Candidates have an in-depth knowledge of language as system, including phonology, morphology, syntax and semantics, to support ELLs as they develop English in order to communicate with fluent English speakers.
They are models of language proficiency and draw on their knowledge of language and language development to understand the process by which students acquire both their home and target languages.
They develop instructional strategies that promote language and literacy development and content area achievement and modify ? not simplify – the curriculum as necessary to accommodate the needs of ELLs.
Candidates know, understand, and use in their instruction knowledge about the nature and role of culture.
They know how cultural groups and individual cultural identities affect language learning, school achievement, and ELLs’ cognitive, affective, psychological, and social development and backgrounds.
They promote acceptance and understanding of cultural and language diversity in the community and in the school.
Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based, technology-rich ESL and content instruction that support ELLs in accessing the core curriculum in developmentally appropriate ways.
They establish a caring and rich community of learning where ELLs take intellectual risks and work both independently and collaboratively with other ELLs and fluent English speakers.
They collect data on student learning, analyze them, reflect on their work, and develop strategies for improving learning.
They participate in field experiences that require them to apply course work in classroom settings, collect and analyze P?12 student data, and reflect on their practice to develop strategies for improving ELLs’ learning.
Candidates understand issues and concepts of formative and summative assessment and their effect on student learning.
They are aware of and can use a variety of standards-based language proficiency and academic assessment tools to inform instruction and demonstrate ELLs’ growth.
They assist ELLs in reflecting on their own progress based on assessment data
Candidates engage in professional activities to keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues.
They know the history of ESL teaching and can use this information to reflect on their practice, identify their strengths and areas of needed improvement, and are able to improve their instruction and assessment practices.
They work collaboratively with school staff and the community to improve the learning environment, provide support, advocate for ELLs and their families, and create meaningful learning experiences for all students.
The ELL teacher outcomes identified above describe a knowledge base expected of teacher candidates as they complete the ELL licensure program. The description after each outcome identifies the standards for the ELL licensure program and constitutes the program’s vision about what candidates should know and be able to do. The ELL teacher outcomes are aligned with the NCATE Program Standards for Teaching English as a Second Language, NCATE Unit Standards (1 and 3), NBPTS English as a New Language Standards, TESOL Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education, and the Purdue Model for Professional Preparation. The Indiana Developmental Standards for Teachers of Early Childhood (EC), Middle Childhood (MC), Early Adolescence (EA), and Adolescence/Young Adulthood (A/YA) are also aligned with each ELL teacher outcome. Each standard is addressed in each course in the licensure program.
College of Education: Purdue University
100 N. University St., West Lafayette, IN 47907
765-494-2341 | Fax: 765-494-5832
© 2017 Purdue University | An equal access/equal opportunity university | Copyright | Complaints
If you have trouble accessing this page because of a disability, please contact the College of Education at email@example.com.