Consent Decree Activity-Module Two - ESOL in Higher Ed
Legal Foundations
Introduction: Educational Policies and Practices
Consent Decree Activity
|OBJECTIVE: To become more aware of ways to inform/improve teaching and learning for ELs in the PreK-12 classroom. |
|This activity is aligned to the following ESOL Standards: |
|TESOL P-12 Teacher Education Program Standards |
|Standard 5.a. ESL Research and History |
|Demonstrate knowledge of history, research, educational public policy, and current practices in the field of ESL teaching and apply this knowledge to inform teaching and|
|learning. |
| |
|Florida Teacher Standards for ESOL Endorsement |
|Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL) |
|Standard 1: ESL/ESOL Research and History |
|Demonstrate knowledge of history, public policy, research, and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and |
|learning for ELs. |
INSTRUCTIONS: Divide into groups of five (5). Each group will be assigned a website(s) to review and share with the class, i.e., based on the URL(s) you reviewed, what polices, research, and/or practices would you present to other educators in fostering and promoting teaching and learning for ELs?
Group 1: National Clearinghouse for English Language Acquisition:
Go to: Data and Demographics.
Group 2: Florida Department of Education:
Bureau of Student Achievement through Language Acquisition
(SALA) at
Go to: Laws/Rules and Legislation (left sidebar), scroll down to Consent Decree and review the six sections.
Group 3: Lau vs. Nichols (1974):
or
Group 4: Casteñeda vs. Pickard (1981):
Group 5: Plyer vs. Doe (1982):
WRAP-UP: After class presentations, review other state and federal laws that
support the framework of the Florida Consent Decree (1990). Describe how these laws and policies inform and improve instruction for ELs.
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