Standards in the English
Language Classroom
Estándares de Calidad
Educativa
Ali Cullerton, Ph.D.
ò The powerpoint presentation will be posted on our website:
www.bncloja.org
on our “Entrenamiento a Profesores de Ingles” page.Today’s Goal
La Meta de Hoy
ò
Discuss the Standards to make
them easier to understand
ò
Discutir las Estándares para que
Where can I find a copy of the Standards?
¿Dónde puedo encontrar una copia de las
Estandares ?
ò
http://educacion.gob.ec/wp-content/uploads/
downloads/2012/09/estandares_2012_ingles_opt.pdf
ò
http://educacion.gob.ec/documentos-pedagogicos/
Ecuadorian in-service English Teacher Standards
Estándares para Profesores de Inglés
ò
Based on TESOL (Teachers of English to Speakers of
Other Languages) Teacher Standards
ò
Five domains/
cinco dominios
:
ò 1. Language/lenguaje
ò 2. Culture/cultura
ò 3. Curriculum Development/desarrollo curricular
ò 4. Assessment/evaluación
ò 5. Professionalism and Ethical Commitment/compromiso profesional y ético
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
Components of Language
Componentes del Lenguaje
ò
Phonology/
Fonología
: Speech sounds
ò
Morphology/
Morfología
: Patterns of word formation
ò
Syntax/
Sintaxis
: Grammatical rules
ò
Pragmatics/
Pragmática
: Relationship between words,
expressions and symbols.
ò
Semantics/
Semántica
: Meaning of words.
We will discuss these in the next workshop on Friday,
April 10 at 17:30H.
1.a.2 Use knowledge of interrelated aspects
of language to help students develop oral,
reading, and writing skills in English
Oral/
Oral
Reading/
Leer
Writing/
Domain 1: Language/
Lenguaje
ò
1.a.3 Demonstrate Knowledge of Rhetorical and
Discourse Structures as applied to English learning
ò Rhetorical Structures/Estructuras Retóricas (writing)
ò 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.
Theories of Language Acquisition
Teorías de la adquisición del lenguaje
Skinner (1957) Behaviorism
Chomsky (1965) Universal Grammar
Contemporary Research
Domain 1: Language/
Lenguaje
ò
1.b. Language Acquisition and Development/
Adquisición del Lenguaje y Desarrollo
ò 1.b.2 Understand theories and research that explain how
L1 literacy development differs from L2 literacy development
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.
Domain 1: Language/
Lenguaje
ò
1.b. Language Acquisition and Development/
Adquisición del Lenguaje y Desarrollo
ò 1. b.4.a & b. Recognize language varieties (e.g. Quichua)
ò Understand sociocultural, psychological and political
variables to help process of learning English.
Different Learning Styles/
Diferentes estilos de aprendizaje
Visual (Spatial) Logical (Mathematical) Verbal (Linguistic) Physical (Kinesthetic) Aural (Auditory-Musical) Social (Interpersonal) Solitary (Intrapersonal)Understand culture as it affects student learning
El efecto de la cultura en el aprendizaje del
estudiante
ò
2.a. cultural values and beliefs
ò
2.b. effects of racism, stereotyping, and discrimination
Racism, Discrimination, Stereotyping, Cultural Insensitivity, Prejudice, etc. Education
Understand culture as it affects student learning
El efecto de la cultura en el aprendizaje del
estudiante
ò
2.c. cultural conflicts
ò
2.d. communication
between home and school
ò
2.e. relationship between
language and culture
Home
School
Culture
Culturally-Responsive Teaching
Enseñanza Culturalmente Sensible
ò
Positive perspectives on parents and families
ò
Communication of high expectations
ò
Learning within the context of culture
ò
Student-centered instruction
ò
Culturally mediated instruction
ò
Reshaping the curriculum
ò
Teacher as facilitator
Understand culture as it affects student learning
El efecto de la cultura en el aprendizaje del
estudiante
ò
2.f. use a range of resources to explore culture
Domain 3. Curriculum Development
Domain 3. Curriculum Development
Desarrollo Curricular
ò
Planning for Standards-Based English and Content
Instruction
ò 3.a.1: Plan standards based instruction
ò 3.a.2: Create supportive, welcoming classroom
environment
ò 3.a.3. differentiated learning experiences
ò 3.a.4. provide for needs of students with interrupted
formal education
ò 3.a.5. instruction that includes assessment, scaffolding,
Differentiation and Scaffolding
Diferenciación y Tecnica
de andamiaje
Lots of Support from Teacher Partner, Group Work Individual Work Scaffolding: Teaching strategies that support
learners, as needed, until they can do the work on their own.
Differentiation: Adjusting individual assessments and requirements (based on ability) but maintaining same class-wide objectives.
Domain 3. Curriculum Development
Desarrollo Curricular
ò
Implement and Manage Standards-Based English and Content
Instruction:
ò 3.b.1. Use learning objectives to plan lessons
ò 3.b.2 Give students chance for authentic use of language
ò 3.b.3 Integrate listening, speaking, reading and writing
ò 3.b.4 Develop listening skills
ò 3.b.5 Develop speaking skills
ò 3.b.6 Build on oral language to support reading and writing
ò 3.b.7 Reading Instruction
Integrating Reading, Writing, Speaking & Listening
La integración de la lectura, escritura , hablar y escuchar
Learning
English
Reading Writing Speaking ListeningDomain 3. Curriculum Development
Desarrollo Curricular
ò
3.c. Using Resources and Technology
ò 3.c.1 Materials should be culturally-responsive,
age-appropriate, and linguistically acceptable
ò 3.c.2 Materials should be appropriate to students’
language and content-area abilities
ò 3.c.3 Use a variety of materials (books, visual aids, realia
in addition to textbook)
Domain 4: Assessment REVIEW
ò
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.
ò
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.
ò
Domain 4: Assessment/
Evaluación
ò
4.a Issues of Assessment for English Language Learners
ò 4.a.1. Know purpose of assessments
ò 4.a.2. Know about variety of assessments
ò 4.a.3. Know the key indicators of a good assessment
ò 4.a.4. Know the advantages and limitations of
assessments
ò 4.a.5 Know students’ language varieties, giftedness and
Domain 4: Assessment/
Evaluación
ò
4.b. Language Proficiency Assessment
ò 4.b.1. Know national and local requirements
ò 4.b.2. Know appropriate use of norm-references
assessments
Domain 4: Assessment/
Evaluación
ò 4.c. Classroom-Based Assessment for English Language Learners
ò 4.c.1 Use performance-based tools (portfolios, projects,
observations, reading logs, video, spreadsheets) to measure student progress
ò 4.c.2 Know and use criterion-referenced assessments
ò 4.c.3 Use various instruments to assess language skills
ò 4.c.4 Use various instruments to assess content-area vocabulary
ò 4.c.5 Prepare students to use self and peer assessments
ò 4.c.6 Use a variety of rubrics to assess student’s language
Domain 5: Professionalism & Ethical Commitment
Domain 5: Professionalism & Ethical Commitment
Compromiso ético y profesional
ò
5.a. English as a Foreign Language Research, History
and Legislation
ò 5.a.1 Know language teaching methods and their
historical contexts
ò 5.a.2 Know laws and policies in bilingual and English as a
foreign language instruction
History & Legislation/
Historia y Legislación
ò Marco Legal Educativo: Constitución de la República, Ley Orgánica de
Educación Intercultural y Reglamento General (2012).
ò http://educacion.gob.ec/wp-content/uploads/downloads/2013/01/
Marco_Legal_Educativo_2012.pdf
ò A Chronology of Federal Law and Policy Impacting Language Minority
Students in the United States. By: Texas Education Agency (2011).
ò http://www.colorincolorado.org/article/50856/
ò More information for Ecuadorian Standards:
http://educacion.gob.ec/wp-content/uploads/downloads/2012/09/ estandares_2012_ingles_opt.pdf
Domain 5: Professionalism & Ethical Commitment
Compromiso ético y profesional
ò 5.b. Professional Development, Partnerships and Advocacy
ò 5.b.1 Participate in professional growth opportunities
ò 5.b.2 Establish professional goals
ò 5.b.3 Work with other teachers and staff to provide
comprehensive, challenging educational opportunities for students in the school
ò 5.b.4 Engage in collaborative teaching
ò 5.b.5 Advocate for students’ access to classes and content
ò 5.b.6 Support students’ families
ò 5.b.7 Serve as a professional resource personnel in educational
Collaborative Teaching
Enseñanza de Colaboración
ò
Professional Learning Communities
ò
Integrated Learning
ò
Interdisciplinary Projects
ò
Book Club
Domain 5: Professionalism & Ethical Commitment
Compromiso ético y profesional
ò
5.c. Ethical Commitment
ò 5.c.1 Educate students to practice the principles of active
citizenship (those stated in Ecuadorian Constitution as the Buen Vivir)
ò 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).
http://educacion.gob.ec/wp-content/ uploads/downloads/2013/01/
Common European Framework of
Reference for Languages (CEFR)
Level A1: At the end of 9th year
Educación Básica General
Level A2: At the end of 1st year
Bachillerato
Level B1: At the end of 3rd year
Common European Framework of Reference for
Languages (CEFR)
Common European Framework of Reference for
Languages (CEFR)
Horario de las proximas charlas:
ò
Pronuciacion
(Viernes, el 10 de Abril a las
7:30H)
ò
Tecnicas de Escritura y Lectura en Ingles
(Viernes, el 1 de Mayo a las 17:30H)
ò
Estrategias para Ensenar Ingles con Diferentes
References
ò Grabe, W. & Stoller, F. (2011). Comparing L1 and L2 Reading. In Teaching and Researching
Reading (34-57). London: Pearson.
ò Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co.
ò Lemetyinen, H. (2012). Language Acquisition. Simply Psychology. Retrieved from
http://www.simplypsychology.org/language.html.
ò Ministerio de Educacion de Ecuador (2012). Marco Legal Educativo: Constitución de la
República, Ley Orgánica de Educación Intercultural y Reglamento General. Retreived from
http://educacion.gob.ec/wp-content/uploads/downloads/2013/01/ Marco_Legal_Educativo_2012.pdf
ò Overview of Learning Styles (N/A). Retrieved from:
http://www.learning-styles-online.com/overview/
ò 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.
ò Texas Education Agency (2011). A Chronology of Federal Law and Policy Impacting
Language Minority Students. Retrieved from
