Balancing Content & Language in the English Language Development Classroom
As an instructor of courses in a university English as a Second Language (ESL) endorsement program (an 18-credit hour program that "adds" an endorsement to an initial teaching license, grades K-12), I find that ESL teacher candidates often ask how to develop curricula for an English Langua...
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| Published in: | The ORTESOL journal Vol. 31; pp. 33 - 43 |
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| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Portland
Oregon Teachers of English To Speakers of Other Languages c/o PSU Department of Applied Linguistics
01.01.2014
Oregon Teachers of English to Speakers of Other Languages |
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| ISSN: | 0192-401X |
| Online Access: | Get full text |
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| Abstract | As an instructor of courses in a university English as a Second Language (ESL) endorsement program (an 18-credit hour program that "adds" an endorsement to an initial teaching license, grades K-12), I find that ESL teacher candidates often ask how to develop curricula for an English Language Development (ELD) class. Questions arise as we critique former and current practices that lean toward teaching English grammar out of context (Ciechanowski, 2013; Mize & Dantas -Whitney, 2007). I design the ESL endorsement program courses so they are aligned with the NCA TE/TESOL ESL K-12 Teacher Education Program Standards (Teachers of English to Speakers of Other Languages, 2010). The authors of the standards endorse, with the support of numerous leaders in the ESL field, an ESL curriculum that is designed to teach language within the context of academic content (2010). Although course assignments require ESL teacher candidates to design activities, performance assessments, and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. |
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| AbstractList | As an instructor of courses in a university English as a Second Language (ESL) endorsement program (an 18-credit hour program that 'adds' an endorsement to an initial teaching license, grades K-12), I find that ESL teacher candidates often ask how to develop curricula for an English Language Development (ELD) class. Questions arise as we critique former and current practices that lean toward teaching English grammar out of context (Ciechanowski, 2013; Mize & Dantas -Whitney, 2007). I design the ESL endorsement program courses so they are aligned with the NCATE/TESOL ESL K-12 Teacher Education Program Standards (Teachers of English to Speakers of Other Languages, 2010). The authors of the standards endorse with the support of numerous leaders in the ESL field, an ESL curriculum that is designed to teach language within the context of academic content (2010). Although course assignments require ESL teacher candidates to design activities, performance assessments and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. Adapted from the source document Although course assignments require English as a Second Language (ESL) teacher candidates to design activities, performance assessments, and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. The answer is challenging, given the flux that the field is experiencing nationwide, a lack of consensus among theorists and researchers regarding effective English Language Development (ELD) instruction, the variety of ELD program models that operate in U.S schools, and a scarcity of resources (or lack of funding for them) that provide structure and continuity over the course of an academic year (Goldberg, 2008). The Oregon Department of Education (ODOE) recently adopted new English language proficiency (ELP) standards that address the teaching of language forms and functions with connections to academic content (ODOE, 2013). This is a starting point for developing curriculum and instruction that teaches language in context. However, how does one move from a curriculum focused on grammar forms to one that is balanced with content? Sally Hood collaborated with teachers in a school district in Oregon who work in a dual language immersion (DLI) program (Spanish-English; 80:20 model). The purpose of the project was to document how an ELD teacher plans and implements content-based instruction (CBI). The question driving the project was: How does an ELD teacher balance the teaching of language and content during ELD? The research began with an interview focused on details of a teacher's curriculum planning and was followed by eight classroom observations that were videotaped. The data also included students' writing samples that they completed throughout the unit. Students' parents signed permission slips for them to participate in this study and the study was approved through the University of Portland's Human Subjects Review Process. The second grade ELD class included 15 ELs (Latinos) designated at the "early intermediate" level of English language proficiency. The thematic unit, "Animal Classification," focused on adaptation and classification using comparison functions and subject-verb coordination forms. As an instructor of courses in a university English as a Second Language (ESL) endorsement program (an 18-credit hour program that "adds" an endorsement to an initial teaching license, grades K-12), I find that ESL teacher candidates often ask how to develop curricula for an English Language Development (ELD) class. Questions arise as we critique former and current practices that lean toward teaching English grammar out of context (Ciechanowski, 2013; Mize & Dantas -Whitney, 2007). I design the ESL endorsement program courses so they are aligned with the NCA TE/TESOL ESL K-12 Teacher Education Program Standards (Teachers of English to Speakers of Other Languages, 2010). The authors of the standards endorse, with the support of numerous leaders in the ESL field, an ESL curriculum that is designed to teach language within the context of academic content (2010). Although course assignments require ESL teacher candidates to design activities, performance assessments, and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. |
| Audience | Higher Education |
| Author | Reynolds-Young, Danielle Hood, Sally |
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| SubjectTerms | Animals Bilingual Education Programs Classification Comparative Analysis Content area instruction Course Content Curriculum Development Curriculum Planning Educational Strategies Elementary School Students English (Second Language) English as a second language English as a Second Language Instruction English as a Second Language Teaching Methods Grade 2 Grammar Hispanic American Students Interviews Language Acquisition Language Proficiency Language Skills Language Teachers Observation Preservice Teachers School Districts Second Language Instruction Second Language Learning Second Language Teachers Spanish State Standards Teacher Attitudes Teacher Education Teaching Teaching Methods Thinking Skills Units of Study Video Technology Writing (Composition) |
| Title | Balancing Content & Language in the English Language Development Classroom |
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