BENEFITS OF USING TESOL’S STANDARDS TO GUIDE INSTRUCTIONAL DESIGN IN THE CLASSROOM

THERE’S MORE THAN JUST COURSE CONTENT… ENGLISH Language Proficiency standards need to be considered!

WHAT ARE THESE TESOL STANDARDS? 1 English language learners communicate for social, intercultural, and instructional purposes within the school setting 2-5 English language learners communicate information, ideas and concepts necessary for academic success in the areas of : Language arts, mathematics, science, and social studies

RELATIONSHIP BETWEEN THE TESOL STANDARDS AND ACADEMIC CONTENT STANDARDS The TESOL English language proficiency standards are grounded in national and state ESL and academic content standards.

PRINCIPLE 1 THAT UNDERLIES THE TESOL STANDARDS Language proficiency is an outgrowth of cumulative experiences both inside and outside of school. - ELLs experience and interact in English throughout the day -ELLs have background and knowledge that teachers should build on -New experiences are introduced to extend students’ academic language proficiency

PRINCIPLE 2 THAT UNDERLIES THE TESOL STANDARDS Language proficiency can reflect complex thinking when linguistic complexity is reduced and support is present. - There is a relationship between language and cognition - Teachers need to use strategies and instructional supports that enable students to engage meaningfully in the learning process

PRINCIPLE 3 THAT UNDERLIES THE TESOL STANDARDS Both social and academic language proficiencies are necessary for school success - Teachers must be aware of the social language demands of school in addition to the language students need to access content and succeed academically: - General vocabulary – classroom vocab - Specialized vocabulary - such as animal names - Technical vocabulary – such as scientific names like mammal

PRINCIPLE 4 THAT UNDERLIES THE TESOL STANDARDS Academic language proficiency works in tandem with academic achievement. - Academic language proficiency is a vital component of academic achievement -Academic language is important for understanding and expression in content-area classes - Attaching the academic language to the skills and knowledge required in the content area makes academic achievement more readily accessible for ELLs.

PRINCIPLE 5 THAT UNDERLIES THE TESOL STANDARDS Academic language proficiency is developed through sustained content-based language instruction. - TESOL English language proficiency standards offer ways for educators to assist students in accessing content through language in the core content areas - Through content-based language instruction, all teachers share the responsibility for educating ELLs. - Academic language proficiency drives content-based curriculum and instruction for ELLs -

PRINCIPLE 6 THAT UNDERLIES THE TESOL STANDARDS Native language proficiency – in particular, academic language proficiency in the native language – facilitates the acquisition of academic language proficiency in English - ELLs whose first language is strongly developed have foundational knowledge and skills that readily transfer to a new language - Cognates may give students useful insights into meaning - Students with a solid conceptual base in their native language can more readily recognize, comprehend, and apply new vocabulary and language patterns in a second language.