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Chapter 1 Curricular Integration in Higher Education; Florida Leads the Way

Chapter 1 Curricular Integration in Higher Education; Florida Leads the Way Gloria M. Pelaez , University of Miami Chapter Overview and Discussion. TESOL II Fall Semester, 2008 University of Tampa Professor Rebecca J. Blankenship, Doctoral Candidate, USF SLA/IT.

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Chapter 1 Curricular Integration in Higher Education; Florida Leads the Way

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  1. Chapter 1 Curricular Integration in Higher Education; Florida Leads the Way Gloria M. Pelaez, University of Miami Chapter Overview and Discussion TESOL II Fall Semester, 2008 University of Tampa Professor Rebecca J. Blankenship, Doctoral Candidate, USF SLA/IT

  2. TESOLII_FALL08_BLANKENSHIP ELL STATISTICS Understanding why Florida leads the way in ESOL endorsement for pre-service teachers In 2000, the United States Census Bureau predicted that by 2010, 51% of the population born in the country would be non-English speaking (particularly Spanish speaking). In schools nationwide, approximately 500 languages are being spoken by students. In Hillsborough County alone, nearly 12% of the student population is an ELL. The National Center for Educational Statistics notes that between the years of 1979 to 2004, students in K-12 who spoke a language other than English jumped 3x (from 3 million to 9 million). SOURCES http://www.census.gov/ http://www.nea.org http://apps1.sdhc.k12.fl.us http://nces.ed.gov/

  3. TESOLII_FALL08_BLANKENSHIP ELL STATISTICS…cont. Understanding why Florida leads the way in ESOL endorsement for pre-service teachers

  4. TESOLII_FALL08_BLANKENSHIP ELL STATISTICS…cont. Understanding why Florida leads the way in ESOL endorsement for pre-service teachers

  5. TESOLII_FALL08_BLANKENSHIP ELL STATISTICS…cont. Understanding why Florida leads the way in ESOL endorsement for pre-service teachers

  6. TESOLII_FALL08_BLANKENSHIP PAUSE AND REFLECTDiscussion questions. Given the statistical trends, why do you think Florida has taken the lead in this area? What about the statistics surprises you? What is the current ELL population at your school? How is your school currently addressing the needs of ELLs?

  7. TESOLII_FALL08_BLANKENSHIP FLORIDA CONSENT DECREE Sections and timeline. SECTION I - IDENTIFICATION AND ASSESSMENT SECTION II - EQUAL ACCESS TO APPROPRIATE PROGRAMING SECTION III - EQUAL ACCESS TO APPROPRIATE CATEGORICAL AND OTHER PROGRAMS FOR LEP STUDENTS SECTION IV - PERSONELL SECTION V - MONITORING ISSUE SECTION VI - OUTCOME MEASURES

  8. TESOLII_FALL08_BLANKENSHIP FLORIDA CONSENT DECREE…cont. Sections and timeline. The Florida Consent Decree is based on the following Federal Legislation, Court Decisions, and Existing Florida Statutes: Title VI and Title VII of the Civil Rights Act of 1964 Office of Civil Rights Memorandum, May 25, 1970 Lau v. Nichols, 1974 Equal Education Opportunities Act, 1974 Vocational Education Guidelines, 1979 Castaneda v. Pickard, 1981 Plyer v. Doe, 1982 Americans with Disabilities Act Florida Education Equity Act, 1984 Section 504 of the Rehabilitation Act, 1973 Fourteenth Amendment, United States Constitution

  9. TESOLII_FALL08_BLANKENSHIP LEAGUE OF UNITED LATIN AMERICAN CITIZENS LULAC’S impact on the Consent Decree The League of United Latin American Citizens impacted the Florida Consent Decree in the following ways: Established specific requirements for services provided to ELLs. Provided training requirements for instructional and administrative personnel. Established rigorous training requirements for elementary, special education, and secondary English teachers. Required ESOL endorsement for teachers identified above. No direct requirements were provided to teacher education programs. As a consequence, students graduating from teacher ed. programs in Florida were left to fend for themselves.

  10. TESOLII_FALL08_BLANKENSHIP TIMELINE OF EVENTS Florida Consent Decree Established specific requirements for services provided to ELLs. In 1992, FLDOE challenges Florida universities to come up with a plan In 1993, Florida A & M begins pilot program – students are not guaranteed that coursework will be validated. Florida A & M program is known as ESOL Integration Curricular Model (EICM). In 1995, Florida State Board of Education begins mapping out requirements for Florida universities to take effect in 1997-1998 academic year. In 1997, TESOL releases a list of accomplished practices for ELL teacher prep programs. In 1999, Office of Achievement through Language Acquisition (AALA), releases Language Arts through ESOL Guide as a resource that eventually turns into a university curriculum in 2001. In 2004, all students graduating from a Florida university in elementary ed., special ed., or English would be required to take coursework to fulfill ESOL endorsement requirement. In 2006, State Board of Education Rule was amended to include competencies and skills for ESOL endorsement.

  11. TESOLII_FALL08_BLANKENSHIP PAUSE AND REFLECTDiscussion activity. The Consent Decree is based on numerous events, legislation, and court cases. Working with a partner, choose one of events, cases, or legislation and provide a summary to the class of your impressions/interpretations. On the large post-it notes on the wall, find your particular event/case/legislation and write a brief summary under the heading. Also include any questions/comments/observations that you may have.

  12. TESOLII_FALL08_BLANKENSHIP EICM THEORETICAL FOUNDATION The theories behind the ESOL specific curriculum Historic changes in the fields of Second Language Acquisition (SLA), Cognitive Psychology, and Applied Linguistics. Vygotskian Sociocultural Theory (SCT) Constructivism. Anchored instruction. Situated cognition. Cognitive flexibility.

  13. TESOLII_FALL08_BLANKENSHIP CONCLUSIONS EICM program development and its implications for students, teachers, and school districts Data collection is an ongoing process under the Consent Decree. From 1990 to the present, school districts and university programs have been playing catch-up. Florida is the only state that currently has an integrated ESOL program as part of all Teacher Preparation curricula.

  14. TESOLII_FALL08_BLANKENSHIP ACTIVITIES AND CLASS END Discussion questions and case study. Working with a partner, answer the questions on pp. 13-14. With that same partner, review the case study and brainstorm strategies that could help provide solutions to Flores’s behavior issues.

  15. Chapter 1 Curricular Integration in Higher Education; Florida Leads the Way Gloria M. Pelaez, University of Miami Chapter Overview and Discussion TESOL II Fall Semester, 2008 University of Tampa Professor Rebecca J. Blankenship, Doctoral Candidate, USF SLA/IT

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