Course Title
Internship/ESOL
Course Description
Provides endorsement candidates with a structured field experience working with emergent bilinguals. Includes completing 90+ contact hours at an approved internship site, participating in an online-only seminar, and submitting a portfolio based on experience at your internship. PREREQUISITES: Complete all other program coursework with a B average (3.0) or higher before the internship. Complete an internship placement request form and gain departmental approval at least six weeks in advance.
Relationship to State and National Standards
The Interstate Teacher Assessment and Support Consortium (InTASC) Standards embedded in this course include the following:
- Standard 1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Standard 3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
- Standard 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Standard 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Standard 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Standard 8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Standard 9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
This course also addresses the following Teachers Standards and Practices Commission (TSPC) Oregon administrative rules and Teachers of English to Speakers of Other Languages (TESOL) standards for P-12 ESOL teacher education programs:
- Domain 1: Language. Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support English Speakers of Other Languages (ESOL) and bilingual students’ language and literacy development and content area achievement.
- Standard 1.a. Describing Language: Candidates demonstrate understanding of language as a system and demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL and bilingual students acquire and use English in listening, speaking, reading, and writing for social and academic purposes.
- Standard 1.b. Language Acquisition and Development: Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a primary and a new language in and out of classroom settings.
- Domain 2: Culture. Candidates 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 and bilingual students’ cultural identities, language and literacy development, and content area achievement.
- Standard 2.a. Nature and Role of Culture: Candidates 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.
- Standard 2.b. Cultural Groups and Identity: Candidates know, understand, and use knowledge of how cultural groups and students’ cultural identities affect language learning and school achievement.
- Domain 3: Planning, Implementing, and Managing Instruction. Candidates 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.
- Standard 3.a. Planning for Standards-Based ESL and Content Instruction: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
- Standard 3.b. Managing and Implementing Standards-Based ESL & Content Instruction: Candidates 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. Candidates support ESOL and bilingual students in accessing the core curriculum as they learn language and academic content together.
- Standard 3.c. Using Resources Effectively in ESL and Content Instruction: Candidates 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.
- Domain 4: Assessment. Candidates understand issues of assessment and use standards-based assessment measures with ESOL students.
- Standard 4.a. Issues of Assessment for ESL: Candidates 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 and bilingual student learning.
- Standard 4.b. Language Proficiency Assessment: Candidates 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 and bilingual students.
- Standard 4.c. Classroom-based Assessment for ESL: Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.
- Domain 5: Professionalism. Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL and bilingual students and their families and work collaboratively to improve the learning environment.
- Standard 5.a. ESL Research and History: Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.
- Standard 5.b. Partnerships and Advocacy: Candidates serve as professional resources, advocate for ESOL and bilingual students, and build partnerships with students’ families.
- Standard 5.c. Professional Development and Collaboration: Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL and bilingual students.
- Domain 6: Technology. Candidates use information technology to enhance learning and to enhance personal and professional productivity.
- Standard 6.a. Demonstrate knowledge of current technologies and their application in ESOL.
- Standard 6.b. Design, develop, and implement student learning activities that integrate information technology.
- Standard 6.c. Use technologies to communicate, network, locate resources, and enhance continuing professional development.
Required Textbook
You may refer to text from your earlier ESOL courses. Because you will be required to discuss scaffolds for ELLs, the most text may be as follows:
- Herrell, A. L. & Jordan, M. (2011). Fifty strategies for teaching English language learners (3rd edition). Upper Saddle River, New Jersey: Pearson.
- Zwiers, J. (2014). Building academic language: Meeting Common Core standards across disciplines, grades 5-12 (2nd edition). San Francisco, CA: Wiley.
Course Outcomes
Through the development and teaching of a work sample, internship students will demonstrate their ability to do the following:
- Plan lessons that meet the needs of emergent bilinguals by utilizing appropriate learning activities and instructional strategies.
- Integrate standards-based English language proficiency (ELP) and content objectives in unit planning, instruction, and assessment.
- Demonstrate an understanding of linguistic and cultural diversity.
- Provide feedback and plan future lessons based on formative and summative assessment data.
- Reflect upon teaching to improve your own practice
