Using TESOL’s Standards to Guide Instructional Design EESL 650 Kelli Patterson

What is the purpose of TESOL’s standards? TESOL published a revised set of language standards (pre-k-12) that builds on a theoretical framework in which educators can apply the ELP standards to meet the diverse needs of their students. Educators can use these to: Collaborate to plan meaningful learning opportunities for Els to access content through language. Create curriculum and instruction that keep Els’ proficiency levels in mind. Create classroom based assessment plans Use the standard matrices to meet individual classroom contexts’ needs

What is the language of school? It is the multifaceted type of English that is primarily used in classrooms. It can be social or academic language students use at school. It includes language registers such as everyday language, instructional language, or academic language. It includes language structures like vocabulary, grammar, and discourse. English language proficiency includes receptive language (listening & reading) or productive language (speaking & writing).

Language Registers Language registers are the different ways in which students communicate depending on the relationship, setting, or purpose of the interaction. For example, students speak differently to a teacher than a peer. The two broad categories for language registers are social and academic language.

Social Language Social language is the every day language used in face to face communication within a school setting. ELLs are able to learn social language in a quick period of time. (usually around 2 years) It is most likely used: At recess In the hallway Outside of school And needed in classroom during group or partner work It is important that students learn how to take turns and ask questions/directions in conversations in order to work successfully in the classroom. Social language also includes instructional language. This means that ELLs must acquire nontechnical ways of speaking in the classroom for learning routines or instructional purposes.

Academic Language Academic language is the language that is necessary for success in school. It is a deeper understanding of language that is related to core curriculum. During instruction, students must be able to use all four domains of language: listening, reading,(receptive) speaking, and writing (productive). It is content-specific language that includes specialized and technical vocabulary, organization of genres, grammatical structures, length and variety of utterances or written text, multiple registers, and application of learning strategies and critical thinking skills.

What is language proficiency in school? Cognitive: Knowledge base Higher order thinking skills Learning strategies Meta linguistic and meta cognitive awareness Socio cultural: Affective filters Influences of native languages and cultures Social culture: general practices/discipline-specific practices Linguistic: Phonology, grammar, pragmatics, formal and informal registers Vocabulary, discourse Social and academic language functions

What are the principles of academic language proficiency that underlie the TESOL ELP standards? Language proficiency is an outgrowth of cumulative experiences both inside and outside of school. Students may talk to friends or siblings at or outside of school, serve as translators, have jobs where they use English to communicate, or watch t.v. to pick up conversational English. Language proficiency can reflect complex thinking when linguistic complexity is reduced and support is present. There is a relationship between language and cognition. Students’ level of thinking does not necessarily limit their ability to complete complex ideas or tasks. Teachers should implement this principle by using strategies and instructional supports that enable their students to engage meaningfully in the learning process, even at the earliest stages of ELP.

3. Both social and academic language proficiencies are necessary for school success. It’s important that teachers are aware of the social and academic language demands ELs have in school. 4. Academic language proficiency works in tandem with academic achievement. Students being proficient in academic language is vital to their academic achievement. Teachers need to help their students master academic language for long term success.

5. Academic language proficiency is developed through sustained content-based language instruction. The TESOL standards offer ways for teachers to assist ELLs in learning content through language and core content areas. 6. Native language proficiency- in particular, academic, language proficiency in the native language- facilitates the acquisition of academic language proficiency in English. ELLs who have strong literacy skills and foundational knowledge from their first language most often have the best results when transferring that knowledge to their English development.

What is the relationship between the TESOL ELP standards and academic content standards? TESOL standards are grounded in national and state ESL and academic content standards. TESOL’s focuses tend to be on communication in English for social, intercultural, and instructional purposes, and communication in language arts, math, science, and social studies. These standards are aligned with state and national academic content standards.