Presentation is loading. Please wait.

Presentation is loading. Please wait.

Evangelina Guerra Hitchcock ISD. Domain I Domain II Domain III Acronyms.

Similar presentations


Presentation on theme: "Evangelina Guerra Hitchcock ISD. Domain I Domain II Domain III Acronyms."— Presentation transcript:

1 Evangelina Guerra Hitchcock ISD

2 Domain I Domain II Domain III Acronyms

3 Domain I (25%) Language Concept Language Acquisition Domain II (45%) ESL Instruction Assessment Domain III (30%) Foundations of ESL Education Cultural Awareness Family and Community Involvement

4 DOMAIN I

5 Social shared code or system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols.

6 Production of signals with the intention of relaying information and the expectation that the signal will be interpreted as intended.

7 Includes gestures, body posture, facial expressions, eye contact, head and body movement, and physical distance.

8 Knowledge of the operating principles needed to be a language user. Enables language users to determine what makes sense and what is nonsense.

9 –Phonology –Morphology –Syntax –Lexicon –Semantics –Discourse –Pragmatics

10 Basic Interpersonal Communication Skills Everyday language Communicative Universal across all native speakers Usually takes 2 to 3 years to master Cognitive-Academic Language Proficiency Reading/writing connection Abstract thinking Academic instruction Usually takes from 5 to 7 years to master

11 Is taught and learned in the following order: Listening Speaking Reading Writing

12 Contrastive Analysis Errors in L2 are a result of differences between first and second language. Error Analysis Errors occur because of a language development or little or no development of L1 or L2.

13 DOMAIN II

14 Age Differences Pacing Gender Methods Teacher Aptitude Cognitive Development Time Learning Styles Setting Grouping Practices Motivating Attitude Materials

15 Code-Switching is moving from L1 to L2 and back to L1. Period with no verbal sound / communication Learner is absorbing and taking in new learning This period could last from 4 to 8 months

16 Pre-Production Stage Early Production Stage Speech Emergency Stage Intermediate Fluency Stage

17 Visual Tactile Kinestetic Auditory

18 Audio Lingual Approach Total Physical Response Natural Approach Language Experience Approach Silent Way Cognitive Approach

19 Focuses on understanding and communicating meaning Takes place within a rich, challenging and content-centered curriculum Uses many kinds of activities Incorporates students experiencies in order to provide comprehensible input

20 The learner would demonstrate the ability to perform such complex tasks as: Sequence of events Distinguish facts from fantasy Complete worksheets and tests in the content areas Use charts, tables, graphs, maps Engage in class discussions Work in reference material

21 LEFT BRAIN RIGHT BRAIN Workbooks Drill and repetition Following Directions Computations Collecting facts Creative art activities Creative writing Self-expressive activities Solving problems Values clarification

22 Instruction Pacing Methods

23 FormalInformal TAKS IDEA TELPAS Woodcock Munoz Portfolios Self assessment Oral performance Writing assessment

24 TEA Education Code Chapter TAC Chapter 89, Subchapter BB

25 DOMAIN III

26 National Defense Education Act(1958) Provided federal money for the expansion of foreign-language teaching. Bilingual Education Act(1968) LES students will increase English-language skills, maintain and perhaps increase mother-tongue skills, and support the cultural heritage of the student. Equal Educational Opportunities Act(1974) Implement meaningful instruction for students of Limited English Proficiency.

27 Amendments to the Bilingual Education Act(1978) Funds for research were included. Refugee Act(1980) Legislation provides funds for educational programs and other services for refugees.

28 Lau v. Nichols, San Francisco (1974) 1800 Chinese students not being educated equally. Cintrón v. Brentwood Union Free School District, New York (1977) Bilingual teachers being fired. Ríos v. Read, Patchogue-Medford, New York (1977) New York should provide quality program for ESL students. Castañeda v. Pickard, Raymondville, Texas (1981) Discrimination and inadequate bilingual instruction.

29 Self-contained Pull-out classes Newcomer centers Dual language classrooms Immersion programs

30 Affective domain Linguistic domain Cognitive domain

31 Biculturalism Acculturation Assimilation Ethnicity Ethnocentrism

32 Serving on the LPAC Serving on the ARD committee Serving on the SBDM committee Serving as a resource for other teachers

33 Parent/teacher conferences Mid-point progress checks End of an instructional reporting period Report cards

34 Technology that supports literacy Computer-assisted language learning Use of the Internet

35 Expectations for all students should be to perform at the highest level possible for each individual student. Language barrier should not be a factor in expecting the best the student has to offer.

36 The environment a child is raised in can have a huge impact on a students learning and the knowledge they come to the classroom with. Motivation, real life skills, self-esteem, importance of education, respect of educators, and background information are all factors that affect the students learning potential.

37 A AH AEC B BICS CALP ELL ELPS ESL FES HLS I ISLA L1 L2 LEP LES LPAC NCLB NES PBMAS PEIMS SIOP TEKS TELPAS


Download ppt "Evangelina Guerra Hitchcock ISD. Domain I Domain II Domain III Acronyms."

Similar presentations


Ads by Google