On August 14, 1990, a Consent Decree was signed in United States District Court on behalf of the State Board of Education and of the plaintiffs who had alleged that the State Board of Education had not complied with its obligations under federal and state laws to ensure that Florida school districts provide equal and comprehensible instruction to limited English proficient (LEP) students. (Office of Multicultural Student Language Education, 1996)

The Consent Decree settlement terms focus on the following six issues:

I. Identification and assessment

II. Equal access to appropriate programming

III. Equal access to appropriate categorical and other programming for Limited English Proficient (LEP) students

IV. Personnel

V. Monitoring

VI. Outcome measures

(Empowering ESOL Teachers: An Overview)

"ESOL instruction" is the instruction to be provided to language minority students (LEP students) based on their level of English language proficiency. (Badia, 1996) Ideal programs serving the needs of language minority students have three principal aims. The first is to help language minority students become proficient in English. The second is to empower them to participate effectively in the core curriculum offered to all students. And the third is to promote students' positive self image and cross-cultural understanding. (Empowering ESOL Teachers: An Overview)

Both formal and informal assessments of primary language proficiency and academic performance should complement English assessment to help establish the correct mix of:

1. English language development
2. Primary language academic instruction
3. Sheltered academic instruction
4. Mainstream academic instruction
5. Self-image and cross-cultural instruction

Sheltered academic instruction is designed to make the content accessible to language minority students. It's goal is to allow students to gain English proficiency while achieving in their academic areas. This goal includes the following teacher strategies:

• Slow, but natural levels of speech
• Clear enunciation
• Short, simple sentences
• Controlled vocabulary
• Visual reinforcement through the use of gestures, props, pictures, films, demonstrations and hands-on activities
• Frequent comprehension checks

Basic Interpersonal Communication or "everyday conversational language" is different from Cognitive/Academic Language, or the type of language used in classrooms, textbooks and literature. It is much easier for the language minority student to develop Basic Interpersonal Communication Skills (BICS) than to develop Cognitive/Academic Language Proficiency (CALP). Research shows that most second language learners become proficient in BICS in about 2 years. Becoming proficient in CALP is usually a longer more difficult task. Reading, writing, problem solving and other school tasks require proficiency in cognitive/academic language. The degree of cognitive demand for any given activity will differ for each individual and will depend on the individual's prior knowledge of the topic. Teachers can facilitate the development of CALP by analyzing the language demands of classroom situations and adjusting the dimensions of context and cognitive demand according to a student's level of English, background knowledge and experience.

In addition to language development and the academic core curriculum, all students should receive instruction which promotes a positive self-image and cross cultural understanding. This instruction should be woven throughout the curriculum. It should also use community and student resources and effective home-school partnerships. (Empowering ESOL Teachers: An Overview)

The Florida Education Standards Commission has developed Educator Accomplished Practices for teachers of the Twenty-First Century for the state of Florida. Integrated into these practices are the following ESOL Performance Standards developed by a Florida Committee of ESOL professionals:

1. Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree.
2. Recognize the major differences and similarities among the different cultural groups in the U.S.
3. Identify, expose, and reexamine cultural stereotypes relating to LEP and non-LEP students.
4. Use knowledge of the cultural characteristics of Florida's LEP population to enhance instruction.
5. Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes.
6. Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students.
7. Locate and acquire relevant resources in ESOL methodologies.
8. Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum.
9. Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes.
10. Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse.
11. Apply essential, strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
12. Apply content-based ESOL approaches to instruction.
13. Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon.
14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results.
15. Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels.
16. Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom.
17. Evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle, and high school levels.
18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of the students.
19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques.
20. Administer tests and interpret test results, applying basic measurement concepts.
21. Use formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy, and academic content metacognition.
22. Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum.
23. Identify major attitudes of local target groups toward school teachers, discipline, and education in general that may lead to misinterpretation by school personnel: reduce cross-cultural barriers among students, parents, and the school setting.
24. Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice.
25. Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency.

     

• Keep ESOL students a part of the group, not isolated
• Give student opportunities to use their life experiences when appropriate in class assignments
• Use peer tutors
• Use cooperative and collaborative groups
• Use role playing strategies to teach lessons and concepts
• Rather than ask if the student understands, check to see if they demonstrate understanding
• Use multisensory approach to presenting information
• Present new information in small, sequential steps
• Stress accuracy of written work
• Review frequently to reinforce learning
• Write directions/assignments on the board or a chart. Keep a place for on-going assignments.
• Give students an outline or web of lecture lessons
• Have key points written on chart or board and use pictures when possible
• Summarize key points throughout each section of the lesson
• Allow extra time for completion of assignments
• Modify difficult tasks (especially reading and written assignments)
• Accept all work and conference with student about work
• Give students the opportunity to read silently before reading aloud or discussing content
• Provide students with reading material at their level
• Have students retell orally reading assignments
• Be specific on commenting on written work
• Teach webbing strategies for writing
• Let students write in short phrases and simple sentences
• Give the student a peer tutor to help compose written work and to help edit
• When giving oral presentations, let student begin with short presentations and work into longer ones as they feel comfortable
• Allow students to use notes or outlines when giving oral presentations
• When questioning, ask factual questions first
• Allow students to give short answers
• Provide wait time when questioning
• Ask specific questions
• Be willing to give partial credit
• Grade on knowledge of content rather than linguistic skills
• Help students on tests by identifying key words, giving word banks, and testing orally if necessary
• Teach test taking skills
• Orient students to test format
• Use realia (authentic objects from a culture) or manipulatives whenever possible
• Use whole language approaches
• Use language experience techniques
• Have student dictate when necessary or helpful
• Enrich lessons with filmstrips, films videotapes and audio cassettes
• Use music, jazz and chant activities
• Use graphic organizer strategies such as consequence diagrams, decision trees, flowcharts, venn diagrams and webbing
• Use field experiences when possible
• Use the cloze strategy to help with reading
• Use lesson markers, signals or cues such as "Let's begin", "that is all", "put your books away"
• Use interview techniques
• Use dialogue journals

1. Resources for Teachers of ESOL

   Resources for Students

   The Kansas State Board of Education English for Speakers of Other Languages and Bilingual Education Lending Library

   Digital Education Network's English Language Teaching and Learning Section

   The Human Languages Page

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   1. References

Badia, Arnhilda. (1966) Language Arts Through ESOL: A Guide for ESOL Teachers and Administrators. Florida International University.

Office of Multicultural Student Language Education. Florida Department of Education. Available at

http://www.firn.edu/doe/bin00011/omsrs.htm

Empowering ESOL Teachers: An Overview. Section II.3 Handout 5.

Empowering ESOL Teachers: An Overview. Section II.3 Handout 4.