ESOL Teaching Performance Standard 1

Teaching Performance: ESOL Standard 1

As an ESOL Endorsement teacher-candidate, teacher candidates must have experiences in Pk-K, 1-3, 4-5, 6-8, and 9-12 settings. The following teaching standards must be demonstrated through artifacts related to these field experiences and internships: Candidates know, understand, and use the major concepts, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students cultural identifies, language and literacy development and content area achievement.

Use knowledge of the nature and role of culture and cultural groups to support ESOL students' cultural identities
It is important that teachers support cultural identities. Martin and Nakayama (2004) define identity as the concept of who we are. (154) This concept of self can vary in relationship to the frame of reference. Culture is influenced by time, age, setting, economics and social setting. (Gay, 2000) These things act on the features and values of ethnic groups to produce variability. Bronfenbrenner puts these influences into levels in his Ecological Model. Then Moll and Gonzalezs (2004) funds of knowledge perspective puts all of these theories into practice as it challenges teachers to look beyond the academic setting to find out what the children do know. It challenges us to go beyond the deficit perspective to a funds of knowledge perspective. I am aware that there is what Delpit (1995) calls a culture of power and encourage my children to learn about it. Delpit says that we must distinguish between competence and performances because some people decide to use the language of the world in which they are most comfortable. It is my goal to teach my children about the language of power while validating and respecting that of the home. After all, language is a part of culture, and because it is how one can express himself, it is an important part of identity, which must be respected. I want tem to know how to use standard English as a tool to help them move between the two cultures if they choose. What I teach my students about language is an addition to their repertoire, not a replacement. I encourage what Delpit called linguistic pluralism. Furthermore, it is important to understand a bit of deep culture of immigrant and minority children, for a person cannot support that for which they have no knowledge. It is important to understand that the students values and norms may be different from mine. (Gay, 2000) I have to be sensitive to this. If they attended school in another country, it may have been different from schooling in this country. Regardless of whether they have been to school, parts of their culture may be different from mine, such as ways of interacting or simply the meanings of gestures used. It is important to know these things so that cultural conflict can be minimized at school. This will lower the affective filter making it easier for them to learn. I try several ways to learn about my children. I listen sometimes to their music. (Sometimes, I do not know what it all means, though.) I try to shop on the side of town where I work. I visit their homes, talk with their parents and go to their events. One time, I went to a Vietnamese restaurant with some of my teacher

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friends. The waiter was very friendly and happily told us about his culture, living in Vietnam, and the differences between there and here. He said that he was glad that we cared. Finally, if personal investigation into students culture fails, I have found that parenting books are very helpful. Since these books are written to help a parent raise an ideal child, they address a lot of norms and values of a culture. Since many of them advocate understanding the child, they often address cultural conflicts that may occur between the home and American society as a whole. I want my student sot relate their identity s to greatness in all areas, including academics. For this reason, I try to allow my students the opportunity to learn about how people that look like them have influenced history and the world. I expect that my students know that they are great, that their family members are great too, and that they are descendent of greatness. According to Gay (2000), Learning is contingent on their cultural inclusion and confirmation in the educational process. (48) Therefore, in texts that do not include contributions from my childrens cultures, I bring supplementary texts to add a voice like theirs. I know that in order to learn, we must challenge ourselves. In order to challenge ourselves, we must take risks, and we cannot take too many risks at once. In my classroom, I remove some cultural risks and make the students feel safe by respecting, validating and supporting culture and identity so that students can take educational risks. I try to create a safe and nurturing environment, which motivates students to take the necessary risks to be successful, which in turn can help them to strengthen self-worth and, ultimately, their academic performance. (Sumaryono & Ortiz, 2004)
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Use knowledge of the nature of culture and cultural groups to support ESOL students' language and literacy development
In her study, Heath (1983) proved what we already know. Student will bring to school with them language and literacy knowledge that come from their homes and is valued in their culture. Moll and Gonzalez (2004) have discussed finding out what students know as their funds of knowledge. Schema theory states that we learn by relating new experience and knowledge to old experience and knowledge. (Tracey, 2006) Au (1997) describes the human experience, which includes those that occur at school, as being mediated by culture. (183) When teaching reading, we must understand the important role that culture plays. Au (1997) says that childrens reading performance cannot be understood apart form their social, cultural and historical environment because this is the context in which the learning takes place. Heath (1983) describes how patterns of language use and paths of language socialization of children can differ based on culture and socioeconomics, leading to differences in affect, attitude and skill in reading. This can probably be generalized to the several areas of literacy and even all learning. In teaching literacy, there are four domains, all of which should be taught as means of communication: reading, writing, speaking and listening. The goal in teaching these domains should be conveying and making meaning. For this reason, if a student makes what Ken Goodman calls a reading miscue (Weaver, 2005) that does not affect meaning, I may let it go because I have learned that in order for the child to change the words and still have the meaning, even if they change to incorrect grammar or their dialect, the student must have comprehended. (Delpit, 1995) If the miscue does affect meaning, I will read the sentence back to see if the child can make it make sense. I am also careful not to correct my students speech too much as long as

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they are making meaning. Krashen (1982) describes a monitor hypothesis. If the students are constantly monitoring production for errors, they will not produce as much. In fact to lower what Krashen calls the affective filter, I let the students see me try to learn and speak their languages. Since speech occurs so quickly, monitoring for grammar can silence a language learner. For this reason, Delpit has suggested that writing can be used to teach standard forms because this domain lends itself to editing (Delpit, 61) through the writing process. When it comes to listening, I try to use a lost of words that the students know and a few that they do not. I do read alouds to increase their listening level because reading level cannot go beyond the listening level. The area between these two is the zone of proximal development, as described by Vygotsky (Gunning, 2005), which is where I teach. I use pictures and try to make input comprehensible, as suggested by Krashen. It is important to remember that all teaching and learning are culturally embedded and political. They are built on prior cultural, social, and cognitive knowledge. The interactions are based on these and shared contextual knowledge. Freire (1970) says that all people, including teachers, have political stance. I have taken the stance that I will appreciate my students cultures, offering them linguistic pluralism and realizing that learning is political. Delpit (1995) describes the difference between linguistic competence (what the speaker is able to do as compared with the generally accepted forms) and linguistic performance (what the speaker chooses do with language). If a child chooses to speak in his home language or dialect, rather than that of the school, he has simply taken a political stance and chosen to identify more closely with the home group. I will still encourage the pluralism that will give my students the ability to move through American society fluidly if they so choose.

Use knowledge of the nature of culture and cultural groups to support ESOL students' content area achievement
Backwards planning is planning with the big picture in mind. It is setting long term goals for the students (with the students goals in mind) and then segmenting short term, sequential objectives for which planning instruction is more manageable. The objectives should be measurable, assessed and attained. My objectives have "a focus on authentic outcomes and indicators." (Freeman & Freeman, 2002, 52) So once goals and objectives are set, students meeting or falling short of the goals on assessments inform my decisions about instruction and influence my planning. Besides assessment, there are other influences on my planning. I consider it crucial to include "students' needs and interests," (Gebhard, 2006, 105) as well as considerations of "the background of the students," (Jensen, 2001, 404) while still being mindful of "connections to previous and future lessons." (Jensen, 404) I pay attention to the students learning styles, as it can be a motivating factor. Consideration of learning styles can lead students to be "independent, autonomous, lifelong learners," (Oxford, 2001, 362) and that is the biggest picture for me. Basically, "if the big picture is kept in mind, the individual lessons will connect to form a learning experience that benefits both the teacher and the students." (Jensen, 2001, 404) Luis Moll is noted for developing a funds of knowledge approach as a part of multicultural education. (Moll & Gonzalez, 2004) This approach advocates knowing

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authentically who the students are, what they know, and what they care about. Teachers should know these things beyond just memorization of cultural norms from a book because each person belonging to a cultural group is still indeed an individual with his own personal and social identity. A teacher cannot know about a child without knowing his world: the neighborhood, his family, his community, and his experiences within all of these. I can learn about what my children know by observing (the neighborhood) and interviewing or having conversations about family and labor history, regular household activities, and parenting practices. Learning about students' funds of knowledge influences my teaching. The knowledge is used to enhance activities towards curricular objectives, to expanding or generating student interest, and to encourage parent and community involvement as intellectual sources. I recognize that my students who come from language backgrounds other than English have to learn double at school. They must begin acquisition of a new language and master content delivered in that language. The best way for the students to get both language and content is for the teacher "to teach language through content that is organized thematically." (Freeman & Freeman, 2002, 61) According to Peregoy and Boyle, (2005) this is beneficial to English Language Learners for several reasons. It gives language learning a context that is meaningful. Since the purpose of language is to communicate and make meaning, this would seem essential to the acquisition of language as a means of expression and understanding. Thematic units also build in vocabulary that is learned through natural and meaningful repetition in context. Thematic units take into account students schemas and develop them further. They integrate oral and written, receptive and productive language skills in a meaningful and scaffolded way for the language learner. Finally, grade level content can be modified to the current language ability of the learner so that he is exposed to the same content as his peers. That way, when language is developed, so will be content knowledge. As language learning is integrated with content area instruction, I work to help students to build vocabulary, comprehension, and communication strategies. Literacy is integrated into all content area coursework. Whenever teaching content area, there are strategies used before during and after instruction. Before instruction, prior knowledge is activated through activities such as anticipation guides, text previews, the beginning of kwl and inquiry charts, listening activities to build background knowledge, initial word sorts (open and closed), introduction in L1 and directed reading-thinking activities. Whenever background knowledge is insufficient, I must help the students to construct a schema for the subject. During the study of a topic students may be engaged in study guides, amending kwl and inquiry charts, connect two vocabulary activities, and amending word sorts. Many of the activities used during the content area instruction can be done in small groups or individually and discussed as a review and reflection activity. The following are a few more post-instruction strategies that I have used: connecting with other texts, drawing conclusions about application or anticipating further events, completion of kwl and inquiry charts, and discussing amendments to word sorts and explaining judgments and associations to come to a common consensus among the class. This helps to bring in point of view and discussion of details that are essential for critical thinking skills. Gebhard (2006) says that using only a text, without consideration for our students, is ineffective. Not only must our children be reflected in our planning, but also in the materials that we choose for them to use. Materials should be chosen that can involve all modalities and learning styles: visual, kinesthetic, auditory, oral, written, pictorial, and tactile. (Peregoy & Boyle, 2005) Texts should be authentic to the extent possible. This means that it is text used for communication. (Gebhard, 2006) According to Freeman and Freeman (2002), visuals should be

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used to make the abstract concrete. These visuals include pictures and realia. Gestures and body language, along with careful, clear and slow speech, and saying things numerous different ways also make input more comprehensible for student, especially when using provided texts. Writing key words, using overhead projectors, and using charts helps slow down speaking for language learners. Assigned readings and lectures should be shorter and cooperative assignments should prepared more often. Finally, although the students may not be reading on grade level, they still should be exposed to grade level content. This can be accomplished through text sets. These text sets can have items in different languages. The students can be offered authentic materials in their L1 so that they can preview the content and build background knowledge. The text sets can include newspaper clippings, books, magazine articles, television programs, radio broadcasts, and anything else that could be imagined. However, all elements of a text set must be centered around one topic. Decarrico (2001) says, "Vocabulary learning is central to language acquisition." Without vocabulary, what would we say? Knowing a word, or acquiring it into one's vocabulary, includes semantic, syntactical, word family and association, and collocation restriction awareness. Since vocabulary can be so complex, research has been conducted into the best practices of vocabulary teaching. Research indicates that beginners should be taught explicitly "a large productive vocabulary of at least two thousand high frequency words," through explicit strategies (such as using associations and studying word families). (Decarrico, 287) West's (1953) General Service List of English Words is the most popular high frequency word list. Once a majority of these words are taught and mastered, the teacher begins to help the student transition to a more independent vocabulary learner by teaching how to acquire vocabulary through implicit learning (book floods, thematic units, and text sets). Eventually, the student will be able to use context to deduce the meanings of unfamiliar words on his own. Schema and background knowledge, which include culture, are extremely tied into vocabulary. Cummins (1996) gives two basic purposes for language use: Basic Interpersonal Communication Skills (BICS is for social interaction and typically takes about two years to acquire) and Cognitive Academic Language Proficiency (CALP is content area language, which typically takes about seven years to develop). If the word and concept are known the communication falls up under the BICS category. If the word and context are unknown, or if a known word is being put into an unknown context, this falls under the category of CALP. However, if the concept is known (maybe in L1) and the word is new (perhaps just unknown in L2), the situation demonstrates Cummin's Common Underlying Principle (CUP). Many times, when teaching in content areas, I allow students to use their L1s. Often, I find that the students have a term for a concept in their language and just need the word for it in English. Also sometimes they can just understand in their language better. Therefore, when we watch videos on United Streaming as instructional aids, if they are available in the students L1, I let them watch both, encouraging them to make connections to the content about which we have been studying. As I engage my students in content based learning, I help the students to develop CALP and the specialized language associated with different disciplines. (Larsen-Freeman, 2000) This approach offers a natural context in which language instruction and use can occur. The target language becomes important to understanding relevant content, motivating students to learn. Vocabulary is in context; materials are authentic; cognitively demanding work is meaningful. This approach should be used integrating the four domains (reading, writing, speaking, and listening) in order to scaffold information and better support learners in their language and

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content knowledge development. Second language immersion, sheltered language, and the whole language theory and language experience approach are used for content based learning. I intend to begin using the participatory approach and critical pedagogy. (Freire, 1970) In this approach, language learners develop language skills as they work on problems that are central to their own lives and experiences. The problems that are used for class come from class dialogue and reflection. This method truly builds on the learners schema and uses their affect beyond lowering the filter. This participatory approach also relates to Molls funds of knowledge (Moll & Gonzalez, 2004), where the students experiences from home and community are used and valued as additional cognitive information. The entire curriculum developed is based on the students, making it very responsive teaching. Students also create their own texts. The experience-centered nature of the approach and the problem-based (or task-based) learning motivate students, facilitate learning, and help student to see themselves as social and political being. (Larsen-Freeman, 2000. 154) This is very culture based and culturally responsive. My instruction is culturally driven, student driven and assessment based. According to O'Malley and Pierce (1996), several activities can be used to assess content growth in English Language Learners: structured questions, unstructured conversations, free recall, word association, drawing pictures, content area quizzes and tests, and differentiated scoring. Alverman and Phelps (1998) suggest using portfolios, journaling, narratives, kid watching and interest and attitude inventories. If students lack productive skills in English, they may also be assessed in their L1, whenever possible to try and ascertain the depth of understanding in content area subjects or through drawing as O'Malley and Pierce suggest. The majority of these activities can be done, relying on little English so that the teacher and student can focus to improve content area growth, independent of language learning. Once appropriate activities have been selected, evaluation of the assessments can be based on state or local standards, teacher made objectives, and other measurements and benchmarks. In math and science, students progress can be evaluated based on their ability to speak and do science and math as scientist and mathematicians do. In the end, the purpose of ESOL is to help the students learn the language and succeed in school and life. The language is for communicating and the content is to help them to succeed in life. With the students and the end goals in mind, I design and implement lessons and assessments to take steps toward that end goal, which is effective communication. I realize that says that neither teachers nor curricula are neutral. All are political, whether sectarian (persons holding static or fatalistic views of society) or radical (those committed to changing society for the better, based on their position). Everyone has a position; we cannot be afraid to confront, to listen, to see the world unveiled. (Freire, 1970, 39) We, as teachers, must realize that there is hidden curriculum that glorifies a select class, culture, and gender while encouraging the oppression of all others in economic, social, and political natures (Boyd et al., 2006, 329) Now aware of what Delpit (1995) calls a culture of power that we cannot ignore, we must create literacy opportunities that reflect pluralistic classrooms. (Boyd et al, 330) When looking at best methods to help us be better practitioners, we must remember at there is not one because they are all based in western views to the exclusion of nearly all else. (Canagarajah, 2005) Furthermore, we should practice Gays (2000) culturally responsive teaching, such as Freires participatory approach, which includes problem-based learning that is developed around students real issues. Recognizing that all are political creatures, this approach encourages students awareness of their non-neutral nature. They begin to see themselves as political beings that can effect change.

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Freire (1970) says that the world is not a static and unchangeable place, nor is it built on fate. It is simply a problem to be solved. He goes on further to say that the act of teaching and the institution of education are not neutral. They perpetuate or transform. I agree.

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REFERENCES Alverman, D. E. & Phelps, S. E. (1998). Content reading and literacy: Succeeding in todays diverse classrooms. (2nd ed.) Boston: Allyn and Bacon. Au, K. (1997). Balanced Literacy Instruction: A Teacher Resource Book. Norwood, MA: Christophe-Gordon Publishing. Boyd, F. B., Ariail, M., Williams, R., Jocson, K., Tinker-Sachs, G., McNeal, K., Fecho, B., Fisher, M., Healy, M. K., Meyer, T., & Morrell, E. (2006). Real teaching for real diversity: Preparing English language arts teachers for the 21st century classrooms. English Education:38(4), 329-350. Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In Hinkel, E. (Eds.), Handbook of research in second language teaching and learning. (895-890), Mahwah, New Jersey: Lawrence Erlbaum Associates. (p. 938-939). Cummins, J. (1996). Negotiating identities: Education for Empowerment in a Diverse Society. Sacramento, California: California Association for Bilingual Education. Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed., pp. 285-300). Boston: Heinle & Heinle. Delpit, L. (1995). Other Peoples Children. New York: The New Press. Gay, G. (2000). Culturally Responsive Teaching: Theory, Research and Practice. New York: Teachers College Press. Gebhard, J. G. (2006). Teaching English as a foreign or second language: A self-development and methodology guide (2nd ed.). Ann Arbor: University of Michigan Press. Heath, S. B. (1983). Ways With Words: Language, Live and Work in Communities and Classrooms. New York: Cambridge University Press. Freeman, Y., and Freeman, D. (2002). Closing the achievement gap: How to reach limitedformal-schooling and long-term English learners. Portsmouth, NH: Heinemann. Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum International Publishing. Jensen. L. (2001). Planning lessons. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed., pp. 403-415). Boston: Heinle & Heinle. Krashen, S. D, (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon Press. Krashen, S. D. & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford: Oxford University Press. Martin, J. N. & Nakayama, T. K. (2007). Intercultural Communication in Contexts. Boston: The McGraw Hill Company. Moll, L. & Gonzalez, N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In J. Banks & C. McGee Banks (Eds.). Handbook of Research on Multicultural Education, (2nd ed.) (pp. 669-715). NY: Jossey-Bass. O'Malley, J. M. & Pierce, L.V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addison-Wesley. Oxford, R. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed., pp. 351-367). Boston: Heinle & Heinle.

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Peregoy, S. F., & Boyle, O. F. (2005). Reading, writing, and learning in ESL: A resource book for K-12 teachers. (4th ed.) New York: Pearson Education, Inc. Sumaryono, K. & Ortiz, F. (2004). Preserving the cultural identity of the English language learner. Voices From the Middle. 11, 16-19. Tracey, D. H. (2006). Lenses on reading: An introduction to theories and models . New York City, New York: The Guilford Press. Weaver, C. (2005). Reading Process and Practice. (3rd ed) Portsmouth , NH: Heineman. As an artifacts, I chose the All About Me project that I sent home. The first is an all about me project. Here are the pictures. This supports cultural identity as the students complete the assignments and share. This was a beginning of the year project that helped me get to know my students and helped them get to know and appreciate each other. Then the students were encouraged to make nice comments. They really enjoyed this assignment. Also included are the thematic units, which include reading strategy instruction and instruction in all of the four domains. You will notice that I have a description of the students for which I was planning. Finally, the last artifact is a lesson plan that reviewed subject verb agreement. The students corrected the subject verb agreement of some of their favorite music artists. They loved being able to listen to songs that they knew and liked in school. (I did screen for appropriate content.) You will notice QCCs and GPS because the plan was written and taught during the transition time. These are artifacts that show that I teach content, language arts and reading by using the appropriate standards and culturally responsive teaching.