ESL News and Curriculum Free ESL Classes Sign up: August 2010

Saturday, August 28, 2010

http://www.scribd.com/doc/17096352/ESL-Intermediate-College-Level-Instructional-Plan
or
https://docs.google.com/present/view?id=dccvpvzb_942cj5cxbgm

and

Ghandi Lesson Preview:
https://docs.google.com/leaf?id=0B6jyGBYPELFJN2QzMTA5MmQtMzBhMi00Mjg4LWFkNzctNmNiMTQyOGY1ODg3&hl=en

ESL Intermediate Level College Reading Instructional Plan: Ghandi

http://esltoeflreview.blogspot.com/2010/08/esl-intermediate-level-college.html

Lesson with Audio: ESL Intermediate Level College Reading, Ghandi
http://www.scribd.com/doc/17217263/Ghandi-Packet-Reading-Comprehension-Grammar-Holidays-Extensive-Vocabulary

Friday, August 27, 2010

Why is it important to understand the TOEFL iBT reading section's classification and organization patterns?

https://docs.google.com/fileview?id=0B6jyGBYPELFJYjE1ODU3ZGQtNDMzNC00MTJkLWFlN2MtMDM4ZWJiNTIzNWNi&hl=en

TOEFL iBT Reading Review

Tuesday, August 24, 2010

ESL Intermediate Level Goals and Objectives Preview

This is a preview of a curriculum guide I sell. I give a sample page in this exhibit. The ESL curriculum guide is sold in the Scribd store. The preview is a preview. The actual guide is good for any and all ESL teachers. It provides a written basis of what should be taught at the ESL intermediate level. Additionally, the actual guide offers a research guide for the other 4 levels of ESL instruction. Please visit the ESL Excellence store in Scribd after previewing. Enjoy!

http://www.theeslexcellenceinstitute.com

https://eslexcellence.myicourse.com

https://j.mp/1NkXFeQ

https://www.teacherspayteachers.com/Store/Eslexcellence

THE ESL EXCELLENCE ONLINE INSTITUTE

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ESL Intermediate Level Goals and Objectives Preview

http://www.scribd.com/doc/16994710/ESL-Intermediate-Level-Goals-and-Objectives-Preview

Ghandi Lesson Preview:
https://docs.google.com/leaf?id=0B6jyGBYPELFJN2QzMTA5MmQtMzBhMi00Mjg4LWFkNzctNmNiMTQyOGY1ODg3&hl=en

ESL Intermediate Level College Reading Instructional Plan: Ghandi
http://esltoeflreview.blogspot.com/2010/08/esl-intermediate-level-college.html

Lesson with Audio: ESL Intermediate Level College Reading, Ghandi
http://www.scribd.com/doc/17217263/Ghandi-Packet-Reading-Comprehension-Grammar-Holidays-Extensive-Vocabulary

ESL Intermediate Level Goals and Objectives 43 Pages

This ESL packet is one of my favorites because it clearly establishes what will be taught in the ESL classroom, based on educational research and anticipated appropriate placement. Above all, even if placement is an issue, it gives educators a guide on what should be taught in the ESL classroom at the intermediate level. This is a must have for administrators and teachers. It is designed for secondary and college level ESL instruction. It is a ready made ESL curriculum memo and guide, plus much more!
This is an excellent summary exhibit to be attached to an ESL program description, observation or evaluation. Above all, I give you the information where the ESL core curriculum can be expanded and modified.
Finally and most importantly, this tool is wonderful because it arms the ESL administrator and educator with concrete research based information as to what should be taught at the intermediate level. This in itself advances student learning. This is not the ESL Bible, but it advances effective ESL instruction and provides a basis. In addition to this research based curriculum guide, purchasers get 5 free ESL curriculum guide Ebooks by emailing me at eslexcellence@aol.com. Enjoy!

ESL Intermediate Level Goals and Objectives 43 Pages

http://www.scribd.com/doc/17002306/ESL-Intermediate-Level-Goals-and-Objectives-43-Pages

Sunday, August 22, 2010

What NYS laws are supposed to govern and finance English language learner public education programs?

Foremost, the primary NYS legislation that funds and rules New York State ESL instructional progrmming is the New York State’s Commissioner’s Regulations Part 154. The purpose of Commissioner's Regulations Part 154 known as CR Part 154 is to establish standards for the education of limited English proficient students. In accordance with ESL standards, all districts must provide LEP/ELL students with equal access to all school programs and services offered by the district that commensurate with their ages and grade level, including access to programs required for graduation.
There are two key parts of the NYS Commissioner’s Regulations that govern ESL instructional programming. One is Part 117 and the other is Part 154. Both Parts 117 and 154 of the Regulations of the Commissioner of Education relate to the screening of new entrants and services for LEP students
The purpose of Commissioner's Regulation Part 117 is to establish standards for the screening of every new entrant to the schools to determine which pupils are possibly gifted, or have a possible handicapping condition and/or possibly are limited English proficient in accordance with subdivision 2-a of section 3204 of the Education Law.

The NYS screening assessment is the Language Assessment Battery-Revised test known as (LAB-R). Pursuant to Regulation Part 117, LAB-R is used for measuring the English language proficiency of a student who may possibly be LEP. The results of the LAB-R are used to determine the type of instructional program into which the student must be placed.

The purpose of Commissioner's Regulation Part 154 is to ensure that LEP and immigrant students attain English proficiency and meet the content area academic standards that all children are expected to meet. In addition, Part 154 is used to mandate LEP student annual assessments and this law is used to design mechanisms to determine pupils' continued eligibility
Pursuant to CR Part 154.2 (c), the test used for the NYS annual assessment of English language proficiency is The NYSESLAT (New York State English as a Second Language Achievement Test).

In New York State, The Commissioner’s Regulation (CR) Part 154 is aligned with the Federal requirements of Title III of the No Child Left Behind Act (NCLB ).
References:
NYS 2010 Part 154 Comprehensive Plan for the Education of Limited English Proficient (LEP) Students
emsc.nysed.gov/biling/docs/2010-2011Part154ApplicationFinal.pdf
and
emsc.nysed.gov/biling/bilinged/faq.html#state

PAGE 3, Parts 117 and 154 of the Regulations of the Commissioner of Education
http://www.emsc.nysed.gov/biling/docs/2010-2011Part154ApplicationFinal.pdf

NYS ESL Assessments:
New York State English as a Second Language Achievement Test http://schools.nyc.gov/Accountability/resources/testing/NYSESLAT.htm

Language Assessment Battery-Revised (LAB-R)

http://www.emsc.nysed.gov/osa/lab_r/2010/1346.pdf

References:

Equal Educational Opportunities:
http://esltoeflreview.blogspot.com/2010/08/equity-in-higher-education-dream-act.html
and
http://esltoeflreview.blogspot.com/2010/08/id-legal-right-to-esl-and-bilingual.html

ESL Intermediate Level Goals and Objectives 43 Pages

This ESL packet is one of my favorites because it clearly establishes what will be taught in the ESL classroom, based on educational research and anticipated appropriate placement. Above all, even if placement is an issue, it gives educators a guide on what should be taught in the ESL classroom at the intermediate level. This is a must have for administrators and teachers. It is designed for secondary and college level ESL instruction. It is a ready made ESL curriculum memo and guide, plus much more!

This is an excellent summary exhibit to be attached to an ESL program description, observation or evaluation. Above all, I give you the information where the ESL core curriculum can be expanded and modified.

Finally and most importantly, this tool is wonderful because it arms the ESL administrator and educator with concrete research based information as to what should be taught at the intermediate level. This in itself advances student learning. This is not the ESL Bible, but it advances effective ESL instruction and provides a basis.
In addition to this research based curriculum guide, purchasers get 5 free ESL curriculum guide Ebooks by emailing me at eslexcellence@aol.com. Enjoy!

ESL Intermediate Level Goals and Objectives 43 Pages

The TOEFL iBT Step By Step Reading Made Easy Seminar

This is an old lesson but has some precious points that can help TOEFL students immensely. This is a lovely workshop prepared for students who need step by step help to understand the TOEFL iBT Reading test. We will study TOEFL iBT Reading questions, test tips, techniques, and scoring higher practices. Students will demonstrate understanding of TOEFL Reading Question Types. Join us!!!!!!

The TOEFL iBT Step By Step Reading Made Easy Seminar

ESL Intermediate Level Goals and Objectives: Compliance Report Preparation

ESL Intermediate Level Goals and Objectives 43 Pages

VISIT US ATl

http://www.theeslexcellenceinstitute.com

https://eslexcellence.myicourse.com

https://j.mp/1NkXFeQ

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THE ESL EXCELLENCE ONLINE INSTITUTE

Education Administration and Curriculum Development Initiatives

Below you will find some ideas on how to supplement your curriculum with ESL students. Enjoy!

Vist us at:

http://www.theeslexcellenceinstitute.com

https://eslexcellence.myicourse.com

https://j.mp/1NkXFeQ

https://www.teacherspayteachers.com/Store/Eslexcellence

WEBSITES FOR EDUCATORS

http://www.linkedin.com/in/eslexcel

http://www.teacherspayteachers.com/Signup?ref=ESLEXCEL

http://www.linkedin.com/e/vgh/1236987

ESL Student Resources
http://docs.google.com/View?id=dccvpvzb_747dwwq6qf4

TOEFL iBT Reading Test Tip

Did the legal right to ESL and Bilingual Education commence with Brown v. Board of Education?

http://www.theeslexcellenceinstitute.com

https://eslexcellence.myicourse.com

https://j.mp/1NkXFeQ

https://www.teacherspayteachers.com/Store/Eslexcellence

An Analysis

The legal right to TESOL, ELL, ESL, EFL, TOEFL, bilingual education and or LEP instructional services originated from the Constitution of the United States of America, specifically, The Fourteenth Amendment to the U.S. Constitution. This amendment established the constitutional basis for the educational rights of language minority students.

The Fourteenth Amendment states that no State can make or enforce any law abridging the privileges or immunities of citizens; nor deprive any person of life, liberty or property without due process of law; nor deny equal protection of the laws. This law was interpreted to mean that all students have a right to an education and that schools must provide a way for limited English proficient students to learn English.

How did the right to ESL and Bilingual Education instructional services manifest? It began via a law suit law suit titled: Brown v. Board of Education, 347 U.S. 483 (1954), the principle of equal educational opportunity for all students was established. This law suit impeded, stopped and revoked the "separate but equal" education doctrine that was maliciously inflicted on children based on race.

Because of the Brown v. Board of Education law suit, the Title VI Civil Rights Act of 1964 was passed. This law was supposed to prohibit discrimination in federally funded programs. This law stated that a student has a right to meaningful and effective instruction.

Based on the Brown v. Board of Education establishment of the principle of equal educational opportunity for all students, the Bilingual Education Acts of 1968 and 1974 were passed. These laws were consolidated and are known as Title VII.

Brown v. Board of Education, (1954), was intended to protect the constitutional rights of all students, regardless of race or national origin. This lawsuit established principles that have formedthe legal right to ESL and bilingual education via, Acts, regulations and guidelines that govern direct and impact all ESL and Bilingual instructional programmings in the United States up to today!

References:

The Provision of an Equal Education Opportunity to Limited-English Proficient Students
http://www2.ed.gov/about/offices/list/ocr/eeolep/index.html

Lau vs. Nichols: The Asian American "Brown v. Board"
http://www.apaforprogress.org/lau-vs-nichols-asian-american-brown-v-board

Title VI of the 1964 Civil Rights Act
http://www.justice.gov/crt/cor/coord/titlevistat.php
and
http://www.emsc.nysed.gov/biling/bilinged/NEWCRPT.154.html

Does your district integrate English language learners who are recent immigrants?

The below is a great article discussing some best practices for adolescent ELL’s. The focus is on challenges facing schools with recent immigrant student populations. The below is an EXCERPT from the article titled: Best Practices for Adolescent ELLs.
Best Practices for Adolescent ELLs
Judith Rance-Roney
http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/Best-Practices-for-Adolescent-ELLs.aspx
Recent immigrants may face even more challenges than other English language learners as they attempt to adjust to a new country and culture. One approach to easing that adjustment is the newcomer school, which may be a school within a school (Olsen, 1997) or, like New York City's award-winning International High School, a stand-alone school enrolling only recent immigrants. These schools provide immigrant students with intensive English-language instruction, content-area support in their native languages, and culturally responsive student and social services.
However, school districts may not have sufficient numbers of immigrants or enough community support to maintain this model. And some researchers express concern about extended linguistic segregation because of the lack of interaction with U.S.-born peers, potentially lower standards for academic achievement and opportunity, and lack of access to social networks that will serve these learners in the future (Gándara, Rumberger, Maxwell-Jolly, & Callahan, 2003).

A promising classroom structure sometimes called the ELL cluster model has emerged in some schools to integrate some of the benefits of newcomer programs while avoiding linguistic segregation from native-English-speaking peers (Rance-Roney, 2008). A special cohort of content-area teachers is trained in methods for teaching the English language and in theories of second-language acquisition. Within these globally focused classrooms, one-quarter to one-third of the students are English language learners and the remaining students are native English speakers.

This classroom model uses elements of the sheltered instruction approach for ELLs, a class structure wherein content mastery and academic language skill are developed concurrently. Although the class is conducted in English, classroom aides who speak the ELLs' native languages may assist. The teacher creates an environment that legitimizes the students' appropriate use of the native language to support the learning of academic content. Native English speakers in cluster classrooms benefit from the diverse perspectives their multilingual students bring to class discussion.

Read the Full Article

Read Best Practices for Adolescent ELLs on ASCD.org.

The Dynamics of an Effective Intermediate Level ESL Program

An effective intermediate level ESL program has clear cut intermediate level goals and objectives, specifically designed for ESL students living in the United States for more than one year. These students are usually somewhat English fluent and have a relatively low standardized English or reading test score. The intermediate level student is the English language learner who can communicate fluently in English but demonstrates poor grammar, reading writing skills and has a limited vocabulary and grasp of cultural concepts. This type of student lacks linguistic proficiency in English, because of an inability to speak, read, or write in English without numerous errors in grammar and English usage. In addition, the mistakes made are usually not those of native speakers of English, but of someone experiencing a great deal of interference from another language system. Specific goals and objectives should be written for the English fluent speaking student. Instructional plans should be structured in ways which best take into account the students: age, maturity, general aptitude, and proficiency in the first language, rate of progress and cultural background. Most importantly, sensitivity to the knowledge of the primary culture of students should be demonstrated by way of developing instructional plans with a multicultural focus. Student progress should be assessed on an ongoing basis. Students should be tested weekly so progress can be assessed and instruction modified as needed. Identifying and placing ESL students in appropriate courses is critical to the development of an effective ESL program. Equally important, is the development of level appropriate goals and objectives. The below link is an ESL intermediate level goals and objectives curriculum resource. Many educators have found this guide useful in developing an effective intermediate level ESL program. http://www.scribd.com/doc/17002306/ESL-Intermediate-Level-Goals-and-Objectives-43-Pages

Equity in higher education: The DREAM Act 2010

Did you know that because of the 1981 landmark Supreme Court decision in Plyer v Doe, undocumented immigrant students have had access to public, K-12 education? This is a good thing. However, the problem arises once the undocumented minors graduate from high school.

Unfortunately, no order or legislation has been passed yet that could provide postsecondary undocumented students an opportunity to regulate their legal standing and or pursue their higher education dreams. This inequality has effectuated the need for what is called, the DREAM Act, the Development, Relief and Education for Alien Minors Act.

The Dream Act would benefit young adults brought by their parents to this country as young children. Some of these children came when they were infants. These children, young adults now, had no decision in coming to this country. They came with their parents and because of the above noted equal educational opportunity law suit they were able to get an elementary and secondary education, despite their undocumented status.

The DREAM Act would alleviate the inflicted inequities bestowed on these children via their parent’s undocumented status. The DREAM Act is a needed piece of legislation consistent with other law suit decisions focusing on equal educational opportunities. An excerpt of the Dream Act is below:

http://immigration.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=immigration&cdn=newsissues&tm=13&gps=78_234_654_379&f=10&tt=12&bt=1&bts=1&zu=http%3A//dreamact.info/

The Development, Relief and Education for Alien Minors Act (The "DREAM Act") is a piece of proposed federal legislation in the United States that was introduced in the United States Senate, and the United States House of Representatives on March 26, 2009. This bill would provide certain illegal immigrant students who graduate from US high schools, who are of good moral character, arrived in the U.S. as minors, and have been in the country continuously for at least five years prior to the bill's enactment, the opportunity to earn conditional permanent residency. The alien students would obtain temporary residency for a six year period. Within the six year period, a qualified student must have "acquired a degree from an institution of higher education in the United States or [have] completed at least 2 years, in good standing, in a program for a bachelor's degree or higher degree in the United States," or have "served in the uniformed services for at least 2 years and, if discharged, [have] received an honorable discharge."[1] "

A legal Analysis of the DREAM Act:
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1554032

Undocumented Students and the DREAM Act:
http://www.youtube.com/watch?v=UqInrPRULUY

VIDEO: NYS Undocumented Students Emulate Cesar Chavez and Ghandi Hunger Strike Practices In Need of the DREAM Act.
http://www.nysylc.org/wp-content/uploads/2010/06/hunger_strikers.jpg

Living in The United States: A Guide For Immigrant Youth
http://www.ilrc.org/resources/sijs/Youth_Handbook_English.pdf

New York State Dream Act Action Group
http://www.facebook.com/group.php?gid=2336266222
DREAM Act Students
http://videos.sacbee.com/vmix_hosted_apps/p/media?id=12236214

ESL News and Curriculum Free ESL Classes Sign up

The analysis includes:

Sunday, August 29, 2010

ESL Middle School Lesson Plan and Updated ESL/TOEFL Curriculum and News

ESL Middle School Lesson Plan

Visit us at:

http://www.theeslexcellenceinstitute.com

https://www.teacherspayteachers.com/Store/Eslexcellence

Saturday, August 28, 2010

ESL Education Administration Standards

ESL Advanced Level Writing Instructional Plan

ESL Intermediate Level College Instructional Plan

Friday, August 27, 2010

Why is it important to understand the TOEFL iBT reading section's classification and organization patterns?

TOEFL iBT Reading Review

TOEFL iBT Reading Review

Tuesday, August 24, 2010

ESL Intermediate Level Goals and Objectives Preview

ESL Intermediate Level Goals and Objectives 43 Pages

Sunday, August 22, 2010

What NYS laws are supposed to govern and finance English language learner public education programs?

ESL Intermediate Level Goals and Objectives 43 Pages

The TOEFL iBT Step By Step Reading Made Easy Seminar

ESL Intermediate Level Goals and Objectives: Compliance Report Preparation

Education Administration and Curriculum Development Initiatives

Did the legal right to ESL and Bilingual Education commence with Brown v. Board of Education?

Does your district integrate English language learners who are recent immigrants?

The Dynamics of an Effective Intermediate Level ESL Program

Equity in higher education: The DREAM Act 2010