TESOL Key Components

TESOL (Teaching English to Speakers of Other Languages) is a teacher preparation program that serves educators within the US as well as internationally. At its core, it is centered around a set of standards which serve to anchor the program. TESOL underwent a massive overhaul to its standards and program in response to two laws passed in 2001 and 2015; the No Child Left Behind Act and the Every Child Succeeds Act. As a result of this overhaul they have condensed their standards and increased their focus on teachers gaining a “deep understanding of their students’ background and personal characteristics, language learning processes, and academic skills and processes” (TESOL, 2019, p. 5). 

There are just five core standards to guide the TESOL framework. Standards 1 and 2 relate to understanding language and understanding one’s students. Standard 1, “Knowledge About Language,” specifies that candidates should have a deep understanding of the language structures and use of English, as well as an understanding of how individuals acquire new languages. They should be able to use this knowledge to track their students’ acquisition of English. On the other side of the coin, Standard 2, “ELLs in the Sociocultural Context,” explains that candidates should gain a deep understanding of their students, both as individuals, and within their familial cultural context. Candidates should then be able to use this information to improve their teaching methods for the individuals/groups they serve.

Standards 3 and 4 get into the meat of what we typically think of as the act of teaching. Standard 3, “Planning and Implementing Instruction,” describes the evidence-based practices candidates should use to formulate their instruction plan and make adjustments based on their students’ needs. Standard 4, “Assessment and Evaluation”, outlines the elements candidates should take into consideration when planning “formative, summative, and diagnostic assessments” (TESOL, 2019, p. 10). For example, candidates should be able to ensure their assessments are valid and reliable, and assess both language and content progress or achievement.

Standard 5, “Professionalism and Leadership,” discusses a variety of ways that candidates can demonstrate leadership within the field. This includes collaborating with other educators as well as serving as advocates for the families they serve. This standard also specifies that candidates should participate in ongoing professional development to continue to learn and grow.

How to Apply TESOL’s Framework in Lesson Planning and Instruction

In the overview of the standards, the organization describes some significant changes they have recently made to their standards, including in their method for teaching language and supporting language acquisition. The overview states that the updated standards “[reflect] the growing recognition in the field that language acquisition is not the result of adding together the structures and components of a given language, but instead a communicative and academic process arising from a multitude of interpersonal interactions.” 

This relates to what Krashen and Terrell repeatedly assert as they describe their version of the traditional method of acquiring language; “through communicative practice in real situations using the language for specific functions” (1998, p. 7). In my opinion, the most important piece of how to apply TESOL’s framework in lesson planning and instruction can be found not in Standard 3 (“Planning and Implementing Instruction”), but in Standard 5 (“Professionalism and Leadership”).

Within this standard, substandard 5.a describes that candidates will “demonstrate knowledge of effective collaboration strategies in order to plan ways to serve as a resource for ELL instruction, support educators and school staff, and advocate for ELLs” (TESOL, 2019, p. 11). This idea of language learning integrated with content development is peppered throughout the standards. In Standard 1, we can find, “Candidates apply knowledge of English academic language functions…and vocabulary to promote ELLs’ academic achievement across content areas” (TESOL, 2019, p. 6). Later, in Standard 3, we have, “Candidates…collaborate with other educators, school personnel, and families in order to support their ELLs’ learning of language and literacies across content areas” (TESOL, 2019, p. 9). Finally, in Standard 4 is the language, “Candidates demonstrate understanding of…assessments scaffolded for both English language and content assessment” (TESOL, 2019, p. 10). 

In other words, lesson planning and instruction for language acquisition, according to TESOL, must be done in an authentic way that works towards the goal of communication proficiency as well as supporting content learning across subjects. TESOL candidates must be prepared to bring language learning to life in order for it to have authentic meaning for their learners.

Where and How TESOL Addresses Socio-Cultural Competence

TESOL has clearly decided to prioritize socio-cultural competence, because they have an entire standard dedicated to it! The description for Standard 2 (“ELLs in the Sociocultural Context”) outlines a number of ways candidates should get to know their students and students’ families, cultural backgrounds, educational history, literacy practices, and so on. This piece of the standard suggests a similar position as the one Paris took when he described culturally sustaining pedagogy as “teaching and learning that seeks to perpetuate and foster linguistic, literate, and cultural pluralism” (2016, p. 6).

Of equal importance, the standard also states that candidates will “identify and describe the impact of his/her identity, role, cultural understandings, and personal biases…on his/her interpretation of the educational strengths and needs of individual ELLs and ELLs in general” (TESOL, 2019, pg. 8). Recognizing one’s own bias is an integral step to dismantling systems of privilege and oppression, and also closely links with Arias and Medina’s assertion that socio-cultural competence requires seeing similarities and differences as “opportunities to connect rather than obstacles to overcome” (2020). Socio-cultural competence comes not from developing favorable feelings towards individuals whose backgrounds and cultures happen to be different than ours, but rather, deliberately seeking points of connection and celebrating areas of difference, all while honoring each person as an individual deserving of respect and care simply because they are a person in the world. TESOL makes this priority clear throughout the standards, and nowhere more so than in its second standard.

Pedro’s Learner Profile

María’s Learner Profile (must use Moreland login to access)

Considerations

There are several considerations to keep top of mind when thinking about how educators can best serve the learners described in the sample learner profiles we reviewed and created this week. In my mind, these considerations must all achieve two goals: aid in their language acquisition, while respecting and honoring their cultural background.

One of the first priorities must be to foster a risk-taking attitude by creating a safe space for language learners. Our three learners have varying degrees of comfort trying new things and making mistakes, and without a doubt each of their profiles indicate some level of worry or frustration with making mistakes or not being able to express themselves in the way they would like. In many cases language learners will only work past this if they feel safe to make mistakes or fall short of their own high standards without judgment or criticism.

One of the best ways for an educator to create a safe environment is to cultivate culturally sustaining practices (Chajed, 2020). According to Chajed, this means that teachers need to “embrace diversity, get to know their students, and…help students feel welcomed and seen in school” (2020). One way teachers can do this is by validating many ways of speaking and communicating. A teacher could try to create activities or opportunities for students to use their full linguistic repertoire. For example, our sample learners could create a written or oral presentation to teach their classmates about a word, idiom, or other interesting bit of their native language, as a way to feel pride and accomplishment in their multilingual identity.

Concerns

The main concern that comes to mind when thinking about how to accommodate, support, and celebrate our sample learners is that a teacher could spend a great deal of time crafting activities and experiences to meet their needs. 

However, I believe I also have a solution to this concern. One thing I have learned teaching students with ADHD and executive functions disorders is how much the strategies that benefit these students can benefit a wide variety of students, not only those with a formal diagnosis. I believe the solution here is similar; rather than responding to the needs of particular language learners in the classroom, a teacher will use their time most efficiently while also supporting the greatest number of learners by integrating these strategies into their regular practice. This way the teacher has the strategies at the ready for students who truly need them, and they can also benefit students who are linguistically proficient but feel culturally excluded, or who suffer from social anxiety, etc.

Questions

There are several questions I would like to explore or learn more about in order to support our sample learners. I have outlined them below:

For Pedro and María: how can we create an environment that is low-pressure enough that they feel safe to try new things? Would it help them to be language buddies with younger students, who pose no potential/perceived threat to their social status? Will boosting their confidence in other areas carry over to their language learning?

For Sarah: what is the reason behind the plateau she mentions being so frustrated by? How could her teachers offer her the right kind or right amount of challenge to work through that stage and continue to advance?

For all three: how could their teachers make use of the principles of growth mindset to further their learning? Particularly for Pedro and María, who have some apparent sense of trepidation at getting things wrong when they speak, read, or write, it seems inevitable that a fixed mindset is at play, and holding them back from embracing the challenge of progressing with their language learning. Even for Sarah, who feels frustrated at not being able to express herself as fluently in her L2 as her L1, I wonder if she could consider that plateau a challenge to be tackled rather than a shortcoming to hold her back.

Finally, are their community organizations that could help. Both Pedro and María experience a lack of the type of support at home that we would hope to see in our ideal world due to their parents being busy out of the home. As Breiseth lays out in her piece, “Working with Community Organizations to Support ELL Students,” organizations can “play an important part in helping schools bridge language and cultural gaps” (n.d.).

How understanding learner identities promotes multiculturalism and enhanced learning outcomes for students, and why understanding learner identities is important

In order to respond, I must break this idea into its component parts. How can understanding language learner identities promote multiculturalism? The most important way is by illustrating to educators the multicultural diversity and strength in their classroom community, school, and beyond. As Chajed puts it, “students who are excluded from [the norms of monolingual, white, middle class students] are often viewed through a deficit lens” (2020). By deeply understanding the identities of the language learners in their classroom, a teacher must acknowledge the many strengths they bring, even if English reading, writing, speaking, and/or listening is not yet on their list of strengths.

How can understanding language learner identities promote enhanced learning outcomes for the student? This answer leads directly from my answer to the first part. By deeply understanding the learners in their classroom a teacher can best serve and support those same learners. As NPR reported several years ago, teacher expectations can influence how their students perform academically (Spiegel, 2012). This influence can extend beyond a child’s time in a particular classroom, and indeed, for several years. Therefore, if a teacher views their language learner students through a deficit lens, it is more likely that a student will live up to the expectation of possessing deficits as a learner and possibly as an individual. Conversely, if a teacher can appreciate the full range of gifts a student brings, and cultivate a multicultural environment that respects many learners’ identities, it might just set them up for success for years to come.

Carlos Rosario International Public Charter School

Carlos Rosario has two locations in DC, and since the pandemic, also offers courses online. They offer classes in the areas of ESL, GED, career training, and citizenship preparation. They also partner with the DC Public School system (DCPS) to offer ESL for families; classes take place in public schools and family members learn English as well as gaining tools to support their children academically.  Carlos Rosario also offers holistic student services, including case management, counseling, job seeking, college/vocational prep and support.

CentroNía

CentroNía was founded as a multicultural, affordable early childhood education center serving children from birth to age five. They have historically served predominantly immigrant and low-income families, and in addition to early childhood education they offer services such as family support, parenting workshops, counseling, skill-building classes, before and after care, school break programming, and food and wellness programs. 

Community of Hope

Community of Hope is a community health organization with locations throughout the District. In addition to wraparound health services, they also provide refugee health services, including care coordinators and a variety of workshops.

DC Black Deaf Advocates

This advocacy organization seeks to support DC area deaf and hard of hearing people by promoting leadership opportunities, working for equality, and taking care of the welfare and education of Black deaf and hard of hearing people.

DC Public Libraries

The DC Public Libraries offer several resources to users, such as access to online programs and in person/virtual programming. The majority of these programs are available to anyone with a library card, which includes reciprocity with neighboring Maryland counties.

• Mango Languages is a mobile app which provides lessons in language and cultural skills.
• BookFlix is a web-based service with children’s video storybooks and factual e-books, plus games to build early reading skills. They offer some Spanish language titles, but most titles are in English.
• Tumblebooks is another web-based service with animated picture books in English, Spanish, French.
• Books From Birth is a program through a partnership DCPL has with Dolly Parton’s Imagination Library to provide one free book per month from birth to age five (titles in English). This program is available to DC residents only. 
• American Sign Language classes are offered for free at several DCPL locations. 
• Adult Learning program offers a variety of supports, including GED classes, reading classes, English tutors, career coaching, and ESL Conversation Circles.

DC Public Schools 

DCPS has several varieties of programs to support multilingual learners within the school district. These include content-based ESP programs, over 10 public schools with dual language programs, a literacy program to prepare immigrant students with little prior formal education, and sheltered instruction programs. 

Georgetown University

Georgetown offers English classes on evenings and weekends to support working adults seeking to improve their language skills. These courses cost approximately $500-600 for a three-month course.

The Next Step/El Próximo Paso Public Charter School

Next Step, like Carlos Rosario, is also a public charter school with free course offerings. They provide courses in GED, ESL, and life skills. They also provide student support services, including case management, bullying prevention, dialogue circles, college & career readiness, and tutoring.

Washington DC Area Teachers of English to Speakers of Other Languages (WATESOL)

This organization serves the local TESOL community by providing professional development for member educators, engaging in local advocacy, and offering a community of support for educators.