Expected outcomes for graduates of Lesley's TESOL programs.
Because one of our goals is for our graduates to be well prepared to teach all students effectively, we use a system to track students' program progress and ensure continuous improvement. Key assignments, which address competencies linked to state and professional standards, have been developed for every program course, and professors give students actionable feedback on their progress based on these assignments. The expected outcomes below are aligned to TESOL/NCATE standards (National Council for Accreditation of Teacher Education).
Standard 1.a. Language as a System 1.a.1. Demonstrates knowledge of the components of language and language as an integrative system. 1.a.2. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to help ELLs develop oral, reading, and writing skills (including mechanics) in English. 1.a.3. Demonstrate knowledge of rhetorical and discourse structures as applied to ESOL learning. 1.a.4. Demonstrate proficiency in English and serve as a good language model for ELLs.Standard 1.b. Language Acquisition and Development 1.b.1. Demonstrate understanding of current and historical theories and research in language acquisition as applied to ELLs. 1.b.2. Candidates understand theories and research that explain how L1 literacy development differs from L2 literacy development. 1.b.3. Recognize the importance of ELLs' L1s and language varieties and build on these skills as a foundation for learning English. 1.b.4. Understand and apply knowledge of sociocultural, psychological, and political variables to facilitate the process of learning English.
1.b.5. Understand and apply knowledge of the role of individual learner variables in the process of learning English.
Standard 2. Culture as It Affects Student Learning 2.a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning.
2.b. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to teaching and learning. 2.c. Understand and apply knowledge about cultural conflicts and home events that can have an impact on ELLs' learning. 2.d. Understand and apply knowledge about communication between home and school to enhance ESL teaching and build partnerships with ESOL families. 2.e. Understand and apply concepts about the interrelationship between language and culture. 2.f. Use a range of resources, including the Internet, to learn about world cultures and specifically the cultures of students in their classrooms and apply that learning to instruction. 2.g. Understand and apply concepts of cultural competency, particularly knowledge about how an individual's cultural identity affects their learning and academic progress and how levels of cultural identity will vary widely among students.
Standard 3.a. Planning for Standards-Based ESL and Content Instruction 3.a.1. Plan standards-based ESL and content instruction. 3.a.2. Create supportive, accepting classroom environments. 3.a.3. Plan differentiated learning experiences based on assessment of students' English and L1 proficiency, learning styles, and prior formal educational experiences and knowledge.3.a.4. Provide for particular needs of students with interrupted formal education (SIFE). 3.a.5. Plan for instruction that embeds assessment, includes scaffolding, and provides reteaching when necessary for students to successfully meet learning objectives.Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction 3.b.1. Organize learning around standards-based subject matter and language learning objectives. 3.b.2. Incorporate activities, tasks, and assignments that develop authentic uses of language as students learn academic vocabulary and content-area material. 3.b.3. Provide activities and materials that integrate listening, speaking, reading, and writing. 3.b.4. Develop students' listening skills for a variety of academic and social purposes. 3.b.5. Develop students' speaking skills for a variety of academic and social purposes. 3.b.6. Provide standards-based instruction that builds on students' oral English to support learning to read and write. 3.b.7. Provide standards-based reading instruction adapted to ELLs. 3.b.8. Provide standards-based writing instruction adapted to ELLs. Develop students' writing through a range of activities, from sentence formation to expository writing.Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction3.c.1. Select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials.3.c.2. Select materials and other resources that are appropriate to students' developing language and content-area abilities, including appropriate use of L1. 3.c.3. Employ a variety of materials for language learning, including books, visual aids, props, and realia.3.c.4. Use technological resources (e.g., Web, software, computers, and related devices) to enhance language and content-area instruction for ELLs.
Standard 4.a. Issues of Assessment for English Language Learners 4.a.1. Demonstrate an understanding of the purposes of assessment as they relate to ELLs and use results appropriately. 4.a.2. Knowledgeable about and able to use a variety of assessment procedures for ELLs. 4.a.3. Demonstrate an understanding of key indicators of good assessment instruments. 4.a.4. Demonstrate understanding of the advantages and limitations of assessments, including accommodations for ELLs. 4.a.5. Distinguish among ELLs' language differences, giftedness, and special education needs.Standard 4.b. Language Proficiency Assessment4.b.1. Understand and implement national and state requirements for identification, reclassification, and exit of ELLs from language support programs. 4.b.2. Understand the appropriate use of norm-referenced assessments with ELLs. 4.b.3. Assess ELLs' language skills and communicative competence using multiple sources of information.Standard 4.c. Classroom-Based Assessment for ESL 4.c.1. Use performance-based assessment tools and tasks that measure ELLs' progress. 4.c.2. Understand and use criterion-referenced assessments appropriately with ELLs. 4.c.3. Use various instruments and techniques to assess content-area learning (e.g., math, science, social studies) for ELLs at varying levels of language and literacy development. 4.c.4. Prepare ELLs to use self- and peer-assessment techniques when appropriate. 4.c.5. Use a variety of rubrics to assess ELLs' language development in classroom settings.
Standard 5.a. ESL Research and History 5.a.1. Demonstrate knowledge of language teaching methods in their historical contexts. 5.a.2. Demonstrate knowledge of the evolution of laws and policy in the ESL profession.5.a.3. Demonstrate ability to read and conduct classroom research.Standard 5.b. Professional Development, Partnerships, and Advocacy 5.b.1. Participate in professional growth opportunities. 5.b.2. Establish professional goals. 5.b.3. Work with other teachers and staff to provide comprehensive, challenging educational opportunities for ELLs in the school. 5.b.4. Engage in collaborative teaching in general education, content-area, special education, and gifted classrooms. 5.b.5. Advocate for ELLs' access to academic classes, resources, and instructional technology. 5.b.6. Support ELL families.5.b.7. Serve as professional resource personnel in their educational communities.
ELL/TESOL Expected Program Outcomes
All PreK-12 Programs
Initial Licensure Programs
Professional Licensure and Non-Licensure Programs
School-Based Teacher Residency Programs
Center for Mathematics Achievement
Center for Reading Recovery and Literacy Collaborative
Center for Special Education
Field Placement/Student Teaching
New Teacher Community
Graduate School of Education
About the School
Alumni in the News
Examining Race: Resources
888.LESLEY.U / 617.349.8300
Request more information
Schedule a campus visit
Get your application started today!