1 Standards in the English Language Classroom Estándares de Calidad Educativa Ali Cullerton, Ph.D. Centro Ecuatoriano Norteamericano: Global Quality English
2 Powerpoint Presentations The powerpoint presentation will be posted on our website: on our Entrenamiento a Profesores de Ingles page.
3 Today s Goal La Meta de Hoy Discuss the Standards to make them easier to understand Discutir las Estándares para que sean más fáciles de entender
4 Where can I find a copy of the Standards? Dónde puedo encontrar una copia de las Estandares? downloads/2012/09/estandares_2012_ingles_opt.pdf
5 Ecuadorian in-service English Teacher Standards Estándares para Profesores de Inglés Based on TESOL (Teachers of English to Speakers of Other Languages) Teacher Standards Five domains/cinco dominios: 1. Language/lenguaje 2. Culture/cultura 3. Curriculum Development/desarrollo curricular 4. Assessment/evaluación 5. Professionalism and Ethical Commitment/compromiso profesional y ético
6 Domain 1. language/lenguaje
7 1.a Structure of English and Communication Estructura de Inglés y la Comunicación 1.a.1: Understand the components of language Phonology/ Fonología Morphology/ Morfología Syntax/ Sintaxis Pragmatics/ Pragmática Semantics/ Semántica We will discuss these in the next workshop on Friday, April 10 at 17:30H.
8 Components of Language Componentes del Lenguaje Phonology/Fonología: Speech sounds Morphology/Morfología: Patterns of word formation Syntax/Sintaxis: Grammatical rules Pragmatics/Pragmática: Relationship between words, expressions and symbols. Semantics/Semántica: Meaning of words. We will discuss these in the next workshop on Friday, April 10 at 17:30H.
9 1.a.2 Use knowledge of interrelated aspects of language to help students develop oral, reading, and writing skills in English Writing/ Escritura Oral/ Oral Reading/Leer
10 Domain 1: Language/Lenguaje 1.a.3 Demonstrate Knowledge of Rhetorical and Discourse Structures as applied to English learning Rhetorical Structures/Estructuras Retóricas (writing) Discourse Structures/Estructuras del Discurso (oral) 1.b. Language Acquisition and Development/Adquisición del Lenguaje y Desarrollo 1.b.1 Know current and historical theories of research in language acquisition.
11 Theories of Language Acquisition Teorías de la adquisición del lenguaje Skinner (1957) Behaviorism Chomsky (1965) Universal Grammar Contemporary Research
12 Domain 1: Language/Lenguaje 1.b. Language Acquisition and Development/ Adquisición del Lenguaje y Desarrollo 1.b.2 Understand theories and research that explain how L1 literacy development differs from L2 literacy development Short, D., & Fitzsimmons, S. (2007)
13 L1&L2 Literacy Development L1 & L2 Desarrollo de la Alfabetización Similarities: Involve reader, text, context, metacognitive strategies, rely on literacy strategies, involve use of language systems (phonology, morphology, syntax, semantics, discourse structures), interest, etc. Differences: Language systems, vocabulary knowledge, language awareness, fluency, motivation, oral language, background knowledge, context of development, position on the path to literacy. Grabe, W. & Stoller, F. (2011).
14 Domain 1: Language/Lenguaje 1.b. Language Acquisition and Development/ Adquisición del Lenguaje y Desarrollo 1. b.4.a & b. Recognize language varieties (e.g. Quichua) Understand sociocultural, psychological and political variables to help process of learning English. 1.b.5 Understand the role of individual learning styles.
15 Different Learning Styles/Diferentes estilos de aprendizaje Solitary (Intrapersonal) Visual (Spatial) Social (Interpersonal) Logical (Mathematical) Aural (Auditory- Musical) Verbal (Linguistic) Physical (Kinesthetic)
16 Domain 2: Culture/Cultura
17 Understand culture as it affects student learning El efecto de la cultura en el aprendizaje del estudiante 2.a. cultural values and beliefs 2.b. effects of racism, stereotyping, and discrimination Racism, Discrimination, Stereotyping, Cultural Insensitivity, Prejudice, etc. Education
18 Understand culture as it affects student learning El efecto de la cultura en el aprendizaje del estudiante 2.c. cultural conflicts 2.d. communication between home and school Culture Home 2.e. relationship between language and culture School
19 Culturally-Responsive Teaching Enseñanza Culturalmente Sensible Positive perspectives on parents and families Communication of high expectations Learning within the context of culture Student-centered instruction Culturally mediated instruction Reshaping the curriculum Teacher as facilitator (Ladson-Billings,1994)
20 Understand culture as it affects student learning El efecto de la cultura en el aprendizaje del estudiante 2.f. use a range of resources to explore culture 2.g. cultural competency and cultural identity
21 Cultural Identity/Identidad Cultural
22 Domain 3. Curriculum Development Desarrollo Curricular
23 Domain 3. Curriculum Development Desarrollo Curricular Planning for Standards-Based English and Content Instruction 3.a.1: Plan standards based instruction 3.a.2: Create supportive, welcoming classroom environment 3.a.3. differentiated learning experiences 3.a.4. provide for needs of students with interrupted formal education 3.a.5. instruction that includes assessment, scaffolding, and re-teaching to meet learning objectives
24 Differentiation and Scaffolding Diferenciación y Tecnica de andamiaje Scaffolding: Teaching strategies that support learners, as needed, until they can do the work on their own. Lots of Support from Teacher Partner, Group Work Individual Work Differentiation: Adjusting individual assessments and requirements (based on ability) but maintaining same class-wide objectives.
25 Domain 3. Curriculum Development Desarrollo Curricular Implement and Manage Standards-Based English and Content Instruction: 3.b.1. Use learning objectives to plan lessons 3.b.2 Give students chance for authentic use of language 3.b.3 Integrate listening, speaking, reading and writing 3.b.4 Develop listening skills 3.b.5 Develop speaking skills 3.b.6 Build on oral language to support reading and writing 3.b.7 Reading Instruction 3.b.8 Writing Instruction
26 Integrating Reading, Writing, Speaking & Listening La integración de la lectura, escritura, hablar y escuchar Reading Listening Learning English Writing Speaking
27 Domain 3. Curriculum Development Desarrollo Curricular 3.c. Using Resources and Technology 3.c.1 Materials should be culturally-responsive, ageappropriate, and linguistically acceptable 3.c.2 Materials should be appropriate to students language and content-area abilities 3.c.3 Use a variety of materials (books, visual aids, realia in addition to textbook) 3.c.4 Use technological resources to enhance learning
28 Domain 4. Assessment/Evaluación
29 Domain 4: Assessment REVIEW Our last workshop was all about assessments and rubric-writing. Here, we discussed the ideas of rubrics, self-evaluations, peer evaluations, summative and formative assessments and more. If you need to review, you can find the powerpoint on our website. Nuestro último taller fue todo acerca de las evaluaciones y la escritura de rúbricas. Discutimos las ideas de rúbricas, autoevaluaciones, evaluaciones de pares, sumativa y formativa evaluación y mucho más. Si necesita revisar, usted puede encontrar el powerpoint en nuestro sitio web.
30 Domain 4: Assessment/Evaluación 4.a Issues of Assessment for English Language Learners 4.a.1. Know purpose of assessments 4.a.2. Know about variety of assessments 4.a.3. Know the key indicators of a good assessment 4.a.4. Know the advantages and limitations of assessments 4.a.5 Know students language varieties, giftedness and special education needs
31 Domain 4: Assessment/Evaluación 4.b. Language Proficiency Assessment 4.b.1. Know national and local requirements 4.b.2. Know appropriate use of norm-references assessments 4.b.3 Test students language skills
32 Domain 4: Assessment/Evaluación 4.c. Classroom-Based Assessment for English Language Learners 4.c.1 Use performance-based tools (portfolios, projects, observations, reading logs, video, spreadsheets) to measure student progress 4.c.2 Know and use criterion-referenced assessments 4.c.3 Use various instruments to assess language skills 4.c.4 Use various instruments to assess content-area vocabulary 4.c.5 Prepare students to use self and peer assessments 4.c.6 Use a variety of rubrics to assess student s language development
34 Domain 5: Professionalism & Ethical Commitment Compromiso ético y profesional 5.a. English as a Foreign Language Research, History and Legislation 5.a.1 Know language teaching methods and their historical contexts 5.a.2 Know laws and policies in bilingual and English as a foreign language instruction 5.a.3 Be able to read and construct classroom research
35 History & Legislation/Historia y Legislación Marco Legal Educativo: Constitución de la República, Ley Orgánica de Educación Intercultural y Reglamento General (2012). Marco_Legal_Educativo_2012.pdf A Chronology of Federal Law and Policy Impacting Language Minority Students in the United States. By: Texas Education Agency (2011). More information for Ecuadorian Standards: estandares_2012_ingles_opt.pdf
36 Domain 5: Professionalism & Ethical Commitment Compromiso ético y profesional 5.b. Professional Development, Partnerships and Advocacy 5.b.1 Participate in professional growth opportunities 5.b.2 Establish professional goals 5.b.3 Work with other teachers and staff to provide comprehensive, challenging educational opportunities for students in the school 5.b.4 Engage in collaborative teaching 5.b.5 Advocate for students access to classes and content 5.b.6 Support students families 5.b.7 Serve as a professional resource personnel in educational communities
37 Collaborative Teaching Enseñanza de Colaboración Professional Learning Communities Integrated Learning Interdisciplinary Projects Book Club Teaching Club
38 Domain 5: Professionalism & Ethical Commitment Compromiso ético y profesional 5.c. Ethical Commitment 5.c.1 Educate students to practice the principles of active citizenship (those stated in Ecuadorian Constitution as the Buen Vivir) 5.c.2 Know about national legislation and take action to protect and respect the rights of all students Marco Legal Educativo: Constitución de la República, Ley Orgánica de Educación Intercultural y Reglamento General (2012). uploads/downloads/2013/01/ Marco_Legal_Educativo_2012.pdf
39 Common European Framework of Reference for Languages (CEFR) Level A1: At the end of 9 th year Educación Básica General Level A2: At the end of 1 st year Bachillerato Level B1: At the end of 3 rd year Bachillerato
40 Common European Framework of Reference for Languages (CEFR) Listening & Reading/Escuchar y Leer
41 Common European Framework of Reference for Languages (CEFR) Speaking & Writing/Hablar & Escritura
42 Horario de las proximas charlas: Pronuciacion (Viernes, el 10 de Abril a las 7:30H) Tecnicas de Escritura y Lectura en Ingles (Viernes, el 1 de Mayo a las 17:30H) Estrategias para Ensenar Ingles con Diferentes Niveles (Viernes, el 12 de Junio a las 17:30H)
43 References Grabe, W. & Stoller, F. (2011). Comparing L1 and L2 Reading. In Teaching and Researching Reading (34-57). London: Pearson. Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co. Lemetyinen, H. (2012). Language Acquisition. Simply Psychology. Retrieved from Ministerio de Educacion de Ecuador (2012). Marco Legal Educativo: Constitución de la República, Ley Orgánica de Educación Intercultural y Reglamento General. Retreived from Marco_Legal_Educativo_2012.pdf Overview of Learning Styles (N/A). Retrieved from: Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Texas Education Agency (2011). A Chronology of Federal Law and Policy Impacting Language Minority Students. Retrieved from
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