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Goals, Outcomes, & Performance Criteria
Based on the standards set forth by the professional organization, Teachers
of English to Speakers of Other Languages, Inc. (TESOL*),
the Goals and Standards are defined respectively as "Domains" and "Standards".
Following the table of "Degree Program Standards" are detailed goal and
outcomes statements as published by the professional organizations in the
field.
*Teachers of English to Speakers of Other Languages, Inc. (TESOL)
is a global education association based in Alexandria, Virginia, in the United
States. TESOL's mission is to ensure excellence in English language teaching
to speakers of other languages.
Degree Program Standards
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Domain 1:
Language |
Standard 1.a. Describing Language |
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Standard 1.b. Language Acquisition and
Development |
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Domain 2:
Culture |
Standard 2.a. Nature and Role of Culture |
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Standard 2.b. Cultural Groups and Identity |
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Domain 3: Planning, Implementing, and Managing Instruction |
Standard 3.a. Planning for Standards-Based ESL
and Content Instruction |
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Standard 3.b. managing and Implementing
Standards-Based ESL and Content Instruction |
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Standard 3.c. Using Resources Effectively in ESL
and Content Instruction |
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Domain 4:
Assessment |
Standard 4.a. Issues of Assessment for ESL |
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Standard 4.b. Language Proficiency Assessment |
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Standard 4.c. Classroom-Based Assessment for ESL |
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Domain
5: Professionalism |
Standard 5.a. ESL Research and History |
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Standard 5.b. Partnerships and Advocacy |
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Standard 5.c. Professional Development and
Collaboration |
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Performance
Criteria
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Students know, understand, and use the major
concepts, theories, and research related to the nature and acquisition of
language to construct learning environments that support ESOL students'
language and literacy development and content area achievement.
OUTCOME/Standard 1.a.Describing language.
Students demonstrate understanding of language as a system and demonstrate a
high level of competence in helping ESOL students acquire and use English in
listening, speaking, reading, and writing for social and academic purposes.
Performance Criterion 1.a.1.Apply knowledge
of phonology (the sound system) to help ESOL students develop oral, reading,
and writing (including spelling) skills in English.
Performance Criterion 1.a.2. Apply knowledge
of morphology (the structure of words) to assist ESOL students' development of
oral and literacy skills in English.
Performance Criterion 1.a.3. Apply knowledge
of syntax (phrase and sentence structure) to assist ESOL students in
developing written and spoken English.
Performance Criterion 1.a.4. Apply
understanding of semantics (word/sentence meaning) to assist ESOL students in
acquiring and productively using a wide range of vocabulary in English.
Performance Criterion 1.a.5. Apply knowledge
of pragmatics (the effect of context on language) to help ESOL students
communicate effectively and use English appropriately for a variety of
purposes in spoken and written language, and in formal and informal settings.
Performance Criterion 1.a.6. Demonstrate
ability to help ESOL students develop social and academic language skills in
English.
Performance Criterion 1.a.7. Demonstrate
ability to help ESOL students acquire a range of genres, rhetorical and
discourse structures, and writing conventions in English.
Performance Criterion 1.a.8. Demonstrate
understanding of the nature and value of World Englishes and dialect
variation, and build on the language that ESOL students bring in order to
extend their linguistic repertoire.
Performance Criterion 1.a.9. Locate and use
linguistic resources to learn about the structure of English and of students'
home languages.
Performance Criterion 1.a.10. Demonstrate
proficiency in English and serve as a good language model for ESOL students.
OUTCOME/Standard 1.b. Language acquisition
and development. Students understand and apply concepts, theories, research,
and practice to facilitate the acquisition of a primary and a new language in
and out of classroom settings.
Performance Criterion 1.b.1. Provide rich
exposure to English.
Performance Criterion 1.b.2. Provide
comprehensible input and scaffolding.
Performance Criterion 1.b.3. Provide
opportunities for meaningful interaction.
Performance Criterion 1.b.4. Create a secure,
positive, and motivating learning environment.
Performance Criterion 1.b.5. Understand and
apply current theories and research in language and literacy development.
Performance Criterion 1.b.6. Recognize and
build on the processes and stages of English language and literacy
development.
Performance Criterion 1.b.7. Recognize the
importance of ESOL students' home languages and language varieties and build
on these skills as a foundation for learning English.
Performance Criterion 1.b.8. Understand and
apply knowledge of sociocultural and political variables to facilitate the
process of learning English.
Performance Criterion 1.b.9. Understand and
apply knowledge of the role of individual learner variables in the process of
learning English.
Performance Criterion 1.b.10. Provide
appropriate instruction and feedback.
Performance Criterion 1.b.11. Help ESOL
students to communicate in socially and culturally appropriate ways.
Performance Criterion 1.b.12. Help ESOL
students develop academic language proficiency.
Performance Criterion 1.b.13. Help ESOL
students develop effective language learning strategies.
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Students know, understand, and use the major
concepts, principles, theories, and research related to the nature and role of
culture and cultural groups to construct learning environments that support
ESOL students' cultural identities, language and literacy development, and
content area achievement.
OBJECTIVE/Standard 2.a. Nature and Role of
Culture. Students know, understand, and use the major concepts, principles,
theories, and research related to the nature and role of culture in language
development and academic achievement that support individual students'
learning.
Performance Criterion 2.a.1. Understand and
apply knowledge about cultural values and beliefs in the context of teaching
and learning ESL.
Performance Criterion 2.a.2. Understand and
apply knowledge about the effects of racism, stereotyping, and discrimination
to ESL teaching and learning.
Performance Criterion 2.a.3. Understand and
apply knowledge about home/school communication to enhance ESL teaching and
build partnerships with ESOL families.
Performance Criterion 2.a.4. Understand and
apply concepts about the interrelationship between language and culture.
OBJECTIVE/Standard 2.b. Cultural Groups and
Identity. Students know, understand, and use knowledge of how cultural groups
and students' cultural identities affect language learning and school
achievement.
Performance Criterion 2.b.1. Use a range of
resources, including the Internet, to learn about world cultures and cultures
of students in their classrooms and apply that learning to instruction.
Performance Criterion 2.b.2. Understand and
apply knowledge about how an individual's cultural identity affects their ESL
learning and how levels of cultural identity will vary widely among students.
Performance Criterion 2.b.3. Understand and
apply knowledge about cultural conflicts and home-area events that can have an
impact on ESOL students' learning.
Performance Criterion 2.b.4. Understand and
apply knowledge about the impact of students' socioeconomic status, race,
religion, class, national origin, disability, and gender on learning and
teaching ESL.
Performance Criterion 2.b.5. Understand and
apply knowledge of U.S. immigration history and patterns in teaching ESL.
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Students know, understand, and use
standards-based practices and strategies related to planning, implementing,
and managing ESL and content instruction, including classroom organization,
teaching strategies for developing and integrating language skills, and
choosing and adapting classroom resources.
OBJECTIVE/Standard 3.a. Planning for
Standards-Based ESL and Content Instruction. Students know, understand, and
apply concepts, research, and best practices to plan classroom instruction in
a supportive learning environment for ESOL students. Students serve as
effective English language models, as they plan for multilevel classrooms with
learners from diverse backgrounds using standards-based ESL and content
curriculum.
Performance Criterion 3.a.1. Plan
standards-based ESL and content instruction.
Performance Criterion 3.a.2. Create
environments that promote standards-based language learning in supportive,
accepting classrooms and schools.
Performance Criterion 3.a.3. Plan students'
learning experiences based on assessment of language proficiency and prior
knowledge.
Performance Criterion 3.a.4. Provide for
particular needs of students with limited formal schooling (LFS) in their L1.
OBJECTIVE/Standard 3.b. Managing and
Implementing Standards-Based ESL and Content Instruction. Students know,
manage, and implement a variety of standards-based teaching strategies and
techniques for developing and integrating English listening, speaking,
reading, and writing, and for accessing the core curriculum. Students support
ESOL students in accessing the core curriculum as they learn language and
academic content together.
Performance Criterion 3.b.1. Organize
learning around standards-based subject matter and language learning
objectives.
Performance Criterion 3.b.2. Incorporate
activities, tasks, and assignments that develop authentic uses of language, as
students learn about content-area material.
Performance Criterion 3.b.3. Provide
activities and materials that integrate listening, speaking, reading, and
writing.
Performance Criterion 3.b.4. Develop
students' listening skills for a variety of academic and social purposes.
Performance Criterion 3.b.5. Develop
students' speaking skills for a variety of academic and social purposes.
Performance Criterion 3.b.6. Provide
standards-based instruction that builds upon students' oral English to support
learning to read and write.
Performance Criterion 3.b.7. Provide
standards-based reading instruction adapted to ESOL learners.
Performance Criterion 3.b.8. Provide
standards-based writing instruction adapted to ESOL learners. Develop
students' writing through a range of activities, from sentence formation to
expository writing.
OBJECTIVE/Standard 3.c. Using Resources
Effectively in ESL and Content Instruction. Students are familiar with a wide
range of standards-based materials, resources, and technologies, and choose,
adapt, and use them in effective ESL and content teaching.
Performance Criterion 3.c.1. Select, adapt,
and use culturally responsive, age appropriate, and linguistically accessible
materials.
Performance Criterion 3.c.2. Select materials
and other resources that are appropriate to students' developing
language and content area abilities,
including appropriate use of L1.
Performance Criterion 3.c.3. Employ an
appropriate variety of materials for language learning, including books,
visual aids, props, and realia.
Performance Criterion 3.c.4. Use appropriate
technological resources to enhance language and content-area instruction for
ESOL students (e.g., Web, software, computers, and related devices).
Performance Criterion 3.c.5. Use software and
Internet resources effectively in ESL and content instruction.
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Students understand issues of assessment and
use standards-based assessment measures with ESOL students.
OBJECTIVE/Standard 4.a. Issues of Assessment
for ESL. Students understand various issues of assessment (e.g., cultural and
linguistic bias; political, social, and psychological factors) in assessment,
IQ, and special education testing (including gifted and talented); the
importance of standards; and the difference between language proficiency and
other types of assessment (e.g., standardized achievement tests of overall
mastery), as they affect ESOL student learning.
Performance Criterion 4.a.1. Demonstrate an
understanding of the purposes of assessment as they relate to ESOL learners
and use results appropriately.
Performance Criterion 4.a.2. Demonstrate an
understanding of the quality indicators of assessment instruments.
Performance Criterion 4.a.3. Demonstrate
understanding of the limitations of assessment situations and make
accommodations for ESOL students.
Performance Criterion 4.a.4. Distinguish
between a language difference, gifted and talented, and special education
needs for ESOL students.
OBJECTIVE/Standard 4.b. Language Proficiency
Assessment. Students know and use a variety of standards-based language
proficiency instruments to inform their instruction and understand their uses
for identification, placement, and demonstration of language growth of ESOL
students.
Performance Criterion 4.b.1. Understand and
implement national and state requirements for identification,
reclassification, and exit of ESOL students from language support programs.
Performance Criterion 4.b.2. Understand,
develop, and use norm-referenced assessments appropriately with ESOL learners.
Performance Criterion 4.b.3. Understand,
develop, and use criterion-referenced assessments appropriately with ESOL
learners.
Performance Criterion 4.b.4. Understand,
construct, and use assessment measures for a variety of purposes for ESOL
students.
Performance Criterion 4.b.5. Assess ESOL
learners’ language skills and communicative competence using multiple sources
of information.
OBJECTIVE/Standard 4.c. Classroom-Based
Assessment for ESL. Students know and use a variety of performance-based
assessment tools and techniques to inform instruction.
Performance Criterion 4.c.1. Use
performance-based assessment tools and tasks that measure ESOL learners'
progress toward state and national standards.
Performance Criterion 4.c.2. Use various
instruments and techniques to assess content-area learning (e.g., math,
science, social studies) for ESOL learners at varying levels of language and
literacy development.
Performance Criterion 4.c.3. Prepare ESOL
students to use self- and peer-assessment techniques when appropriate.
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Students demonstrate knowledge of the history
of ESL teaching. Students keep current with new instructional techniques,
research results, advances in the ESL field, and public policy issues.
Students use such information to reflect upon and improve their instructional
practices. Students provide support and advocate for ESOL students and their
families and work collaboratively to improve the learning environment.
OBJECTIVE/Standard 5.a. ESL Research and
History. Students demonstrate knowledge of history, research, and current
practice in the field of ESL teaching and apply this knowledge to improve
teaching and learning.
Performance Criterion 5.a.1. Demonstrate
knowledge of language teaching methods in their historical contexts.
Performance Criterion 5.a.2. Demonstrate
knowledge of the evolution of laws and policy in the ESL profession.
OBJECTIVE/Standard 5.b. Partnerships and
Advocacy. Students serve as professional resources, advocate for ESOL
students, and build partnerships with students' families.
Performance Criterion 5.b.1. Advocate and
serve as language and education resources for students and families in their
schools and communities.
Performance Criterion 5.b.2. Serve as
professional resource personnel in their educational communities.
Performance Criterion 5.b.3. Advocate for
ESOL students' access to all available academic resources, including
instructional technology.
OBJECTIVE/Standard 5.c. Professional
Development and Collaboration. Students collaborate with and are prepared to
serve as a resource to all staff, including paraprofessionals, to improve
learning for all ESOL students.
Performance Criterion 5.c.1. Establish
professional goals and pursue opportunities to grow in the field of ESL.
Performance Criterion 5.c.2. Work with other
teachers and staff to provide comprehensive, challenging educational
opportunities for ESOL students in the school.
Performance Criterion 5.c.3. Engage in
collaborative teaching in general education and content-area classrooms.
Performance Criterion 5.c.4. Model academic
proficiency in the English language.
The standards themselves are divided into
performance indicators. These indicators are to help identify evidence of
candidate performance. These performance indicators can be met at three
proficiency levels:
Approaches Standard: The documentation
provided and the evidence submitted clearly establish that the teacher
candidates have knowledge about the subject content, but does not apply it
adequately to the classroom.
Meets Standard: The documentation provided and
the evidence submitted clearly establish that the teacher candidates
demonstrate the dispositions, knowledge, and skills to teach English learners
effectively, and that candidates apply that knowledge in the classroom and
other professional teaching situations.
Exceeds Standard: The documentation provided
and the evidence submitted clearly establish that the teacher candidates
consistently demonstrate the dispositions, knowledge, and skills associated
with candidates who demonstrate positive effects on student learning and go on
to successful teaching. It is expected that teacher candidates who exceed the
standards would be good candidates after the required three years of teaching
for National Board for Professional Teacher Standards Certification under
"English as a New Language."
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