
understanding that teacher expertise develops along a continuum which includes the stages of
preservice, induction, in-service, and renewal; further, as candidates develop a strong research-
43
based knowledge of content and pedagogy, they develop their professional expertise in
recognizing, facilitating, assessing, and evaluating student learning.
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.
Use of technology:
Opportunities will be provided for students to demonstrate appropriate incorporation of
technology in the teaching of English as a Second Language as well as to use technology for
continued professional development. Demonstrations of proficiency in technology are part of
the requirements for all courses in the College of Education.
Diversity Statement:
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 help disabled
students with their academic work. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an individual
assistance plan. In some cases, certification of disability is required.
Learning about second language acquisition, the role of culture in language development,
and general linguistics provides an excellent opportunity for students to understand the cultural
and linguistic diversity of the world and how this impacts mainstream and ESL classrooms.
VII.
Goals and 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.
Course Objective
NCATE
Standard 1 and 4
Understand general
Candidate knowledge
intercultural communication Candidate develops
terminology and theories
inclusive environment
and creates a support
environment
Candidate Performance Inst.
Evidence
Discussion
Outcome 1
Are committed to all
Short essay answers
students and their learning Group project
44
Understand how culture
impacts teaching and
learning
Develop strategies for
identifying, analyzing, and
comparing culture
Develop strategies for
analyzing
immigrant/subcultures as
they relate to school culture
Standard 1 and 4
Candidate knowledge
Candidate develops
inclusive environment and
creates a support
environment
Standard 1 and 4
Candidate knowledge
Candidate develops
creates a support
environment
Quizzes
Outcome 2
Know the subjects they
Discussion
teach and how to teach those Individual/group activities
subjects to students
Standard 1 and 4
Candidate knowledge
Candidate develops
creates a support
environment
Short answer essays
Outcome 2
Written paper
teach and how to teach those Discussion
Discussion
Outcome 2
Short answer essays
teach and how to teach those Group project
Individual projects
Understand the linguistic
Standard 1 and 4
and cultural challenges of Candidate knowledge
language minority students Candidate develops
creates a support
environment
Discussion
Outcome 2
Written paper
teach and how to teach those Group project
Examine teaching strategies Standard 1 and 2
during field observations
Candidate knowledge
Candidate uses multiple
methods
Discussion
Outcome 2
Observation reflections
teach and how to teach those
VIII. Course Requirements:
Assignment
Quizzes (2)
Reflection papers
Group project
Participation/Field Experience
Points Assessed
20%
20%
40%
20%
Quizzes
Quizzes will consist of short definitions or short questions.
Reflection Papers
Students will respond to questions from specific reading and class discussions
Group Project
This project is divided into two specific areas. Each group will choose a specific culture
and present an overview of the culture. Students will then choose appropriate methods
and materials and teach a model class, demonstrating best practices that offer the most
45
effective strategies for educating students from the target culture. The professor will
model this project during the fifth class.
Field Experience
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.
IX.
Evaluation and Grading:
A 100 to 90
B 89 to 80
C 79 to 70
D 69 to 60
F 59 and below
X.
Academic Honesty Statement
Page 116 of the KSU Graduate catalog (2000 - 2001) 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
represent 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.
XI.
Class Attendance Policy
Since we only have six class days, it is vital that you attend each day.
XII.
Course Outline
This is a tentative outline. The reading assignments assigned as homework are to be completed
before coming to class on the assigned day (except for the first day and those marked “during
class”).
First Class
Introduction/Course
Policies/Course
Overview/What is Culture?
46
Second Class
Facts/Fiction about
Hispanics
Article #1(handout)
CR p. 1-13
What is your ethnic background? To what
extent do you feel your ethnic background
influences who you are? If you think it has
little influence, what other variables do you
feel have a significant influence on your
behavior? To what extent do you think people
are aware of your background? Do you think
this influences how people communicate with
you?
Refection paper on article #1
Third Class
What is Intercultural
IC p. 2-23
Communication?
How have notions of high/low culture
Hispanics in the U.S., Ga., influenced people’s perspective of culture?
and Cobb County
Forth Class(virtual Why study Intercultural
CR p. 15-40
class)
communication continued Reflection paper on article #2
Article #2 (handout)
IC, p. 24, question #2
Fifth Class
History of I.C
I.C. p. 27-49
Questions/comment on CR.
Sixth Class(virtual) Article #3 (handout)
What are the advantages of a dialectical
approach to intercultural communication?
Reflection paper on article #3
Seventh Class
History
IC p. 83-107
Eighth Class(virtual) Con Respeto p. 40-71
IC. P. 107 Activities (Concentrate on
Article #4 (handout)
Hispanics in the U.S.)
Ninth Class
History continued
Review of Intercultural
communication
Review of Con Respeto
Tenth Class(virtual) Con Respeto p. 72-93
Article #5 handout
Eleventh Class
Identity
Twelfth Class
Identity continued
Discussion of CR
Last Class
Wrap-up
Reflection paper on article #4
Reflection paper on article #5)
IC. P. 111-143
CR p. 94-115
IC p. 148, #5
XIII. Bibliography
Conceptual Framework Summary References:
Asant, M.F. and Gudykunst, W. B. (Eds.) (1998) Handbook of International Communication.
Newbury Park, CA: Sage.
Baldwin, J.R. and Lindsley, S.L. (1994) Conceptualizations of Culture. Tempe: Arizona State
47
University Urban Studies Center.
Gergen, K. (1991). The Saturated Self: Dilemmas of Identity in Contemporary Life. New York:
Harper Collins Basic Books.
Hatch. E. (1983). Culture and Morality: The Relativity of Values in Anthropology. New York:
Columbia University Press.
Hirschberg, Stuart, and Hirschberg, Terry.(1998) One World, Many Cultures. Needham
Heights: MA: Allyn and Bacon.
Kroeber, A.L. and Luckhohn, C. (1952). Culture: A Critical Review of Concepts and
Definitions. New York: Vintage.
Nakayama, Martin, and Flores, L.A. (1998). Reading in Cultural Contexts. Mountain View, CA:
Mayfield
Paz, Octavio. (1985). The Labyrinth of Solitude. New York: Grove Press.
Philipsen, G. (1992). Speaking Culturally: Exploration in Social Communication. Albany: State
University of New York Press.
Romo, Harriett. (1999). Reaching Out: Best Practices for Educating Mexican-Origin Children
and Youth. Charleston, West Virginia: Clearinghouse on Rural Education and Small Schools.
.Singer, M.R. (1987). Inte4rcultural Communication: A Perceptual Approach. Englewood
Cliffs, NJ: Prentice-hall.
48
I.
EDUC 7782 Applied Linguistics for the ESOL/Bilingual Teacher
Summer 2003
II.
Instructor:
David Johnson, Ph.D.
Office: HU 110
Phone: 770-423-6208
e-mail: djohnson@kennesaw.edu
homepage:
http://ksumail.kennesaw.edu/~djohnson
III.
Class Sessions:
Mon. - Th. (June 9 - June 17) 9:00 – 3:30
HU 140
IV.
Texts:
Andrews, L. (2001). Linguistics for L2 teachers. Mahway, New Jersey: Lawrence
Erlbaum.
Bauer, L. & Trudgill, P. (1998). Language Myths. London: Penguin.
Lightbown, P., & Spada, N. (1999). How languages are learned. Oxford: Oxford
University Press.
V.
Principles of linguistic systems and their acquisition as they occur in first and second
languages. Students will explore the relationship of oral and written language and
become familiar with assessment techniques and devices for evaluation of the
development of English as an additional language.
VI.
Purpose/Rationale:
The purpose of this course is for students to increase their understanding of first and
second language acquisition by studying and utilizing the terms and principles from
general linguistics. Students will develop their own principled approaches to formal
language instruction based on the facts and current theories regarding second
language acquisition.
The Kennesaw State University teacher education faculty is committed to preparing
teachers who demonstrate expertise in facilitating learning in all students. Toward that
end, the KSU teacher education community strongly upholds the concept of collaborative
preparation requiring guidance from professionals inside and outside the university. In
tandem with this belief is the understanding that teacher expertise develops along a
continuum which includes the stages of preservice, induction, in-service, and renewal;
further, as candidates develop a strong research-based knowledge of content and
49
pedagogy, they develop their professional expertise in recognizing, facilitating, assessing,
and evaluating student learning.
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 endstate but a process of continued development.
Use of technology:
Opportunities will be provided for students to demonstrate appropriate
incorporation of technology in the teaching of English as a Second Language as well as
to use technology for continued professional development. Demonstrations of
proficiency in technology are part of the requirements for all courses in the College of
Education.
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 help
disabled students with their academic work. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and arrange an individual assistance plan. In some cases, certification of disability is
required.
Learning about second language acquisition, the role of culture in language
development, and general linguistics provides an excellent opportunity for students to
understand the cultural and linguistic diversity of the world and how this impacts
mainstream and ESL classrooms.
VII.
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.
50
Course Objective
Dispel Language Myths
Understand general
linguistic principles and
terminology
NCATE
Standard 2 and 4
Candidate develops
environment
Diversity
Standard 1
Candidate knowledge
Examine second language
theories and pedagogical
methods
Evidence
Discussion
Outcome 1
Are committed to students Short essay answers
and their learning
Group project
Standard 2
Candidate develops
uses multiple methods
Describe the impact of the Standard 2
numerous variables in
Candidate develops
second language acquisition inclusive environment and
uses multiple methods
Understand the linguistic Standard 2 and 4
and cultural challenges of Candidate develops
language minority students inclusive environment
environment
Diversity
Analyze the relationship
Standard 1 and 2
between formal language
Candidate knowledge
instruction and language
acquisition
methods
Examine teaching strategies Standard 1 and 2
during field observations
Candidate knowledge
methods
Assignment
Quizzes (2)
One reflective paper
2 in-class writing assignments
Group project
Participation/Field Experience
Quizzes
Outcome 2
Discussion
Outcome 4
Think systematically about Short answer essays
their practice and learn from
experience
Short answer essays
Outcome 4
Think systematically about
their practice and learn from
experience
Discussion
Outcome 1
Are committed to students Written paper
and their learning
Group project
Discussion
Outcome 2
Short answer essays
Discussion
Outcome 2
Short answer essays
Points Assessed
20%
20%
20%
20%
20%
Quizzes
Quizzes will consist of short definitions or short questions.
Reflective Paper
This will be a two-page double-spaced typed paper. Think of it as a chance to say what
you agree with most from our discussions and readings and/or what you disagree with
most from our discussions and readings.
In-class Writing Assignments
51
We will begin and end with a writing-to-think assignment. The topic will be your
philosophy of language. What is your definition of language? How does language work?
You are limited to one page double-spaced page.
Group Project
This project will be simple in nature but profound in implications. In teams you will
devise a simple survey to test “popular” views of language. Here are the areas that I am
proposing, but these areas are negotiable.
Views of different languages (German, Italian, Arabic etc.)
Role of grammar instruction in education
Rate of speech in different language
The “best” brand of English
Issues of gender and language
Field Experience
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.
IX.
A 100 to 90
B 89 to 80
C 79 to 70
D 69 to 60
F 59 and below
X.
Page 116 of the KSU Graduate catalog (2000 - 2001) 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
represent their own efforts, achieved without giving or receiving any unauthorized
XI.
Since we only have six class days, it is vital that you attend each day.
XII.
Course Outline
52
This is a tentative outline. The reading assignments assigned as homework are to be
completed before coming to class on the assigned day (except for the first day and those
marked “during class”).
Reading abbreviations:
A = Andrews, L. Linguistics of L2 Teachers
B & T = Bauer and Trudgill. Language Myths
L & S = Lightbown, P. and Spada, N. How languages are learned.
Date
Monday
June 9
Tuesday
June 10
Wednesday
June 11
Thursday
June 12
Topics/Activities/In-Class Assign.
Introductions/Course Policies/Course Overview
Information sheet
Language philosophy
Overview of language
Sociolinguistics
Language myths: Change and Aesthetics
Words
Syntax
Grammar Issue
Language myths: Correctness and Superiority
Social conventions
Semantics
Phonetics
Language Myths: Gender
Learning a first language
Theory and second language learning
Language myths: Difficulty and Media
Monday
June 15
Factors affecting second lang. learning
Observing Second language teaching
Language myth: Speed
Tuesday
June 16
Second language learning in the classroom
Myths and SLA
Presentation of group projects
Language philosophy
Readings or Assign. Due
A pp. 1-14
A pp. 87-115
B & T pp. 1-8
B & T pp. 85-93
A pp. 17 – 34
A pp. 37 – 55
B & T pp. 113 – 121 (during class)
A pp. 57 - 84
A pp. 118 - 134
B & T pp. 41-49 (during class)
Quiz
LS pp. 1 – 26
LS pp. 31 – 46
LS pp. 49 - 69
LS pp. 91 – 115
B & T pp. 150-156 (during class)
Reflective Paper
LS pp. 117 – 153
LS pp. 161-170
Quiz
XIII. Bibliography
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring,
background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring
for
novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational
psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an
expert student? Instructional Science, 26, 127-140.
Bibliography for this class:
53
Asher, J. (1977). Learning another language through actions: The complete teacher's
guidebook. Los Gatos: Sky Oaks Publications.
Brown, H. D. (2000). Principles of language learning and teaching. White Plain, N.Y.: Prentice
Hall.
Bialystyok, E. & Hakuta, K. (1994). In other words: The science and psychology of secondlanguage acquisition. New York: Basic Books.
A. Suresh Canagarajah. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford:
Oxford University Press, 1999.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied linguistics, 1, 1-47.
Brown, H. D. & Gonzo, S. (Eds.). (1995). Readings on second language acquisition . Englewood
Cliffs, NJ: Prentice Hall.
Brown, J. D. (Ed.). (1998). New ways of classroom assessment. Alexandria, VA: TESOL.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning.
Rowley, Mass.: Newbury House.
Hadaway, N. , Vardel, S. & Young, T. (2002). Literature-based instruction with English
language learners. Boston: Allyn and Bacon
Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the classroom.
Oxford: Pergamon.
Lightbrown, P. (2000). Classroom SLA research and second language teaching. Applied
linguistics 21 431-462.
Savignon, S. (1983). Communicative competence: Theory and classroom practice. Reading:
Addison-Wesley.
Selinker, L. (1972). Interlanguage. International review of applied linguistics, 10, 209- 231.
Trudgill, P. (1995). Sociolinguistics. London: Penguin Books.
54
I.
EDUC 7783 Materials and Methods for Teaching ESOL
Summer 2003
II.
Instructor:
David Johnson, Ph.D.
Office: HU 110
Phone: 770-423-6208
e-mail: djohnson@kennesaw.edu
homepage: http://ksumail.kennesaw.edu/~djohnson
III.
Class Sessions:
Mondays – Thursday; June 30 – July 9 (9:00 – 3:30)
HU 140
IV.
Text:
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. United
States: Heinle & Heinle
V.
Prerequisite: Admission to M.Ed. program or ESOL endorsement program and EDUC 7781 and EDUC 7782.
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.
VI.
Purpose/Rationale:
The purpose of this course is to acquaint students 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 students will develop a portfolio of approaches,
techniques, materials, and resources that match their philosophy of language acquisition.
The Kennesaw State University teacher education faculty is committed to preparing
teachers who demonstrate expertise in facilitating learning in all students. Toward that
end, the KSU teacher education community strongly upholds the concept of collaborative
preparation requiring guidance from professionals inside and outside the university. In
tandem with this belief is the understanding that teacher expertise develops along a
continuum which includes the stages of preservice, induction, in-service, and renewal;
further, as candidates develop a strong research-based knowledge of content and
pedagogy, they develop their professional expertise in recognizing, facilitating, assessing,
and evaluating student learning.
55
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 endstate but a process of continued development.
Use of technology:
Opportunities will be provided for students to demonstrate appropriate
incorporation of technology in the teaching of English as a Second Language as well as
to use technology for continued professional development. Demonstrations of
proficiency in technology are part of the requirements for all courses in the College of
Education.
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 help
disabled students with their academic work. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and arrange an individual assistance plan. In some cases, certification of disability is
required.
Learning about second language acquisition, the role of culture in language
development, and techniques that are sensitive to learner needs will increase prospective
ESOL teachers’ awareness of diversity in the classroom.
VII.
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.
56
Course Objective
1) Discuss appropriate
approaches and methods for
different grades and
proficiencies
NCATE
Standard 2 and 4
Candidate develops
environment
Diversity
2) Analyze commercial ESOL Standard 1
products and understand how Candidate knowledge
and why to adapt commercial
products to specific
pedagogical situations
3) Analyze the QCC’s in
Georgia for ESOL instruction
4) Analyze traditional
methodologies in ESOL
instruction
5) Develop skills in teaching Standard 2
the four language skills
Candidate develops
(reading, writing, speaking, & inclusive environment
listening)
and uses multiple
6) Understanding why and
methods
how to use realia in the
classroom
7) Reflect on how materials
Standard 2 and 4
reflect language teaching
Candidate develops
philosophy
environment
Diversity
9) Analyze the relationship
Standard 1 and 2
between formal language
Candidate knowledge
instruction and language
acquisition
methods
10) Examine techniques for
giving corrective feedback
11) Examine Assessment
Standard 1 and 2
Techniques
Candidate knowledge
methods
Evidence
List of 15 activities
Outcome 1
Are committed to students
and their learning
List of products
Outcome 2
Quiz
Microteaching and lesson
Outcome 4
Think systematically about plans
their practice and learn from Creation of picture file
experience
Outcome 1
Are committed to students
and their learning
Discussion
Microteaching and lesson
Outcome 2
plans
Discussion
Outcome 2
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.
57
Assignment
1)
2)
3)
4)
5)
6)
Materials examination
List of 15 activities
Microteaching and lesson plan
Creation of 20 item picture file
Quiz
Participation in discussion
Points Assessed
20
20
20
20
10
10
Explanation of Assignments
1) Materials examination
We will examine several commercial products in class. You will choose two and write a one-page
critique of each. Here are some questions to answer:
- What is the age and proficiency target?
- Does it coincide with your language teaching philosophy?
- What is the emphasis? (reading, speaking etc.)
- Overall evaluation?
- Look at the textbook evaluation form on pages 425-427
2) List of 15 activities
I will be handing out materials with ideas about specific activities in class. I will also point out websites
with ideas. I want you to select 15 during the semester. Write a short description of the activity and why
YOU think it has real pedagogical and linguistic value. No specific length here. May one page each but
could be shorter or longer. You must also list the where the activity came from: website, book etc.
3) Lesson plan and presentation
Each student will present a develop a lesson plan for some aspect of ESL. You may choose
vocabulary development, grammar, listening skills, pronunciation etc. You then take five minutes and tell
the class about your lesson plan. Things to think about:
- What skill are you targeting?
- How proficient are the learners?
- How would you assess the material?
4) Creation of 20-item picture file
Realia is a wonderful language-learning tool. Find 20 magazine pictures that are good for language
learning and are cultural appropriate.
5) Quiz
A short quiz over “traditional” methodologies
6) Participation
Students are expected to participate in all discussions.
IX.
A 100 to 90
B 89 to 80
C 79 to 70
D 69 to 60
58
F 59 and below
X.
Page 116 of the KSU Graduate catalog (2000 - 2001) 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 represent their own efforts, achieved without giving or receiving any unauthorized
XI.
Since we only have 14 class days, it is vital that you attend each day. However,
circumstances do arise that make attendance impossible. Therefore, you may miss two
classes with no penalty. After two, each absence will result in a 2.5 grade reduction.
XII.
Course Outline
All Reading Assignments are from Teaching English as a Second or Foreign
Language
Date
June 30
July 1
July 2
July 3
July 7
July 8
July 9
Topics/Activities/In-Class Assignments
Assignments Due
Introduction, Traditional Methodologies pp. 3-10
Communicative Language Teaching pp. 13-27
Listening Skills
Quiz
pp. 69 - 84
Speaking Skills
20 pictures
pp. 139 - 149
Reading
pp. 153 - 168
Writing
pp.
15 activities
Content-based approaches
pp. 303 - 318
Lesson plans
pp. 515 - 530
Assessment
Lesson plan
Teaching adults
Critique of resources
XIII. Bibliography
Conceptual Framework Summary References
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring,
background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring
for novice
teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational
psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an
expert student? Instructional Science, 26, 127-140.
Bibliography for this class:
59
Asher, J. (1977). Learning another language through actions: The complete teacher's
guidebook. Los Gatos: Sky Oaks Publications.
Bialystyok, E. & Hakuta, K. (1994). In other words: The science and psychology of secondlanguage acquisition. New York: Basic Books.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied linguistics, 1, 1-47.
Brown, H. D. & Gonzo, S. (Eds.). (1995). Readings on second language acquisition. Englewood
Cliffs, NJ: Prentice Hall.
Ford, C. (1997). 101 bright ideas: ESL activities for all ages. Addison-Wesley.
Fu, D. (1995). My problem is my English: Asian students and the American dream. Portsmith
N.H.: Boyton/Cook Publishers.
Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning.
Rowley, Mass.: Newbury House.
Herrell, A. (2000). Fifty strategies for teaching English language learners. Upper Saddle River,
New Jersey: Prentice-Hall.
Klippel, F. (2000). Keep talking: Communicative fluency activities for language teaching.
Cambridge: Cambridge University Press.
Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the
classroom. Oxford: Pergamon.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford
University Press.
Lightbrown, P. (2000). Classroom SLA research and second language teaching. Applied
linguistics 21 431-462.
Lightbrown, P. and N. Spada. (1999). How languages are learned. 2nd ed.. Oxford: Oxford
University Press.
Savignon, S. (1983). Communicative competence: Theory and classroom practice. Reading:
Addison-Wesley.
Sion, C. (1991). More Recipes for tired teachers. Canterbury: Addison-Wesley.
Sion, C. (1983). Recipes for tired teachers. Canterbury: Addison-Wesley.
Ur, P. & Wright, A. (2001). Five-minute activities: A resource book of short activities.
Cambridge: Cambridge University Press.

Cover Sheet Georgia Professional Standards Commission (PSC) Report

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