ESOL ESOL TAPESTRY

About the Video Modules

Each module includes a video lecture of approximately one hour. For those who are using the modules to complete part of their ESOL faculty development requirements at USF, we have compiled approximately four additional hours of activities and web-based follow-up, totaling an estimated five hours of self- paced instruction per tutorial module. Each module begins with a pre-viewing activity and ends with a post-viewing activity, which is a means for the viewer to document completion of the tutorial module. The post-viewing activity should be completed once the viewer has gone through the entire tutorial module, including the video lecture and the articles, resources, and information on the associated resources page. The responses should reflect the content of both sources.

Intended Scope and Sequence

Although the tutorial modules are intended for teacher educator faculty development, they may be appropriate for use in pre-service and in-service classes as well. We view these tutorial modules as one resource in a constellation of options for faculty to gain knowledge and skills in the area of TESOL. Some modules may be used for self-paced study and others may be incorporated into faculty development workshops and seminars. They were designed as one item on a menu of faculty development opportunities and should not be considered a comprehensive training program. The best faculty development programs combine various activities, including participation in individualized reading and research, workshops/seminars, technology-based instruction, one-on-one technical assistance with a TESOL expert, and co- teaching, to name a few. We hope that these tutorial modules will serve as a useful component of well-rounded faculty development programs.

Most of the tutorial modules are distinct units that can be viewed in any sequence, although we recommend starting with Dr. Crandall's lecture, Teacher Preparation and ESOL.

1. Teacher Education and ESOL, Dr. Jodi Crandall 2002

Video Lecture Outline Viewing Questions Topic Resources
Due to changing demographics that have brought ever-increasing diversity to our schools, this is a time of unprecedented challenges for teachers and teacher educators. In the first module, Dr. Jodi Crandall addresses the preparation of teachers to effectively instruct language minority students, covering the knowledge, skills, and dispositions that are the most important for teachers to possess. She presents existing models that have been used in teacher preparation programs and innovative approaches for professional development that have addressed the needs of teacher candidates, practicing teachers, and university faculty. This module provides a solid overview of the rationale for including ESOL in teacher education programs and serves as a good introduction for faculty involved in ESOL infusion (we suggest viewers watch this video lecture prior to any others).

2. Legal Issues and ESOL, Peter Roos, Esq. 2003

Video Lecture Outline Viewing Questions Topic Resources
This module features Peter Roos, Co-Director of Multicultural Education, Training and Advocacy (META), who discusses the educational rights of language minority students. Drawing on his many years of experience as a lawyer working in this area, Mr. Roos provides a historical overview of programs and provisions for the education of these students. Moving from the national to the state level, he talks about the Florida Consent Decree and about concerns with the infusion process that is being undertaken by universities that train teachers. In the concluding section, Mr. Roos explains how he has gained expertise in this area. This tutorial module is very useful for faculty teaching Social Foundations and School Law courses.

3. Special Education and ESOL, Dr. Sandra Fradd 2002

Video Lecture Outline Viewing Questions Topic Resources
Dr. Sandra Fradd discusses issues surrounding Special Education and ESOL, including theoretical perspectives, the importance of literacy, and appropriate instructional assessment. She presents information on two children, Jonnie and Eddie, who represent different populations of students: those with and those without prior exposure to literacy. Dr. Fradd contrasts the literacy development of Jonnie and Eddie and the opportunities given to them for this development, emphasizing classroom conditions that support achievement. Information on context and language learning is given, including possibilities for reaching diverse students through technology.

4. Content Instruction and ESOL, Ms. Deborah J. Short 2002

Video Lecture Outline Viewing Questions Topic Resources
Deborah Short addresses the area of sheltered content instruction for English language learners. She explains each of the eight components of the Sheltered Instruction Observation Protocol (SIOP) Model. These components are preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. In a separate section of the lecture, Ms. Short talks about the potential for collaboration among teacher educators from different fields of specialization. She concludes with a section on what pre-service teachers need to know in order to work effectively with linguistically and culturally diverse students. This tutorial module is very useful for faculty teaching Math, Science, and Social Studies methods courses as well as those teaching literature courses.

5. Dialect Diversity and ESOL, Dr. Walt Wolfram 2001

Video Lecture Outline Viewing Questions Topic Resources
Dr. Walt Wolfram discusses the relationship of the dialects of English to the teaching of ESOL. Following an introduction, he presents myths on dialect and ESOL that tend to discourage the inclusion of information about dialects in programs for English language learners. For each myth, there is a corresponding reality that indicates how important and beneficial it is to teach ESOL students about dialects. The types of knowledge required for the integration of dialect awareness into teaching and the rationale for a dialect awareness program are also covered. Sample approaches for the teaching of dialect awareness are presented. This tutorial module is particularly appropriate for English Education faculty.

6. ESOL Strategy Workshops, Dr. Joyce Nutta 2003

Video Lecture Outline Viewing Questions Topic Resources
The sixth module includes two experiential language activities taught entirely in Italian. The first section shows the activities as they were presented to teacher groups, and the second section is intended for the viewer's use to immerse her or his students in an experience of attempting to comprehend instruction and text in another language. The first section follows the same split screen format as Modules 1-5, and the second section is a full screen video in order for the viewer to present it to his or her class or workshop participants as an immersion experience.

7. Second Language Literacy, Lecture: Dr. Neil Anderson; Discussants: Dr. Neil Anderson and Dr. Vicky Zygouris-Coe 2008

Video Lecture Viewing Questions Topic Resources
What factors that impact literacy skills in ELLs should mainstream teachers consider when they design and deliver literacy instruction? In this module on the similarities and differences between reading in a first and reading in a second lecture, Dr. Neil Anderson first lectures on the most important issues such as age of the student, literacy in the first language, English language proficiency level, and grade level that influence how ELLs learn to read and are able to learn from text. In a second section of this module, Dr. Anderson is joined by Dr. Vicky Zygouris-Coe, an expert in Reading and teacher professional development in literacy. Together, they further discuss what teachers need to know to better serve all students in the K-12 mainstream classroom.

8. ESOL Infusion: Dr. Joyce Nutta, Dr. Carine Strebel, Dr. Bruce Perry

Video Lecture Topic Resources
Equipping all classroom teachers, administrators, and licensed school personnel with the knowledge and tools to effectively work with English language learners and their families is an effort that needs to be approached at all levels of professional learning. Teacher education institutions are increasingly examining their role in preparing candidates to work with culturally and linguistically diverse learners before they enter the field. In this eighth module, Dr. Nutta and Dr. Strebel present a theoretical model for infusing ESOL content across teacher preparation programs, addressing necessary competencies, the various personnel who work with English language learners, and the infusion process at both the curriculum and the course level. Next, Dr. Nutta and Dr. Perry discuss ESOL infusion in the state of Florida and at Miami University in Oxford, Ohio.

9. ELL-Focused Accommodations for Content Area Assessments: Dr. Jamal Abedi and Dr. Florin Mihai 2011

Video Lecture Topic Resources
Dr. Jamal Abedi discusses specific issues related to English language learner (ELL) accommodations for content area tests. He starts by providing a definition of ELL accommodations, followed by a description of available ELL content-area test accommodations. Next, Dr. Abedi explores several research-based critical issues related to ELL content area accommodations, such as effectiveness, validity, differential impact, comparability, relevance, and feasibility. In the final segment of the discussion, Dr. Abedi investigates the impact of language factors on content-area assessments for ELLs and offers several recommendations to be implemented when teaching and assessing ELLs in the content areas.

10. Response to Intervention with English Learners: Julie Esparza Brown, EdD, Linda I. Rosa Lugo, EdD

Video Lecture Topic Resources
ESOL educators Julie Esparza Brown, EdD and Linda I. Rosa Lugo, EdD examine the issues, challenges and strategies involved in helping English-learning students achieve academic success.
Julie Esparza Brown, EdD, is a third-generation Chicana and an assistant professor in the Special Education Department at Portland State University in Portland, Oregon. She received her doctorate from Portland State University, her master's in special education at the University of San Diego and her bachelor's of music at Willamette University with a specialization in music therapy. She taught in bilingual, special education at all levels in San Diego and Vancouver, Washington for almost 15 years and worked as a practicing bilingual school psychologist for one year. Currently, her teaching, research, and publications focus on the interface of bilingual and special education. Additionally, she consults locally and nationally on issues related to RTI and ELL students, least biased assessment of ELL students, and effective instruction for diverse learners. She is currently on the National Advisory Board for the National Center on Response to Intervention. Her publications include a chapter in the book The Psychology of Multiculturalism, published by the National Association of School Psychology, and a chapter in the International Reading Association's book Improving Literacy Achievement in Urban Schools. She is a co-author of a national brief A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners. Since 1998, much of her focus has been on preparing ESL and bilingual teachers and most recently, bilingual special educators.
Linda I. Rosa-Lugo, EdD, is the Graduate Program Coordinator for the Communication Sciences and Disorders master's program and an Associate Professor. Her research interests include dialect acquisition and usage in culturally and linguistically diverse students, language and literacy development in Hispanic youngsters who are deaf/hard of hearing, and first and second language acquisition in English language learners. She is the principal investigator for a U.S. Department of Education personnel preparation grant to prepare students to work with English language learners with communication disorders. Dr. Rosa-Lugo is also the faculty coordinator of the Consortium Track's program. The track's goal is to address the critical shortage of public school speech-language pathologists through a cooperative effort with ten central Florida school districts. She encourages those working in Florida's school districts to apply, saying, “The school districts we work with are extremely invested in helping us prepare future speech-language pathologists.” The students working in the school districts bring a different perspective to our program

11. Preparing Teachers to Treat Errors in the K-12 Classroom: Dr. Dana Ferris and Dr. Keith Folse

Video Lecture Topic Resources
Dr. Dana Ferris and Dr. Keith Folse explore the several issues regarding response to writing errors by English learners, including types of errors, teacher feedback, vocabulary and grammar skills, self-directed editing, and writing independence. They provide specific strategies for teachers to use in the classroom and a discussion of related issues.
Dr. Dana Ferris is Professor and Associate Director for Lower-Division Writing in the University of California, Davis University Writing Program.
She has published many books and chapters in edited volumes. Her books include Written Corrective Feedback in Second Language Acquisition and Writing (2012, Routledge, with John Bitchener); Teaching ESL Composition (2005, Erlbaum) and Teaching Readers of English (2009, Routledge), both with John Hedgcock. Teaching Readers of English won the 2009 CATESOL David E. Eskey Award.
Her research has focused extensively on response to student writing and on written corrective feedback in second language writing. Her work has been published in a range of journals including TESOL Quarterly, Research in the Teaching of English, Studies in Second Language Acquisition, Journal of Second Language Writing, Across the Disciplines, Writing and Pedagogy, TESOL Journal, and CATESOL Journal. One of her articles won the Best Article of the Year in the Journal of Second Language Writing (1997) and another (2001) was Honorable Mention.
Dr. Keith Folse is an Associate Professor of TESOL in the Department of Modern Languages at the University of Central Florida.
He has taught ESL/EFL for more than 30 years in the United States, Saudi Arabia, Malaysia, Kuwait, and Japan. Dr. Folse has written 55 books on vocabulary, reading, speaking, writing, grammar, and listening, including the popular "Great Writing" series (Heinle Cengage). He has won many teaching and research awards. He teaches both undergraduate and graduatcourses at UCF, including a course on research on vocabulary acquisition in UCF's PhD in TESOL program.
His research interests includes second language vocabulary acquisition, ESL grammar, teacher training and best teaching practices. He has won many teaching and research awards. He teaches both undergraduate and graduate courses at UCF, including a course on research on vocabulary acquisition in UCF's PhD in TESOL program.