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ESOL Training for All Pre-Service Educators Stressing Technology-Based Resources
Supporting infusion of ESOL into teacher education programs is the purpose of this series of video lectures by experts in the field of teaching English to Speakers of Other Languages.
Series Introduction | Obtaining Faculty Development Credits | Informed Consent Information
Teacher Education and ESOL, Dr. Jodi Crandall
Preview Questions | Video Lecture | Postview Questions | Outline | Resources
Due to changing demographics that have brought ever-increasing diversity to our schools, this is a time of unprecedented challenges for teachers and teacher educators. In the first module, Dr. Jodi Crandall addresses the preparation of teachers to effectively instruct language minority students, covering the knowledge, skills, and dispositions that are the most important for teachers to possess. She presents existing models that have been used in teacher preparation programs and innovative approaches for professional development that have addressed the needs of teacher candidates, practicing teachers, and university faculty. This module provides a solid overview of the rationale for including ESOL in teacher education programs and serves as a good introduction for faculty involved in ESOL infusion (we suggest viewers watch this video lecture prior to any others). Legal Issues and ESOL, Peter Roos, Esq.
Preview Questions | Video Lecture | Postview Questions | Outline | Resources
This module features Peter Roos, Co-Director of Multicultural Education, Training and Advocacy (META), who discusses the educational rights of language minority students. Drawing on his many years of experience as a lawyer working in this area, Mr. Roos provides a historical overview of programs and provisions for the education of these students. Moving from the national to the state level, he talks about the Florida Consent Decree and about concerns with the infusion process that is being undertaken by universities that train teachers. In the concluding section, Mr. Roos explains how he has gained expertise in this area. This tutorial module is very useful for faculty teaching Social Foundations and School Law courses. Special Education and ESOL, Dr. Sandra Fradd
Preview Questions | Video Lecture | Postview Questions | Outline | Resources
Dr. Sandra Fradd discusses issues surrounding special education and ESOL, including theoretical perspectives, the importance of literacy, and appropriate instructional assessment. She presents information on two children, Jonnie and Eddie, who represent different populations of students: those with and those without prior exposure to literacy. Dr. Fradd contrasts the literacy development of Jonnie and Eddie and the opportunities given to them for this development, emphasizing classroom conditions that support achievement. Information on context and language learning is given, including possibilities for reaching diverse students through technology. Content Instruction and ESOL, Ms. Deborah J. Short
Preview Questions | Video Lecture | Postview Questions | Outline | Resources
Deborah Short addresses the area of sheltered content instruction for English language learners. She explains each of the eight components of the Sheltered Instruction Observation Protocol (SIOP) Model. These components are preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. In a separate section of the lecture, Ms. Short talks about the potential for collaboration among teacher educators from different fields of specialization. She concludes with a section on what pre-service teachers need to know in order to work effectively with linguistically and culturally diverse students. This tutorial module is very useful for faculty teaching Math, Science, and Social Studies methods courses as well as those teaching literature courses. Dialect Diversity and ESOL, Dr. Walt Wolfram
Preview Questions | Video Lecture | Postview Questions | Outline | Resources
Dr. Walt Wolfram discusses the relationship of the dialects of English to the teaching of ESOL. Following an introduction, he presents myths on dialect and ESOL that tend to discourage the inclusion of information about dialects in programs for English language learners. For each myth, there is a corresponding reality that indicates how important and beneficial it is to teach ESOL students about dialects. The types of knowledge required for the integration of dialect awareness into teaching and the rationale for a dialect awareness program are also covered. Sample approaches for the teaching of dialect awareness are presented. This tutorial module is particularly appropriate for English Education faculty. ESOL Strategy Workshops, Dr. Joyce Nutta
Preview Questions | Video Lecture | Postview Questions | Outline | Resources
The sixth module includes two experiential language activities taught entirely in Italian. The first section shows the activities as they were presented to teacher groups, and the second section is intended for the viewer's use to immerse her or his students in an experience of attempting to comprehend instruction and text in another language. The first section follows the same split screen format as Modules 1-5, and the second section is a full screen video in order for the viewer to present it to his or her class or workshop participants as an immersion experience.
Credits
This website is part of a three year project funded by the US DOE Office
of Bilingual Education and Minority Languages Affairs (OBEMLA) Training
for All Teachers Grants $749,642. Faculty development materials and other
resources may be found here. Joyce Nutta, Ph.D., Project Director
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