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Theory and Practice of Teaching ESOL Students in Schools

by: Harold Feeney I

Theory and Practice of Teaching ESOL Students in Schools TSL 4080

Marketplace > University of Central Florida > Language Education > TSL 4080 > Theory and Practice of Teaching ESOL Students in Schools
Harold Feeney I
University of Central Florida
GPA 3.54

Silvia Diaz

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Silvia Diaz
Class Notes
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This 43 page Class Notes was uploaded by Harold Feeney I on Thursday October 22, 2015. The Class Notes belongs to TSL 4080 at University of Central Florida taught by Silvia Diaz in Fall. Since its upload, it has received 19 views. For similar materials see /class/227678/tsl-4080-university-of-central-florida in Language Education at University of Central Florida.

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Date Created: 10/22/15
quot wa DMZ Eng ua m Univgmiw Cam ra F mit a S39iiididg ilg hing ie 39ihe eieeereem neh veieiy ei eiihiiei heehgrennde in eddreeeing ihie diveieiiy iieeeheie e 39hiiieinid reeneneihii iy a Te ini i0 understand and be sensitive iie ihe diveiee Chihiiee eiiidenie hi ing Wiih iheih a TD hep eiiidenie understand and adiust ice the new ehiiiiiie eii which they eie new pen Meaningful appreciation of cultural diversity grows from concrete positive personal experiences interactions and awareness i a Language l an rm in is W Li Fl E l m a glJth1 quot 1 i 39 9 a i Und dinquot c J I e 1911 lure a fii fwiil value and respect iquot h an 13 l j39i i ll rrif39gt l in 11quot Jl l 7 i a lLli lvi ifgsilfiill lei l is is such as the meaning given to gestures body language and the social norms that dictate language usage lll lijl iquot i w icy 1 is f39 quot Jim a h wI oh Q L L J 87 of the students in the classroom are not auditory learners A a 1 6 Ex 9 mg 432quot f 9 A 13 of class Cr HZJH mm H quot1V V 7H H l H W 1 H H 3 w M J L a high expectations ml w llall g involvement a leadership e t e students home language and cultures ELL students a priority outreach and communication in the parent s home language of parental H 1 ream we Do we protrtte accurate Mtormaton about cutturat groupe through atratgttttorward n dtecoeetome of race ettrtmcttyj and cutturat dttterence Are we aware that there is a positive correlation between teacher expectations and academic performance V I m 1 Purposeful teaching of the language necessary for English learners to understand content Make adjustments to speech so that the message to the student is understandable 4 Recognize that diversity may affect learning in recognize and respect differences Provide a sense of community xi Bantu 18 students Cantonese 79 students Comanche 2 students Karok 2 students Gujarati 295 students Qich 8 students Pawin 10 students Twi 13 students sample of languages Turkish 140 students Tonga 1 student Corsican 19 students Bulgarian 120 students Catalan 3 students Esperanto 1 student Hindi 140 students Zulu 1 student p 1 39 tum WQ mum ir eg C sgggak quotw W Nanguages K wquot SCQUHE fair 92 0f dmgmm ff39 LEPfELL Mquatncm pan sh abm t 7621993 Pmtugueg abaut ea 9 7 x u E g l aght awaPO French abgut Number of English language learners 29747 Number of those who are Hispanic 21282 Students of those who read at grade level in 2009 76White NonHispanic 54 Hispanic Students at grade level in Math 81 White Non Hispanic 59 Hispanic ELLs who could read at grade level 48 ELLs at grade level in Math 52 Students enrolled in honor courses last year 36 WhiteNon Hispanic 39 Hispanic Students enrolled in Advanced Placement classes 30 White NonHispanic 16 Hispanic High school graduation rate 845 White Non Hispanic 759 Hispanic Dropout rate 08 White NonHispanic 1 Hispanic Sources Orange County Public School Florida Department of Education published by The Orlando Sentinel December 20 2009 if Orange s Hispanic population now tops 32 percent and for the rst time is equal to the proportion of white students nonHispanic students Hispanics have radically changed the system 8 landscape and its priorities Erika Hobbs from The Orlando Sentinel S thE tg mmg fmm WQ Q dff rem mumt gg amd 5Q d gem Hanguaqag 7 Hamwaggg amgum Em 39 Q jhea LEPXELL pQ ZEpMHaUQW Spamgh 31mm 87 Pmmgueg 31me Hamama remmg 3mm 2 Engmgh 31mm 4 g 5 mm abaut 2 Urdu abguf 2 Studems came fmm 138 mummies amd Speak M4 lamguages 3 iamguages acmum far 97 0f the dgmct s LEPELL pmpulamm g Spamsh gamut 87 Parmguuege abaut 2 l I Haitianswede abQUt M Q D 6 U D fa W in in l rui 397 7 u l tun efrom 2 otrie it 7 and speak 54 languages 12 languages account tor 89 of the district s LEPELL population Spanish about 61 Portuguese about 3 Vietnamese about 3 Arabic about 6 German about 2 English about 7 French about 2 Tagalog about 2 Chinese Zhongwen about 4 Gujarati about 2 Russian about 2 Q Q Q Q Q Q 9 Q Q Q Q 6 M Q L lt m Eh rFiz 3 y 7 3 EMS ij mmg 4690me am 36 it LEPJELL 1 f Q gsz axwa amegg abw abm t mm 4m i l It 939 j fm Mr Aquot 3 T LY LEP Yes Limited Engiish Proficient Student enmiied in eiasses specifieeiiy designed fer LEPELL students LP LEP Pending The student is in the etits i 2th grade tested fully English proficient on an AureiQrel test and is pending the Reading and Writing assessment K iZ student answered yes on the Home Language Survey question Is a language other than Engiish speken in the home and is pending auralere assessment LN LEP No The student is limited Engiish proficient and is not enrelied in classes speeificaiiy designed for LEPELL students LF Former LEP The student is being tolliowed up to two years pered after having exited frem the ESOL r 50 7 39 7 slflga 3112 FY m 17 a 1 quotFar ESOL Classjii gg onsrlbo m Eh 31 Legal Rights39 7 A Historical 011374 3 vquot 95M 1 MLPL 7quot U U03 U W Z Us tingm Mimi m armwmc H9 lt6 ismWIcanm m 1 r J was w v a abridgin freedom law of speech eg a l Rights c A Historical Oged i Nebraska US Supreme Court 1923 Meyer vs w a L a r e d e F Feeders211 Lalwgv Title VI Civil Rights Act 1964 No person in the United States shall on the grounds of race color or national origin be excluded from participation in be denied the benefits or be subjected to discrimination under any program or activity receiving Federal financial assistance 39 Federal LaWs Lau v Nichols Supreme Court 1974 a There 3 he equaity 0f treatment meieiy pmvitiihg etudehte with the same facilities textbooks teachers and curriculum heir etudehte whe my hat Ui iin E smm d Ehglieh are etieetiveiy ii ii l d imh n BMW meahihghi edueathh Baeic Ehgiieh ehii ie am at the very eerie i What theee pubic eeheeg teaeh 6 impeeithh Qf a mcguhemeht that he iere a ehiid ah effectiveiy gmarteipate ih the ediucatiehai prhgram he muet aheady have gimmiied these haeh ehii e ie t0 mate a mmhew f huhiie educatem Castaheda Vt Pietsards teat Against the Raymondville Independent School District in Texas 6 indsttietjs ediieateha peiieies dserimihated agaihst Mexieahaemeteah studehts by taiiihg te imipiemeht adequate ihstttietieh te evereeme the ingustie battieis that prevehted their equa patteipateh in the districts educatiehai pregramn o The court amtidea a detinitien at adequate instructien 39139 i 39V1 a Aquot mete thettmetemtt the tegtem me heeed eh sound educational t eory that 55 ene eeeepte t ee eeuhd by experts th the tetd Whether the ptegtam ptevdee adequate resources and loersonnel te etteetweht mptemeht the edueetehe theety edepted by the eeheet eyetem Whether the eeheet eyetem adequately monitors the effectiveness of the prq ram ethet tehee apprephete eettehe te thedt J the pregtam ee heceeeat t Ghee teat I Ieviani 39C Othei39 isstminetinn en the bests 0i reset netenel Gigii i setw handicap ni mettei stetns sgenst a student Qi en emndyee n the State system ei public eddeetidn is pmhbited all public education classes shall be available to all students without regard to race national origin sex handicap or marital status naneven tnis is net intended tn eiiininete tne pintisidn niptdgiains designed tn meet tite needs at students Witn iiinited pin eieney in Engiisn 0t exceptidnai edneetien students An individual who 9 Was not burn in the United States or whose native language is other than English and comes thorn an environment where a language other than English is dominant Or a is a Native American or Alaska native or who is a native resident of the outlying areas and comes trorn an environment where a language other than English has had a significant impact on such individuals level ot English language proficiency Qr ls migratdry and whose native language is other than English and comes from an envirenrnent where a language ether than English is dominant Or Who has suttleient difficulty speaking reading wrting or understanding the English language and whese ditticulties may deny such individuals the opportunity to learn successtully in classrooms where the lanuae of instruction iEnglish or to partielrrz te full in Ioue39e for Bilinguat39Ed 39 g Be an advocate for your linguistically and diverse children and families by nurturing celebrating and challenging them They do not need our pity for what they do not have they like any individual and family require our respect and the use of what they bring as a resource Dr Eugene Garcia 1997 Secretary of Education l l Resources Ariza Eileen A Jones Morales Carmen A Yahya Noorchaya amp Zainuddin Hanizah Why TESOL Theories and Issues in Teaching English as a Second Language with a K12 Focus Third Edition KendallHunt Publishing Company Florida Consent Decree httgwwwfldoeorgaalacdgagezasg Florida Department of Education Bureau of Student Achievement through Language Acquisition Statistics httpwwwfdoeordaalaomsstatasg 20062007 Florida Count of ELLs Bv Native Language PDF 3MB 20062007 Florida Count of ELLs bv Countrv of Birth PDF 3MB R Orange struggles to teach English to Hispanic kids By Erika Hobbs Orlando Sentinel December 20 2009


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