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- DoDEA will establish instructional
programs that are based on sound research and have the characteristics
of successful programs. The goal of the ESL program is to develop
students' listening, speaking, reading, and writing proficiency
so that ESL student performance is equivalent to that of their
comparable native English-speaking peers. Test score distributions
of ESL students and native English speakers, initially quite different
at the beginning of their school years, should be equivalent by
the end of their school years as measured by on-grade-level tests
of all school subjects administered in English (Thomas, 1997).
DoDEA ESL standards describe what ESL students should know and
be able to do as the result of the DoDEA ESL program. The Education
Division convened teams of ESL teachers during school year 1996-97
and 1997-98 who used the Prism Model (Collier and Thomas, 1997)
as the basis for modifying the ESL Standards for Pre-K-12 Students
published by the International Association for Teachers of English
to Speakers of Other Languages Association to reflect DoDEA program
needs.
- The Prism Model (Collier and Thomas,
1997) contains four major components that drive language acquisition
in a school setting: sociocultural, linguistic, academic, and
cognitive processes. Three sides of the prism represent the interdependent
nature of the three processes: linguistic, academic, and cognitive.
These three processes surround the sociocultural processes, which
is placed at the center. The Prism Model requires that ESL programs
develop students? English language skills, academic content knowledge,
and cognitive ability simultaneously in a supportive school environment.
The ESL content standards that follow reflect the conceptual framework
of the Prism Model. They are framed around three goals and nine
standards. The three goals are basic interpersonal communication,
cognitive academic language development, and sociocultural development.
- Goal 1: Basic Interpersonal
Communication
Students will demonstrate English proficiency through basic interpersonal
communication.
- Standards
1.1 Use English to communicate in social interactions.
1.2 Interact in English by speaking, listening, reading, and writing
for personal expression and enjoyment
1.3 Use learning strategies to extend their communicative competence
Goal 2: Cognitive Academic Language Development
Students will demonstrate English proficiency through cognitive
academic language development in all school subjects to include
language arts, mathematics, the sciences, and social studies.
Standards
2.1 Use English to interact in the classroom
- 2.2 Use English to obtain, process,
construct, and provide subject matter information in spoken and
written form
- 2.3 Use appropriate learning strategies
to construct and apply academic knowledge
- Goal 3: Sociocultural Knowledge
Students will demonstrate English proficiency in socially and
culturally appropriate ways.
Standards
3.1 Use appropriate verbal and nonverbal communication according
to audience, purpose, and setting.
- 3.2 Participate in a variety of
activities to develop an awareness of United States culture.
- 3.3 Use appropriate learning strategies
to extend sociolinguistic and sociocultural competence.
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