The activity descriptions provided in this summary of ESOL infused activities or assignments are intended to provide you with information about how you meet the requirements to earn the ESOL endorsement as part of your initial certification degree. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in the associated course's syllabus to ensure that you fulfill all assignment requirements. If the Electronic Portfolio Assessment row indicates Yes, this means that you will upload this graded assignment to your online assessment account in LiveText/Via/Watermark/Student Learning and Licensure, etc.
ESOL Endorsement Standards | 1.1 |
Activity Objective | Identify cultural barriers for ELLs' at school and strategies for reducing or eliminating them. |
Activity Description | Candidates pick 2 major cultural groups within today¡¯s public schools. Using an Internet search engine (e.g. Dogpile, Google), search for 2 websites which contain information on each of these two cultural groups¡¯ attitudes toward education in general. The websites should be nonprofit, meaning that their URL address end in either EDU, ORG, or GOV. Once you have found appropriate websites and read over all of the material carefully, summarize the groups¡¯ attitudes and highlight the areas that might lead to misinterpretation within schools. Considering this information, name 5 strategies/approaches/techniques/models that schools/teachers can employ to reduce the cross-cultural barriers between each of these 2 groups and the schools. Then, explain what resources are available, or would be needed, to accomplish these objectives. |
ESOL-specific Reading(s) | Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) |
Generic Syllabus URL | http://education.ucf.edu/stll/syllabus.cfm |
Detailed Assignment Description URL | http://education.ucf.edu/stll/edf4603.cfm |
Electronic Portfolio Assessment | Yes |
ESOL Endorsement Standards | 1.1, 2.2, 3.1, 4.1 |
Activity Objective | Analyze how language learning is experienced and internalized by English Language Learners |
Activity Description | Candidates identify an individual who may be categorized as an English Language Learner per the Florida Consent Decree. Interview the individual about his/her experiences learning English. Sample questions include: 1. What helped you the most in learning English? 2. What did your teachers do during your learning process? 3. Can you tell me about a time when you were frustrated, scared, or happy when learning English? 4. What do you think that teachers can do better to help students learn English? 5. What should teachers not do? 6. What advice would you give to other English language learners? After candidates have reread and analyzed their interview notes, respond to the following questions (2 pages maximum). Please attach your interview notes with question responses. 1. What are the major differences/similarities between your culture and that of your interviewee? 2. What stereotypes about your respondent's culture were upheld/destroyed/transformed through the interview? 3. Vis-¨¤-vis education and language acquisition, what approaches worked best/worst for your interviewee? What is your reaction to his/her experiences? Provide examples in your discussion. 4. Having learned about this particular culture, what skills do you think you need to develop in order to work effectively in diverse classrooms? How could you develop these skills independently? How could teacher education programs be changed to help to enhance your effectiveness with diverse students? 5. What other realizations, notions, lessons learned did you have from this experience? |
ESOL-specific Reading(s) | Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) |
Generic Syllabus URL | http://education.ucf.edu/stll/syllabus.cfm |
Detailed Assignment Description URL | http://education.ucf.edu/stll/edf4603.cfm |
Electronic Portfolio Assessment | Yes |
ESOL Endorsement Standards | 1.1, 2.2, 3.1, 3.2, 4.1, 5.1, 5.2 |
Activity Objective | Explain the purpose of the Florida Consent Decree, how ELLs are identified, and the implications of the Consent Decree for teachers. |
Activity Description | Candidates read the Florida Consent Decree on the Florida Department of Education¡¯s Office of Multicultural Student Language Education website. Candidates then compose a paper (2 pages minimum) answering the following questions: 1. What is the purpose of the Florida Consent Decree? 2. Summarize the initial identification process of English Language Learners in school per the Consent Decree? 3. Summarize the implications for K-12 teachers (e.g. training hours, tests, certifications) as mandated in the Consent Decree. Be sure to discuss any implication/expectations that might differ between teacher already in school and new teachers. |
ESOL-specific Reading(s) | Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) |
Generic Syllabus URL | http://education.ucf.edu/stll/syllabus.cfm |
Detailed Assignment Description URL | http://education.ucf.edu/stll/edf4603.cfm |
Electronic Portfolio Assessment | Yes |