Standards for the Recognition of Initial TESOL Programs

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• Guessing: Some students will not give the answer to a question unless they are certain that they are accurate; language majority students are generally comfortable with guessing. • Question and answer format: Be sure your students understand and have had prior experience with the question and/or answer format you are using. For example, do they understand what to do with multiple-choice questions that are presented with blank bubbles? • Volunteering: Students from many cultural groups are very uncomfortable showing what they know by volunteering a response or initiating interaction with the teacher—such behavior is seen to be bragging and showing off. Chorale or group responding can be used to circumvent this cultural preference. ESOL teacher candidates should be familiar with these and other related variables and know how to adapt their assessment methods to accommodate such factors with students from different cultural backgrounds. Clearly, ESOL teacher candidates need to know a variety of assessment methods and be able to use them creatively to meet their students’ diverse and changing assessment needs. Considerations of Professionalism Professionalism lies at the heart of standards for teachers. The graphic image of five interlocking rings representing the five conceptual domains of the TESOL-NCATE standards (below) illustrates the centrality of ESOL teacher professionalism and the connections between standards related to professionalism and those related to language, culture, pedagogy, and assessment. 18
TESOL P-12 Teacher Education Program Standards ESOL teachers’ work occurs on multiple levels, in local, personal, and interpersonal contexts as well as in larger public, political, and sociocultural contexts of English language teaching. In order to engage fully as professionals, ESOL teacher candidates must be grounded in the historical and theoretical foundations of the field, committed to continue to learn through reflective practice and classroom inquiry, and able and willing to contribute to the professional development of their colleagues and actively serve as advocates for their ESOL students. In terms of the social and historical foundations of educating K–12 ESOL students in the United States, ESOL teacher candidates should understand the significance of key legislation such as the Civil Rights Act (1964) and of landmark court cases such as Lau v. Nichols (1974). Understanding the basis of our constitutional protection against discrimination, our guarantee of equal access to an education, and the decision that equal learning conditions do not necessarily result in equitable learning conditions for all students provides ESOL teacher 19
Page 1 and 2: STANDARDS FOR THE RECOGNITION OF IN
Page 3 and 4: Rubric for Standard 4.b. 61 Standar
Page 5 and 6: PREFACE In 1999, TESOL became a mem
Page 7 and 8: statement and a rubric of illustrat
Page 9 and 10: INTRODUCTION Fred Genesee, McGill U
Page 11 and 12: academic objectives. At the same ti
Page 13 and 14: school years. In other words, the s
Page 15 and 16: English-speaking community, and so
Page 17: They must be able to evaluate ESOL
Page 21 and 22: insufficient; all teachers should u
Page 23 and 24: Fillmore, L.W., & Snow, C. (2002).
Page 25 and 26: Norris, J., & Ortega, L. (2000). Ef
Page 27 and 28: Standard 1.a. Language as a System
Page 29 and 30: English. languages commonly spoken
Page 31 and 32: model for ELLs. the L1 where possib
Page 33 and 34: Candidates understand that aspects
Page 35 and 36: esearch. 1.b.3. Recognize the impor
Page 37 and 38: student success. Candidates vary th
Page 39 and 40: interactions among students and col
Page 41 and 42: learning. learning. expectations of
Page 43 and 44: Domain 3. Planning, Implementing, a
Page 45 and 46: learning styles, and prior formal e
Page 47 and 48: Standard 3.b. Implementing and Mana
Page 49 and 50: speaking, reading, and writing. tha
Page 51 and 52: texts from contentarea course work.
Page 53 and 54: Standard 3.c. Using Resources and T
Page 55 and 56: content-area texts. appropriate. 3.
Page 57 and 58: development, language differences,
Page 59 and 60: aware of the importance of using mu
Page 61 and 62: Standard 4.b. Language Proficiency
Page 63 and 64: and/or learning disabilities). 4.b.
Page 65 and 66: Rubric for Standard 4.c. Classroom-
Page 67 and 68: of rubrics to assess ELLs’ langua
Page 69 and 70:
Rubric for Standard 5.a. ESL Resear
Page 71 and 72:
Standard 5.b. Professional Developm
Page 73 and 74:
staff to provide comprehensive, cha
Page 75 and 76:
esource personnel in their educatio
Page 77 and 78:
Nov 07-Feb 08 Mar 08 @ TESOL Confer
Page 79 and 80:
approaches to learning, Cultural in
Page 81 and 82:
ased ESL and content instruction St
Page 83 and 84:
progress to assure meaningful learn
Page 85 and 86:
partnership& advocacy reflection on
Page 87 and 88:
• Current membership in TESOL.
Page 89 and 90:
APPENDIX D. SPA RESPONSIBILITIES UN
Page 91 and 92:
cognate: A word in one language tha
Page 93 and 94:
eliability: A technical measure to
Page 95 and 96:
Freeman, D. E., & Freeman, Y. S. (2
Page 97 and 98:
Saville-Troike, M. (2005). Introduc
Page 99 and 100:
Hamayan, E., Marler, B., Sanchez-Lo
Page 101 and 102:
Brown, J. D. (1998). New ways in cl
Page 103 and 104:
Shannon, P. (1992). Becoming politi
Page 105:
Seliger, H. W., & Shohamy, E. G. (1
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Standards for the Recognition of Initial TESOL Programs

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