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 | Conduct secondary research on ELL cultural groups, noting differences in attitudes and expectations about school. Write a reflection including strategies for reducing or eliminating cultural barriers to ELLs' success at school. |
| ESOL-specific Reading(s) | |
| Generic Syllabus URL | http://education.ucf.edu/stll/syllabus.cfm |
| Detailed Assignment Description URL | http://education.ucf.edu/stll/edf6608.cfm |
| Electronic Portfolio Assessment | Yes |
| ESOL Endorsement Standards | 1.1 |
| Activity Objective | Gather data on cultural commonalities and contrasts of English language learners' home and school experiences and apply findings to addressing ELL difficulties. |
| 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/edf6608.cfm |
| Electronic Portfolio Assessment | Yes |
| ESOL Endorsement Standards | 3.1 |
| Activity Objective | Explain the purpose of the Florida Consent Decree and its relationship to other legal precedents affecting ELLs. |
| Activity Description | Candidates do the following: 1.Research Lau v. Nichols 1974 to learn why it could be used as a precedent for the Florida Consent Decree. 2.Research California Proposition 227 to learn why Californians voted against bilingual education. 3.Read about the Florida Consent Decree from the Florida Department of Education's Office of Academic Achievement through Language Acquisition website: www.fldoe.org/aala/default.asp 4.Under Section IV, click on Specific Requirements for ESOL Certification and Inservice Training. Find your own category and how much training you will need. Reflection 5.Reflect on what you have learned: ◦Explain the purpose of the Florida Consent Decree and why Lau v. Nichols was used as a precedent to this law. ◦Briefly describe the purpose of California Proposition 227. How does this contrast to Lau v. Nichols? Where does ESOL training for all teachers stand in relation to these two viewpoints? ◦Discuss your required training in comparison to the other categories. Do you think that all teachers and school counselors should have the same training? Why or why not? ◦Mention at least 3 accommodations you would make in your classroom or counseling sessions to help ESOL students (and possibly their parents). |
| 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/edf6608.cfm |
| Electronic Portfolio Assessment | Yes |