Standards for the Recognition of Initial TESOL Programs

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formal and informal assessments. Following formal and informal assessments, candidates reteach, using alternate materials, techniques, and assessments for students who need additional time and approaches to master learning objectives. supports for learning, such as after-school tutoring, homework clubs, or homework buddies. 46
Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content. Supporting Explanation. Candidates provide ESL and content instruction and assessment that are standards based and that integrate listening, speaking, reading, and writing for purposes that are relevant and meaningful to students. Candidates provide a wide variety of activities for students to develop and practice their listening, speaking, reading, and writing skills in social and academic environments. Candidates base activities on student interests, texts, and themes, a range of genres, and personal experiences to enhance students’ comprehension and communication. Candidates view language and content learning as joint means to achieve ELLs’ academic and language development goals. They understand that language is developed most effectively in meaningful contexts, and they manage and implement learning around subject matter and language learning objectives. They also understand that such learning is more effective when it is standards based. Candidates use meaningful instruction to build relevant academic vocabulary. 47
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 and 18: They must be able to evaluate ESOL
Page 19 and 20: TESOL P-12 Teacher Education Progra
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: learning styles, and prior formal e
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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