TESOL Standards

Report
(Momentchannel. 2011)
Presented for Pearson Education: “Be a Change Agent*Touch
Diversity”
by B.J. Sunnarborg
Language Acquisition is the process by which humans
perceive, produce, and use words to communicate.
(Wikipedia)
paraphrase by BJS
Pedagogy - Effective Teaching Strategies
Culture Studies:
Encourages students to research and share
information about their own cultural history.
(Herrell and Jordan, 2012, pp.63,177)
TESOL Standards
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Proficiency levels developed by TESOL serve as guide
for state standards and benchmarks.
Content Area: Reading, Writing, and Communicating Grade Level
Expectations: Twelfth Grade Concepts and skills students master:
Standard 1: English language learners communicate for social, intercultural,
and instructional purposes within the school setting.
Standard 2: English language learners communicate information, ideas, and
concepts necessary for academic success in the area of language arts.
Standard 3: English language learners communicate information, ideas, and
concepts necessary for academic success in the area of mathematics.
Standard 4: English language learners communicate information, ideas, and
concepts necessary for academic success in the area of science.
Standard 5: English language learners communicate information, ideas, and
concepts necessary for academic success in the area of social studies.
(TESOL, 2012)
Strategy Outline Cultural Studies/Imaging
English Language Learner(ELL) and Adult English Language
Learner (AELL)
Strategy Implementation
Purpose: To provide opportunities for students to
use learning strategies in cultural studies through
writing.
Scaffolding techniques to support student
understanding.
Provide a variety of questions and task projects to
promoter higher-order of thinking skills.
(Echevarria, Vogt, Short, 2010)
Strategy Delivery
Topic: Cultural Studies/Imaging.
Level: Freshmen Developmental English students at
Western Colorado Community College/Colorado
Mesa University.
Lesson introduction, example of real life , student
engagement, and discussion review.
Lesson application with checklist and supplemental
materials.
Assessment with reflective writing, and rubric.
Effective Teaching Strategies
Culture Studies
Have you ever traveled to another country? Did your encounter
enable you to learn not only about other cultures but also about
our own. We have become a multicultural society in the United
States. Culture is defined as: The sum of attitudes, customs, and
beliefs that distinguishes one group of people from another.
Culture is transmitted, through language, material objects, ritual,
institutions, and art, from one generation to the next.
(Dictionary.reference.com, 2012)
Culture Studies Application
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Reading Selection: Cultural Symbol
My Mother’s Food
Nora Okja Keller
(Keller, 1997), p. 21)
Culture Studies Application
How to Make Kim Chee
How to Make Kim Chee – YouTube
For this video we visited our friend Tim's grandma, Yu Um
Chon, at her home in New York where she showed us how she
makes Kim Chee. As one of dwindling numbers of Koreans who
still make the spicy pickled staple themselves, she explained that
everyone has their own recipe and walked us through hers.
(including the addition of artificial sweetener to cut down on
sliminess) Two minutes and fifty-two seconds (YouTube, 2012).
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Discussion Review Questions
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Discussion questions with pair to pair sharing.
1.
What did kim chee symbolize for Keller when she was a child? Why
did she stop eating it?
2.
How did Keller’s mother react when her children refused to eat
Korean food? What does her reaction suggest about what the dishes
symbolized in her mind?
3.
How did the meaning of kim chee change for the author after she
had a child?
4.
Why do you think the author wants her daughter to think of herself as
Korean?
5.
How does Keller use examples and process explanation to explain
what kim chee is and what it means to her?
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(Choices, 2008, p. 133)
Lesson Assignment
Cultural Studies
MINI-ESSAY * CULTURAL STUDIES
THE STUDENT WILL RESEARCH AND SHARE INFORMATION ABOUT THEIR OWN CULTURAL
HISTORY.
In a two page, five-paragraph essay, the student will:
Using cultural history and diversity in symbols, traditions, or heroes to develop and communicate a
pattern of organization in a min-essay.
Use introduction, body and conclusion as a format to complete your mini-essay.
Cite references or sources.
THE AUDIENCE FOR THIS ASSIGNMENT
Your colleagues and instructor
ASSESSMENT OF THIS ESSAY
See Rubric-Mini-Essay for specific details.
DUE DATES
See weekly schedules posted on MWL
POINTERS:
Your goal for this essay will be to educate your reader and to show why the unique custom you
are writing about is important to you. Ask yourself why this custom, tradition, symbol, or hero is
significant to you?
Checklist for Cultural Studies
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Checklist
I
gathered ideas on a cultural symbol, tradition by
questioning, free writing, brainstorming , clustering,
drawing, or listing.
 I developed the ideas in my essay with process.
 I made my ideas easier by connecting them with
keywords, and transitions.
 I used Min-Essay format: Introduction, Body, and
Conclusion
 I shared my finished writing on the class.
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ASSSESSMENTS
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Reflective Writing
1. Did you enjoy writing about an aspect of your culture?
Why or why not?
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2. What did you learn about another classmate’s culture
that you did not know previously
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3.
Why is cultural diversity important?
RUBRIC REVIEW
ASSESSMENT
1.Using the rubric, what score would you give yourself ?
2.What was the best part of your writing?
3.If you could go back and change anything, what would you
change? Why?
4.Describe the process you used to write this paper? Prewriting, drafting, revising, editing, finalizing, reflecting… Did
you have anyone help you? Did you read it over? Read it
aloud? Etc…
Approximation of Behaviors
TESOL Standards
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Content area using Cultural Studies in reading, writing, and communicating at grade level expectations:
Kindergarten/Primary Grades: Students are engaged in drawing, books, creating through pictures of
different cultural family diversities. Using hands on manipulates to explain how people vary in
cultures.
Upper Elementary/Middle School: Students are engaged in activities of cultural diversity through
writing of symbols, traditions, heroes, in reading, writing, and communicating.
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High School: Students are engaged in applying cultural studies in researching, multi-media
presentations, different ethnic groups, investigating similarities and differences among ethnic groups,
and collectively describe their own ethnic diverse culture.
Developmental College Level: Students are engaged in researching and mini-essay development about
their own cultural history to transfer their skill into effective writing.
(TESOL, 2012)
Theory to Practice
Connection
Bloom’s Taxonomy
Content objective
The student will be able to demonstrate (Bloom’s) by creating a visual image
through educational technology in content acquisition.
Language objective:
The student can explain ( Bloom’s ) their visual image /picture and its
meaning to a partner in language acquisition.
(Balderrama & Diaz-Rico, pp.129-131, 2006)
Bloom’s Levels of Questioning
Questions for English
1. Knowledge:
Recall information.
• define
• list
• recognize • match
• label
• name
4. Analysis:
Break down knowledge
into parts and show
relationship among
parts. • categorize
• criticize • examine
• compare
• differentiate
• question • contrast
• discriminate
• test
2. Comprehension:
Interpret information in
your own words.
• classify
• report
• describe
• select
• discuss
• translate
5. Synthesis:
Bring together parts of
knowledge to form a whole
and build relationships for
new situations.
• arrange • create
• prepare • compare
• design • propose
• construct • organize
• write
3. Application: Apply
knowledge or generalize
to new situation.
• apply • interpret
• use • demonstrate
• sketch • dramatize
• illustrate • solve
• prepare
6. Evaluation:
Make judgment on the
basis of established
criteria.
• assess • estimate
• select • attack
• evaluate • support
• defend
• score
• value
Theory to Practice
Connection
Why use artwork? As Rochelle I. Frei (1999) explains, art "can be
used the same way as written text can to expand children's knowledge of
the world, and to understand what children do when they make sense of
that world. . . . Art can provide a window into how children negotiate their
understandings of images and their knowledge of the world" (386). In Frei's
project, students explain their understanding of pieces of art, revealing
details about their literacy processes and strategies. The same kinds of
revelations, likely on a more advanced level, are revealed in this lesson,
where students explore background actions and other narratives related to
the art they study. All students can find success "where they are" through this
exploration of culture, vocabulary, voice, and characterization in the
specific context of the inspiration artwork. Because of the open-ended
nature of this lesson, it is particularly appropriate for multi-leveled
classrooms and classrooms with special-needs students and English
Language Learners.
(Frei, 1999)
Approximation of Behaviors
TESOL Standards
Content area using Imaging in reading, writing, and communicating at grade level expectations:
Kindergarten/Primary Grades: Students are engaged in imaging an illustration or picture
Upper Elementary/Middle School: Students are engaged in activities of imaging through in reading,
writing, and communicating in storyboards, drawings, graphs, visual aides.
High School: Students are engaged in applying image composition in researching, multi-media
presentations, story writing, and real life experiences.
Developmental College Level: Students are engaged in image and visual expression through
researching and transfer their skill into effective writing.
(TESOL, 2012)
B.J. From G.J. Favorite Quote:
Margret Thatcher:
Watch your thoughts, for they become words. Watch your words for
they become actions. Watch your actions for they become… habits.
Watch your habits ,for they become your character. Watch your
character, for it becomes your destiny .
(BraineyQuotes)
Supplemental Strategies
Appropriate Speech - takes into account students’ language proficiency level
Speak slowly but naturally
Monitor vocabulary difficulty
Use simple sentences (subject - verb - object)
Avoid idioms
Provide Explanations of Academic Tasks
Provide step-by-step directions
Break up big tasks/assignments
Accompany oral directions with visual representations/written directions, and demonstrations.
Accompany explanations with physical motion (Total Physical Response)
Use A Variety of Techniques
Highlight key vocabulary
Provide activities to apply new skills/knowledge
incorporate transparencies, PowerPoint slides, animations, tutorials, illustrative models
Access relevant web sites
(
Rubric
Introduction
5 pts.
Advanced
Proficient
In Progress
The intro clearly states what the essay is The intro clearly states what the essay is The topic of the paper or the author’s
about, how the author feels about it and about and how the author feels about it. attitude is unclear.
uses unusual, interesting or otherwise
The opening will be competent.
creative strategies to make the opening
inviting.
Transitions 5 pts.
The essay flows logically from point to
point. The author uses appropriate
transitions to connect the parts.
The essay uses some transitions to
connect some of the points.
The essay uses no or very few
transitions. There is no clear
relationships between the parts.
Details and Specifics 5 pts.
The essay focuses on closely described,
individual actions or images.
The essay uses a few specifics as well
as generalities.
The essay provides no details or
specifics. Everything is generalized
Creativity 5 pts.
The essay makes new and interesting
observations. It uses language in
interesting way and does not rely on
clichés. It’s clear the writer cares about
making the essay interesting.
The essay makes some new and
interesting observations. There may be
some language that is interesting and
fresh.
The essay relies on familiar language
and images. There’s little or no
evidence that the writer cared about
making the essay interesting.
Appeals to the Senses 5 pts.
The essay gives the reader images to
experience. There will be at least three
different senses involved in the essay.
The essay gives the reader images to
experience: There will be at least two
different senses involved in the essay,
or one sense that is thoroughly explored
The essay gives the reader few or no
images to experience. It will rely on
just one or none of the senses in the
essay.
Development 5 pts.
Each paragraph is long enough for the
reader to know what is happening.
There will be details and discussion
within each paragraph.
The paragraphs will be long enough for
the reader to know what is happening,
but they may rely on only sketched in or
briefly discussed details.
The paragraphs will be short and may
not provided enough information for
the reader to know what is happening,
or the reader will be told what is
happening but there will be little or no
elaboration on the thought.
Rubric
Advanced
Proficient
Conclusion 5 pts.
The essay ends with a paragraph
that sums up the essay. Like an
advanced introduction, the
conclusion uses interesting,
unusual or otherwise creative
strategies to finish the essay.
Sentence Fluency 5 pts.
There are no fragments or run ons. There are no or almost no
There are no awkward sentences or fragments or run ons. There will
sentences with grammatical errors. be few or no awkward sentences or
sentences with grammatical errors.
There are some or more of the
following: fragments, run ons,
awkward sentences or
grammatical errors.
Punctuation 5 pts.
There are no punctuation errors,
including use of periods and
commas
There are very few or no
punctuation errors, including use
of periods and commas.
There are errors in the following
areas: period placement, comma
placement or other punctuation
usages.
Spelling 5 pts.
There are no spelling errors.
There are very few or no spelling
errors.
There are spelling errors.
Finished Paper Presentation The paper followed final paper
5 pts.
conventions (double spaced,
typed, adequate margins)
The essay ends with a paragraph
that clearly sums up the essay.
In Progress
The essay may lack a conclusion,
or the conclusion is so brief that it
does not capture what the essay
was about.
The paper will be neat and will
The paper is not neat or does not
have followed final paper
follow final paper conventions
conventions (double spaced, typed,
adequate margins)
Supplemental Materials
Rubric- takes into account students’ language proficiency level
Chart – Graphic organizer , brainstorming map, visual aides, animations
Computerized Technology
Highlight key vocabulary
Provide activities to apply new skills/knowledge
incorporate transparencies, PowerPoint slides, animations, tutorials, illustrative
models
Access relevant web sites
(
Supplemental Materials
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How to use visual imagery
Follow these few simple steps to provide practice developing
students' mental images:
Begin reading. Pause after a few sentences or paragraphs that
contain good descriptive information.
Share the image you've created in your mind, and talk about which
words from the book helped you "draw" your picture. Your picture
can relate to the setting, the characters, or the actions. By doing this,
you are modeling the kind of picture making you want your child to
do.
Talk about how these pictures help you understand what's happening
in the story.
Continue reading. Pause again and share the new image you
created. Then ask the student to share what he sees, hears, tastes,
smells and feels. Ask what words helped him/her create the mental
image and emotions
Supplemental Materials
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How to use visual imagery
Are your images identical? Probably not! This is a great time
to talk about why your images might be different. Perhaps
the student had an experience in another country or had an
interaction with a cultural diverse college student at the
coffee café that changed the way they created the picture
in their mind. Perhaps experiences you've had as an adult
influenced what you "drew." These differences are important
to understand and respect.
Read a longer portion of text and continue the sharing
process.
Once this is a familiar skill, encourage the student to use
mental imagery when he/she is reading by themselves. You
can feel confident that these mental pictures will help the
student understand the story in an important way.
Language Acquisition
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First Language
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Speaking of the “mother
tongue will continue on as a
means of communication to
pass on to generations of the
future one’s culture,
knowledge, values, and
beliefs.
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Each country of the world will
hold true to their primary or
first language as time
continues to tick away.
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Second Language
Future lies in teaching
specifically to the Learner’s
cultures, and needs.
Chinese, Muslim, India, etc.
Embrace diverse strategies
to bring change.
Second language learners
can offer avenues of
learning to students and
teachers.
Word Abbreviations
English Language Learners(ELL)
First Language(L1)
Second Language(L2)
Language Acquisition Device(LAD)
Secondary Language Acquisition(SLA)
Secondary Language Acquisition(SLA)
English Language Development(ELD)
Sheltered Instruction(SI)
Sheltered Instruction Observation Protocol(SIOP)
Word Abbreviations
Specially Designed Academic Instruction in
English(SDAIE)
Basic Interpersonal Communication Skills (BICS)
Cognitive Academic Language Proficiency
(CALPS)
TESOL- Teachers of English to Speakers of Other
Languages
References
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Wikipedia
http://en.wikipedia.org/wiki/Language_acquisition
Momentchannel, 2012
http://momentchannel.com/21-may-world-day-for-cultural-diversity-for-dialogueand-development/
Balderrama. M.V., & Diaz-Rico, L.T. (2006). Teaching Performance Expectations for
Educating English Learners. Pearson.
Brantley, D. (2007). Instructional Assessment of English Language Learners in the K-8
Classroom. Pearson.
Walker, Emily
http://emilywalker.efoliomn.com/piaget-bruner-vygotzky
Atkinson, Richard & Shiffen, Richard, Educational Technology, Past, Present, Future
http://edtech2.boisestate.edu/doaks/541/past_present_future/fyi.html
References
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A Technology of Behavior, applied behavior analysis, Reinforcement, January 31,
2011
http://technologyofbehavior.wordpress.com/2011/01/31/re%C2%B7in%C2%B7f
orce%C2%B7ment/Skinner
Stephen Krashen, Language Acquisition from the 80s, 2010
http://www.youtube.com/watch?v=NiTsduRreug&feature=related
Piaget Interview, David Elkind, 1969, 4:01 time
http://www.youtube.com/watch?v=lEam9lpa6TQ
Chomsky, Norm, Universal Grammar and the genetics of language, 2011, 13:51
time
http://www.youtube.com/watch?v=qu3XxSDRuKM&feature=results_main&playnext
=1&list=PL0B1E02D63AF884DB
http://www.cybernation.com/victory/successgalleries/ability.html
Hensby, Simon & Carolyn (1998), Piaget dev diagram
www.adders.org/info105.htm
References
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http://edtech2.boisestate.edu/doaks/541/past_present_future/fyi.html
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http://www.thebraingame.org/tag/foreign-languages/
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http://www.brainyquote.com/quotes/authors/m/margaret_thatcher.htm
QUESTIONS ???
COMMENTS ???
(wordpress.com, 2012)

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