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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Vydáno v:The ORTESOL journal Ročník 31; s. 33 - 43
Hlavní autoři: Reynolds-Young, Danielle, Hood, Sally
Médium: Journal Article
Jazyk:angličtina
Vydáno: 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
Témata:
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)
Oregon
United States > US
ISSN:0192-401X
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Shrnutí: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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ISSN:0192-401X