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This paper reviews current research on the use of standard-based instruction (SBI) to assess English to Speakers of Other Languages (ESOL) students, focusing specifically on how technology is being used to integrate ESOL standards into classroom practice. The paper explains that since the introduction of the No Child Left Behind Act, TESOL (Teachers of English to Speakers of Other Languages), which is a global association for English language teachers with headquarters in Alexandria, Virginia, has outlined specific instructional and assessment requirements for ESOL students. The paper explores the requirements and examines the factors that are most predictive of success in implementing them. The paper concludes that SBI is a new concept and its application might prove to be difficult; however,with time, both the teachers and the students will be able to develop the skills needed to excel within the SBI setting and learn more efficiently.
Review of Research
Review of Research
From the Paper:"To explain these further; interpersonal and small-group proficiencies mainly encompass individual characteristics like listening to all members, mutual decision-making, allocating and taking liability, a two-way response structure, and shared support. These can be instigated in the students by developing methods where the children can work cooperatively and in a united manner. The supportive face-to-face communication, as the name suggests, is a very personal nose-to-nose discussion that takes place within every classroom amongst all students. Usually this discussion is done on topics that are relevant and related to the main task of the group. Constructive inter-reliance basically means allowing students to trust their classmates in the sense that they are all working equally for the attainment of a singular and specified goal. In this particular component all hard work or success is dependent upon primarily the reliability and confidence that the teammates share. Individual responsibility as the name suggests is taking responsibility for one's own contribution in the attainment of a task. Group management in its fundamental form is mainly a monitoring and evaluation process of the level and degree of success that the group is achieving in the attainment of its goal. This process is mainly conducted by the teacher so that the efforts and the decisions made by the students can be thoroughly analyzed in all aspects concerned with creativity, input, productivity or result (Christensen, 2000; Freire, 2000; Morrison, 2000; Amsel and Byrnes, 2002; Ferris and Hedgcock, 2004; Deluca, Fox, Johnson, Kogen, 2002; Hinkel, 2004; Hafemik, Messerschmitt, Vandrick, 2002)."
Sample of Sources Used:
- Amsel, E., & Byrnes, J. P. (Eds.). (2002). Language, literacy, and cognitive development. Mahwah, NJ: Lawrence Erlbaum Associates.
- Christensen, L. (2000). Reading, writing, and rising up. Milwaukee, WI: Rethinking Schools.
- Deluca, G. Fox, L. Johnson, M.A. Kogen, M. (2002). Dialogue on Writing: Rethinking ESL, Basic Writing, and First-Year Composition. Lawrence Erlbaum Associates.
- Ferris, D.R. and Hedgcock, J.S. (2004) Teaching ESL Composition: Purpose, Process, and Practice. Lawrence Erlbaum Associates. Mahwah, NJ.
- Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Cite this Analytical Essay:
Integrating ESOL Standards Through Technology (2010, October 28) Retrieved April 19, 2021, from https://www.academon.com/analytical-essay/integrating-esol-standards-through-technology-145204/
"Integrating ESOL Standards Through Technology" 28 October 2010. Web. 19 April. 2021. <https://www.academon.com/analytical-essay/integrating-esol-standards-through-technology-145204/>