1. Pedagogy As it relates to the field of linguistics

2. TESOL Standards: The Crux: “All teachers are language teachers!” “Make it comprehensible!” (Shoebottom, 2014) Standard 1: “ English language learners communicate for social, intercultural, and instructional purposes within the school setting. “ Standard 2: “ English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.” Standard 3: “English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.” Standard 4: “ English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.” Standard 5: “English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.” www.tesol.org

3. ESOL Pedagogical Principles: How can we, as educators, effectively teach all of our students, including our ELLs?

4. Principle One: “Implement Challenging Curriculum with High Expectations” (Li, 2012) O Incorporate higher-level thinking skills. O “Challenge ELLs on the content being taught and establish high expectations for them.” (Li, 2012) O Teachers must realize that ELLs do not have learning disabilities, but a “disability using English, more specifically, academic English.” (Li, 2012)

5. Higher Level Thinking Skills http://ar.cetl.hku.hk/bloom.htm

6. Principle Two: “Design Standard Academic Content and Make it More Accessible.” (Li, 2012) O Preserve the standards for your class while making the material manageable for all learners. O Use an assortment of visual aides including graphic organizers, pictures, charts, maps, diagrams, etc.

7. Teaching Strategies to make the content more accessible… *Questions about any of the strategies below?

8. Principle Three: “Offer Explicit and Culturally Relevant Instructions” (Li, 2012) O Create a warm classroom atmosphere by “activating students’ cultural background knowledge.” (Li, 2012) O Be sure to include differentiation as part of your curriculum. Students have different experiences learning English. O “Teachers should know the English language developmental levels of their students and the instructional strategies appropriate at each level.” (Li, 2012) O *Realize that learning a second language is a process and takes time.

9. http://www2.carrollk12.org/instruction/GT/differentiation.htm

10. Principle Four: “Support Metacognitive Strategies and Specific Learning Strategies” (Li, 2012) O Make sure students understand the learning strategies and goals. O Teach students how to use metacognitive strategies (questioning, using schema, thinking aloud, inferring, visualize, etc.) O Teach students “language learning strategies.”

11. Metacognitive Reading Comprehension Strategies www.fortheloveoflearning.net

12. Principle Five: “Use ELLs’ First Language Strategically with Difficult Concepts” (Li, 2012) O View the student’s first language “as a resource and use them strategically.” (Li, 2012) O “English language literacy development is similar in some important and fundamental aspects to ELLs’ native language literacy development.” (Li, 2012)

13. http://www.mshouser.com/teaching-tips/8-strategies-for-scaffolding-instruction

14. Principle Six: “Teach Vocabulary within Multiple Contexts” (Li, 2012) O Vocabulary development should be a primary focus! O Vocabulary is crucial for the development of a new language and the language skills (reading, writing, speaking, and listening). O Expose students to new words and in different contexts. O Include word walls, word maps, and other graphic organizers to visually connect the vocabulary.

15. http://blog.maketaketeach.com/the-need-for-explicit-vocabulary-instruction/#_

16. Principle Seven: “Build Reading Comprehension Ability with Strategies” (Li, 2012) O Read aloud frequently O “Connecting reading materials with ELLs’ cultural background knowledge as well as content background knowledge.” (Li, 2012) O If possible, teach reading in English and their first language. O Teach vocabulary O “Phonemic awareness, phonics, fluency, vocabulary, and text comprehension are all key components of reading as identified by the National Reading Panel.” (Li, 2012)

17. http://www.aheadtutorialandreview.com/active-reading-strategies/

18. Principle Eight: “Provide Good Language- Use Models for Students to Follow” (Li, 2012) O Provide writing samples and allow students opportunities to work together (on writing activities). O Give ELLs time to speak English with you, the teacher. O Frequently model standard English (orally). O “Model writing clear sentences and topic sentences.” (Li, 2012)

19. http://www.coetail.com/hgoggins/tag/writing/

20. Principle Nine: “Integrate Reading, Writing, Speaking and Listening Skills” (Li, 2012) O Provide students with opportunities to read English and to listen to English. O “Teachers should design their lessons in such a way that students can work together to understand what they read by listening, speaking, reading, and writing collaboratively about the academic concepts in the text.” (Li, 2012) O Design occasions for ELLs to read, write, and speak English more than the average learner.

21. http://www.definingthecore.com/html/march2013/world_languages_ccss_alignment.php

22. ESOL- Questions for Educators to Consider : O 1. Do you know your learner? O 2. Do your students know their learning targets/goals? O 3. Are your learning goals the same for all students? O 4. Are your tasks making the abstract “concrete?” O 5. Are your students using academic language? O 6. Are your students using both “receptive” and “productive” language? O 7. Do you “include opportunities for monitoring and self-evaluating?” O http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy/ESOL-principles

23. In Summary… O Provide Graphic Organizers. O Offer your students opportunities to speak, write, and read as often as you can! O Visuals are a key component to learning! Several Strategies to Implement: Word Walls Think-Pair-Share Reading Guides Differentiate Guided Writing Word Maps Brainstorming Venn Diagrams Activating prior knowledge Round Robin Activities Bilingual Flashcards Think Alouds Peer Editing Scaffolding Reading Paired Reading

24. References Used: O Li, J. (2012). Principles of effective English language learner pedagogy. Retrieved from www.collegeboard.org/research O Shoebottom, P. (n.d.). Retrieved from http://esl.fis.eduhttp://esl.fis.edu O Some simple strategies for teachers of ESOL students. (2009, June 07). Retrieved from http://www.tki.org.nz/r/esol/esolonline/research http://www.tki.org.nz/r/esol/esolonline/research

25. Images Referenced/Used: O http://ar.cetl.hku.hk/bloom.htm http://ar.cetl.hku.hk/bloom.htm O http://www2.carrollk12.org/instruction/GT/differentiation.htm http://www2.carrollk12.org/instruction/GT/differentiation.htm O http://www.definingthecore.com/html/march2013/world_lang uages_ccss_alignment.php http://www.definingthecore.com/html/march2013/world_lang uages_ccss_alignment.php O http://www.mshouser.com/teaching-tips/8-strategies-for- scaffolding-instruction http://www.mshouser.com/teaching-tips/8-strategies-for- scaffolding-instruction O www.fortheloveoflearning.net www.fortheloveoflearning.net O http://blog.maketaketeach.com/the-need-for-explicit- vocabulary-instruction/#_