ESOL Curriculum GUide - Lone Star College System
ESOL CURRICULUMGUIDE2013-2014
ContentsPREFACE . 3CURRICULUM HISTORY. 3CURRICULUM AND MISSION . 8CURRICULUM PHILOSOPHY . 10METHODOLOGY . 11ESOL STRANDS . 13INTEGRATED MULTI-SKILLS CURRICULUM . 14LEARNING STYLES . 17THE CYCLE OF LEARNING . 22PROGRESSION THROUGH THE CYCLE . 23LEVELS OF STUDY . 24SCOPE AND SEQUENCE OF COURSES . 26ESOL Oral Communication Level 1. 26ESOL Reading Level 1 . 27ESOL Writing Level 1 . 28ESOL Grammar Level 1 . 29ESOL Oral Communication Level 2. 30ESOL Reading Level 2 . 31ESOL Writing Level 2 . 32ESOL Grammar Level 2 . 33ESOL Oral Communication Level 3. 34ESOL Reading Level 3 . 36ESOL Writing Level 3 . 37ESOL Grammar Level 3 . 38ESOL Oral Communication Level 4. 39ESOL Reading Level 4 . 40ESOL Writing Level 4 . 41ESOL Grammar Level 4 . 43ESOL Language Skills Workshop Integrated Skills Level 5. 44ESOL Reading Level 5 . 45ESOL Reading Level 5 . 46ESOL Writing Level 5 . 47ESOL Grammar Level 5 . 491
LINKED ESOL COURSE DESCRIPTIONS AND OUTCOMES . 50Reading . 50Writing . 52Oral Communication. 53ESOL Grammar . 55Language Skills Workshop (Special Topics). 57TEACHING AIDS . 57ACHIEVEMENT OF PROGRAM GOALS . 61REAL-LIFE ACTIVITIES . 63INSTRUCTIONAL TECHNOLOGIES AND LANGUAGE LABS . 63LANGUAGE LABS INSTRUCTOR RESPONSIBILITIES . 65ESOL PLACEMENT MEASURES . 67ESOL PROFICIENCY DESCRIPTORS. 68STUDENT PROGRESS . 71FINAL ASSESSMENT . 72PROFESSIONAL DEVELOPMENT. 72ESOL WEB RESOURCES. 80ESOL CURRICULUM REVIEW PROCESS .842
PREFACEThe Lone Star College-CyFair English for Speakers of Other Languages (ESOL) program is pleased topresent this ESOL Curriculum Guide. The purpose of this Guide is to provide resources that can enhancethe learning experience of participants in the ESOL program. The content is compatible with generallyaccepted principles of language acquisition for adult learners of English. It includes a history ofcurriculum development at Lone Star College, discusses our curriculum philosophy and methodology, andidentifies a variety of instructional resources available to you.Other contents of the guide includesections on learning styles, descriptions and outcomes for our credit and continuing education courses,student progress, and student assessment measures. The section on professional development providesthe various activities and opportunities available at the college to enhance the performance anddevelopment of our ESOL faculty and instructors. Finally, you will find an annotated list of ESOL Webresources.As you use the Guide, please make a conscious attempt to critique it and make suggestions for itsimprovement. Please send all suggestions to the Transitional Studies and Student Success Division.Our challenge to each of you involved in the ESOL program is to do our best in making this a successfuland rewarding year.CURRICULUM HISTORYThe present ESOL program has grown out of the varying efforts of the Lone Star College System (LSCS)to provide English instruction to the increasing number of non-native English speakers in its service area.Since the late 1970s, LSC-North Harris has provided ESOL instruction through Continuing Educationfocusingongrant- supported adult education literacy programs. The curriculum was designed toaddress basic English and literacy needs through instructor-directed lessons of conversation and writtenwork, with the primary focus on conversation.Students were encouraged to practice aural/orallessons with the class as a whole and in small groups. Class work built language skills and personalconfidence levels.The Adult Education Program based its curriculum on the Competency-Based Mainstream EnglishLanguage Training (MELT) Program, which was aligned with the Office of Refugee Resettlement (ORR)goals. The MELT materials, including the Student Performance Levels, the MELT Core Curriculum, andthe Basic English Skills Test (BEST), reflect the competency- based ESOL approach to language trainingand the specific social and economic needs of refugees to learn the English necessary to obtain and3
maintain a job in the U.S. It is a performance-based process leading to the demonstrated mastery ofbasic and life skills necessary for an individual to function proficiently in society. In adapting thisprocesstoadultESOL instruction, language concepts and skills are not considered to be ends inthemselves but become integrated steps leading to the effective use of language in the performance of aspecific life skill competency.ESOL classes, therefore, were conversation based, and focused on life skills. Grammar was taught incombination with job, community and environment, and home units of study. Interaction with dailyliving was a primary goal. Level appropriate language skills were presented for practice. Writtencommunication focused on applications and forms.In 1996, the Adult Education program developed and piloted an English as a Second Language programthrough Continuing Education. The focus was on professionals, participants preparing to enter careersrequiring English proficiency, and those seeking general broad-based English skill development withoutcollege entrance as a focus. The program was designed to teach participants how to communicate andfunction effectively in the world of work. It taught learners the language skills needed to get and keep a job,while also exploring safety issues relevant to the workplace.The credit ESOL program developed along a similar chronological line emphasizing academic English for thecollege’s non-native English speakers whose goal was to enroll in one of the college’s associate degree,technical or certificate programs. In the late 1970s, one level of writing was being offered by adjunctfaculty. In the mid-1980s, three reading courses and two additional levels of writing were added.Two listening and speaking courses were developed in the early 1990s. The first full-time ESOL facultywas hired in 1985.In the fall of 1997, the LSC-North Harris Continuing Education Language Center and the academic creditESOL department designed and implemented a concurrent credit/CE English as a Second Languageprogram. The CE courses consisted of six listening/speaking courses and six grammar/writing ones. Thecredit courses consisted of two listening/speaking, four grammar/writing, and three reading/vocabularycourses. CE developed three reading/vocabulary courses to parallel the credit ones. However, if creditstudents scored at a Level 1 on the CELT test, they were placed in the first credit level, which was level 3of the CE track. Nevertheless, in order to be eligible for financial aid, the students had to register in thecredit course although they more than likely would not be successful at this level, and would need toretake the course one or more times. This was one of the main issues influencing the need for changes inthe credit curriculum.Another reason was evidenced by the fact that the CE and credit learningoutcomes for all of the courses were different.During FY 97-98, the director of the Language Center participated on a system-wide DevelopmentalStudies Task Force. One of the charges of this task force was to define the relationship of ESOL4
course outcomes to developmental and/or college-level work. As a result of this task force, in the fallof 1998 the Language Center director was asked to chair a committee composed of ESOL facultyfrom North Harris, Kingwood, Tomball and MontgomeryColleges. This was seen as an excellent opportunity to revisit the existing learning outcomes, coursedescriptions, and the addition of new courses to the credit ESOL inventory in light of the concurrentofferings between credit and CE.Between September 1998 and January 1999, the ESOL Curriculum Team met eight times over fourmonths to develop the course descriptions and outcomes reflected in the proposal: "Alignment ofESOL Curriculum." The committee’s work was based on TESOL’s ESOL Standards, which highlight theimportance ESOL has acquired in the nation, examine the broader context of education for ESOLstudents, describe the general principles of second language acquisition, and establish the goals andstandards for ESOL learners. It was deemed that an understanding of these national standards would helpthe System design, develop, and implement optimal programs for its ever-increasing ESOL population.In addition, the committee examined the ESOL Proficiency Levels for the State of California. Thisdocument provides a description of ESOL student performance for six levels including the language skillobjectives for listening, speaking, reading, and writing; the language forms targeted; and thelanguage functions and competencies. The Committee adopted this document as a basis for a sequentialdesign of the System’s ESOL levels.The proposed revisions specified the English language competencies students needed to acquire to haveunrestricted access to appropriate instruction in challenging academic subjects, and ultimately to lead richand productive lives. They articulated the developmental English language needs of ESOL learners andhighlighted special instructional and assessment considerations that must be given them if they areto benefit from and achieve the high standards proposed for other subjects.As a result of the curriculum revisions, two lower-level Listening/Speaking and two lower levelGrammar/Writing courses were added to the offering as well as an advanced ESOL Language SkillsWorkshop to refine the use of listening, speaking and reading skills. The recommended curriculumrevisions were sent to each college’s Educational Program Council (EPC) for approval, and ultimatelyto the System’s Council for Education and Student Development (CESD), where they wereapproved in February 1999.Since 1997, all credit and CE ESOL courses have been linked. Credit courses were incompliance with the Academic Course Guide Manual (ACGM) and CE with the Workforce EducationCourse Manual (WECM). Most of the classes offered were collecting state funding as though they wereworkforce courses. However, in 2005 the Higher Educating Coordinating Board ruled that the linkedCE ESOL classes no longer qualified as workforce classes. In addition, the number of courses in the5
ACGM was determined to be three for each of the three strands, plus three for ESOL Composition.During 2006-2007, the ESOL curriculum team developed a new curriculum to maximize state funding andmeet all THECB compliance issues. The proposal changed the six-level, 18-course program to a fourlevel, 12-course one. The curriculum revision included three strands: ESOL Reading, ESOL Writing, andESOL Oral Communication. Contact hours for the Oral Communication and Writing courses werechanged from 80 to 96 and the Reading courses went from 48 to 80, with the exception of the fourthlevel of Reading. ESOL Reading II (Advanced) students registered in special ESOL sections of ENGL0305, which was a 64-hour developmental reading course. In addition, the acronym ESL (English as aSecond Language) was replaced by ESOL (English for Speakers of Other Languages) to reflect thepreferred term in the field today. The recommended curriculum revisions were sent to eachcollege’s Educational Program Council (EPC) for approval, and ultimately to the System’s Council forEducation and Student Development (CESD), where they were approved in September 2007 with animplementation date of spring 2008.However, after two years of implementation, several issues arose that necessitated a restructuring of theprogram. First of all, beginning ESOL students could not succeed in the High Beginning level, but wererequired to take it if they were F-1 students.Although there were lower ESOL levels on theContinuing Education side, F-1 international students were not allowed to take CE courses. Thisconcern was also expressed by the recent accreditation site visit made to one of the ESOL programs bythe Commission on English Language Program Accreditation (CEA) and could jeopardize theaccreditation status of two of the programs. Second, it was difficult for evening students to take all threestrands because the courses were too long, and it was unlikely to have students in classes that startedbefore 6 p.m. since most evening ESOL students work till at least 5 p.m. Finally, embedded grammarinstruction in Writing and Oral Communication, though well intended, presented challenges in terms oftextbookselectionandassessment.The new curriculum has separate Grammar courses offeredthrough the Language Skills Workshop course, ENGL 0308, which was preserved and can be repeatedas a separate strand for the Grammar components.The new curriculum allows for a five-level 20-course restructuring that maximizes state funding and meets THECB compliance. The allowable ESOLcourses include four levels of ESOL Oral Communication, five levels of ESOL Writing, five levels of ESOLReading, and a Language Skills Workshop. There were ESOL sections of ENGL 0304 Reading I andENGL 0305 Reading II, to round out Reading levels four and five. In addition, there were ESOL sectionsof ENGL 0307 Writing II as the fifth writing level. All courses are 64 contact hours. The recommendedcurriculum revisions were sent to each college’s Educational Program Council (EPC) for approval, andultimately to the System’s Council for Education and Student Development (CESD), where they wereapproved in January 2010 with an implementation date of fall 2010.In December 2010, the LSCS Curriculum and Instruction Office requested that the ESOL CurriculumTeam add two ESOL levels for Reading and one for Writing due to the fact that it was confusing for6
developmental and ESOL students to share the same course numbers. Since there were not any ESOLcourses available in the ACGM, System advised us to use the same approval numbers as those forENGL 0304, ENGL 0305, and ENGL 0307 to be in compliance with the Coordinating Board. However,the System was able to number these courses so that they would follow the ESOL course numberingsystem. Therefore, ENGL 0304 became ENGL 0364, ENGL 0305 became ENGL 0365, and ENGL 0307became ENGL 0375.CURRICULUM AND MISSIONThe mission of the LSC-CyFair English for Speakers of Other Languages Program is to provide adynamic learning community, wherein excellence is distinguished by responsiveness and innovation,allowing non-native English speakers to acquire language and cultural adaptation skills necessary tofunction and succeed in a global society.Goals of the ESOL program: Prepare learners for academic success in American college settings Develop communication skills in global workplace environments Enhance intercultural understandingThe curriculum meets the varying needs of non-native English speakers as it addresses the needs of bothworking professionals and students preparing for college study or vocational programs.The curriculum emphasizes preparation for college study while at the same time teaching students aboutAmerican culture and English for everyday living and communication wi
Two listening and speaking courses were developed in the early 1990s. The first full-time ESOL faculty was hired in 1985. In the fall of 1997, the LSC-North Harris Continuing Education Language Center and the academic credit ESOL department designed and implemented a c
Star 1 Star 2 Star 3 Star 4 Star 5 2012-2013 Star 1 Star 2 Star 3 Star 4 Star 5 2014-2015 Star 1 Star 2 Star 3 Star 4 Star 5 2016-2017 Star 1 Star 2 Star 3 Star 4 Star 5 Star Label Up-gradation for Split AC 2018-2019 Star 1 Star 2 Star 3 Star 4 Star 5 Star Level Min EER Max EER Star 1 2.70 2.89 Star 2 2.90 2.99 Star 3 3.10 3.29 Star 4 3.30 3.49 .
BEC Higher is set at Level C1 of the Common European Framework of Reference for Languages (CEFR). Why take a Cambridge ESOL exam? University of Cambridge ESOL Examinations (Cambridge ESOL) offers the world’s leading range of qualifications for learners and teachers of English.Around 1.75 million people in over 135 countries take Cambridge ESOL exams every year. Develop effective .
Downtown East Village Calgary Number Per cent Number Per cent Lone-parent families 30 100% Lone-parent families 47,330 100% Female lone -parent 20 67% Female lone -parent 36,955 78% Male lone -parent 10 33% Male lone -parent 10,380 22% Marital status Downtown East Village Calgary
Resource Guide 2014-2015 . 2 TABLE OF CONTENTS Welcome 3 ESOL Mission Statement ESOL Faculty 4 4 Who Should I Talk to IF ESOL Programs 6 10 Grading 11 Academic Calendar 11 Cross-Cultural Training 11 American Culture Learning Resources 12 13 Testing Centers 13 Lib
oral/aural skills while others may excel in reading/writing. This section, ESL/ESOL Standards by Skills, has a sequenced list of skills from Beginning ESL/ESOL Literacy to Advanced ESL/ESOL in each of the skill areas. If learners in a Beginning level class have stronger literacy skills, the instructor can consult the Reading and Writing skills
Spoken ESOL for Young Learners (8969) qualification handbook 3 Contents 1 International English Qualifications (IEQs) 5 1.1 The Spoken ESOL for Young Learners qualification handbook and other publications5 1.2 Learning English 6 1.3 Teaching English 7 2 Spoken ESOL for Young Learners 8 2.1 Introduction 8 2.2 Examination format 9
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Alex’s parents had been killed shortly after he was born and he had been brought up by his father’s brother, Ian Rider. Earlier this year, Ian Rider had died too, supposedly in a car accident. It had been the shock of Alex’s life to discover that his uncle was actually a spy and had been killed on a mission in Cornwall. That was when MI6 had
