www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Assessment of Bilingual and ESL Students
EEND and MSED-633
- Template 2015
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/22/2115
- Modified 07/29/2019
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Consider the implications of second language acquisition theory on testing, explores the relationship between bilingualism and cognition, and presents an overview of procedures for the identification and assessment of limited English and English language development students. An overview of assessment instruments and ESL educational program placement options will also be presented.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop and understanding of how to create learning environments for bilingual students that uses appropriate teaching and learning strategies while creating a classroom culture that embraces ethnic and cultural diversity
Serving the Community
Candidates will demonstrate the ability to interact with colleagues and community in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights on the interrelationship between language, ethnicity, culture and learning.
Finding Our Professional Selves
Candidates will examine their own beliefs and experiences as professionals and current research on successful practices as they pertain to recognizing socio-cultural factors involved in second language development.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
Domain 1. Language Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners’ develop language and literacy and achieve in the content areas. Understand the legal mandate and appropriate procedures for identifying limited English proficient students. (TESOL/CAEP )
- Standard 1.a. Language as a System
- Standard 1.b. Language Acquisition and Development
Domain 2. Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. Understand cultural factors that influence test development and test taking
- Standard 2.a. Culture as it affects student learning.
Domain 3. Planning, Implementing, and Managing Instruction. Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. Candidates will build a theory-based understanding of native and second language development (Mace-Matluck, 1974; Collier, 1988; Pham, 1994) and evaluate components of second language program models (Roberts, 1995). (TESOL/CAEP )
- Standard 3.a. Planning for Standards-Based ESL and Content Instruction
Domain 4. Assessment Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELLs. Review, analyze, compare and contrast the current research literature and theories related to second language assessment. Understand characteristics that limit assessment measurements, factors that affect language test scores, test bias, how to connect the national and state ESL/ELD standards to their own curriculum and assessment, and develop an assessment and scale of measurement for use in the ESL/ELD class. Interpret the student achievement data from standardized tests and
- Standard 4.a. Issues of Assessment for English Language Learners
- Standard 4.b. Language Proficiency Assessment
- Standard 4.c. Classroom-Based Assessment for ESL
Domain 5. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices and work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights. (TESOL/CAEP )
- a. ESL Research and History
- b. Professional Development, Partnerships, and Advocacy
RQD-Richard-Amato, P.A. (2010) Making It Happen (4th ed) Longman, Inc., NY.
Note: this is the same book required for EEND 632
Weekly Discussions and Activities
Respond to weekly discussion prompts directly related to assigned readings. Create one weekly activity that involves further investigation, evaluation, and application on the week’s objectives.
Outcomes: TESOL/CAEP D.1, 2, 3, 4,
Standards: 1.a,b; 2.a.; 3.a; 4.a,b, c; 5.a,b
The weekly reflection is an opportunity for students to synthesize understandings and practice deep reflection as to how these topics impact your professional experiences and goals. Students are encouraged to share personal experiences, self-evaluate their progress, and address areas for future inquiry.
Outcomes: TESOL/CAEP D.5
Final Capstone Project
Assessments for 5 Day Unit Instructional Plan
Candidates will develop assessments for the unit of lessons created in the course EEND632 Methods and Materials of Teaching ESL.
Outcomes: TESOL/CAEP D.1, 2, 3, 4, 5
Standards: 1.a,b; 2.a.; 3.a; 4.a,b, c; 5.a,b
Policies for the College of Education at University of St. Francis
CLICK HERE for policies, including but not limited to:
- Method of Instruction
- Expectations of Candidates
- Online Courses
- Attendance Policies for Site-Based and Online Courses
- Minimum Standards for Writing
Course Evaluations | IDEA Surveys
USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.
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A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
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Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
Alverman, D. & phelps, S. (2005). Assessment of students. In P. Richard-Amato & M.A. Snow (Eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers. White Plains, NY: Longman.
Brown, A., & McNamara, T. (2004). “The devil is in the detail”: Researching gender issues in language assessment. TESOL Quarterly, 38 (3), 524-538.
Chapelle, C., & Douglas, D. (2006). Assessing language through computer technology. New York: Cambridge University Press.
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
Duran, R. (2008). Assessing English-language learners’ achievement. Review of Research in Education, 22(1), 292-327
Ferris, D. (2002). Treatment of error in second language student writing (The Michigan Series on Teaching Multilingual Writers). Ann Arbor: University of Michigan Press.
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
McKay, P. (Ed.).(2006). Planning and teaching creatively within a required curriculum for school-age learners. Alexandria, VA: Teacher of English to Speakers of Other Languages.
Standards for foreign language learning in the 21st century. (2006). Alexandria, VA: National Standards in Foreign Language Education Project.
Understanding the WIDA Language Proficiency Standards: A Resource Guide K-12. (2009), (3rd ed.) Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium—www.wida.us.