TRAINING ALL TEACHERS (TAT)

What All Educators Need to Know About ESL Students

INSTRUCTIONAL MODULES DESIGNED TO ELICIT BRIEF DISCUSSIONS ABOUT CRUCIAL ISSUES IN THE EDUCATION OF ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS

 Funded by the ESEA Title VII Training All Teachers (TAT) and Technology Assisted Language Learning (TALL) grants to the University at Albany Department of Educational Theory and Practice

 

Carla Meskill, Ed.D., TAT and TALL Project Director and Associate Professor, University at Albany, Albany, NY

 Nancy Fisher, TAT and TALL Project Executive Director, University at Albany, Albany, NY

 

 Introduction and Overview 

            According to the 2000 census, 13 million people immigrated to the United States in the 1990’s, with nearly 15,000 new immigrants in the Capital Region.  It is highly likely that the teachers you are preparing will have Limited English Proficient (LEP) students who speak languages other than English in their classrooms, in all regions of the State, and it is important that we help them to prepare for this unique challenge.

           The ESEA Title VII federally-funded “Training All Teachers” (TAT) project at the University at Albany has as a major goal the infusion of discussions about education of English as a Second Language (ESL) students into all curricula in the School of Education.  To that end, we have developed a series of instructional modules designed to help you elicit brief (45-60 minute) discussions about crucial issues in the education of these learners.  Longer modules may best be used in two separate sessions.  Each module includes succinct background notes and ready-to-use overhead transparency sheets.  The modules are numbered for easy reference, but may be used in any order.  Additional resources are also provided in the Appendices.  The modules will be especially useful for faculty with little or no background in the teaching of English as a Second Language (ESL).

         These materials, which have been developed specifically for UAlbany School of Education (SOE) faculty, consist of “generic” modules with discussions of selected linguistic, cultural and administrative issues appropriate to all areas of education as they pertain to ESL students.  In addition, we have included one or more content-specific modules tailored to your individual program.  Please be reminded that these modules are an internal document, are intended to serve only as a brief (and informal) introduction to the topics, and are by no means exhaustive in their treatment of the information included.  Modules are available to all UAlbany SOE faculty, on loan from your Department Chair.

         Four writers worked together to develop these modules.  Major work on each module was done as follows:  Richard Light produced Modules 1,2,3,5,6 and 9.  Laurie Wellman produced Modules 4,7,8,10 and 11.  Shannon Hilliker produced Module 12.  Nancy Fisher provided editorial assistance for the entire project.

          Instructor’s notes and the format are based on training that we provide at the University at Albany , in school districts and BOCES.  Many of the overhead transparencies in the materials are from the Center for Applied Linguistics Enriching Content Classes for Secondary Students, Delta Systems Co., Inc., National Edition 1998; and Enhancing English Learning in Elementary Classrooms, Delta Systems Co., Inc., National Edition, 2000.  (The publisher permits reproduction of the transparencies.)  

          Thank you for your interest in the education of ESL students.

 Richard L. Light, Ph.D., Associate Professor Emeritus, University at Albany

Laurie Wellman, Ph.D., Visiting Assistant Professor, University at Albany

Shannon Hilliker, Ph.D Student, University at Albany

 

Table of Contents

 

Transparency 3     Transparency 4    Transparency 5

 

Transparency 1     Transparency 2    Transparency 3

 

Transparency 1     Transparency 2    Transparency 3

 

 Transparency 2

 

Transparency 1     Transparency 2    Transparency 3     Transparency 3 con't

 

Transparency 1     Transparency 2

 

Transparency 1     Transparency 2    Transparency 3     Transparency 4     Transparency 5   

Transparency 6    Transparency 7    Transparency 8     Transparency 9

 

Transparency 3     Transparency 4    Transparency 5     Transparency 6     Transparency 7   

Transparency 8    Transparency 9     Transparency 10

 

Transparency 1     Transparency 2    Transparency 3     Transparency 4

 
 
 
 
 
 
 
  • Appendix C

Page 1     Page 2     Page 3     Page 4     Page 5     Page 6

Page 7     Page 8     Page 9     Page 10     Page 11     Page 12