The E.S.L Mainstream Linking Curriculum Guide (Grades 1-8)

Mark Cuban

• Publisher: Page Publishing, Inc.
• Year: 2020
• ISBN:
  9781643503899
• Topic: Education
• Subtopic: Teaching Languages

Teaching English as a Second Language, in far too many American schools, thrusts, especially new teachers to the craft, into a learning environment where there are many expected learning outcomes and few real classroom tools to achieve them. This ESL-Mainstream Linking Curriculum Guide addresses that situation and provides solutions. It incorporates a basic set of mainstream, subject topics, into a format for the teacher to expedite, and it provides for second language learners to develop Englis

An English as a Second Language

Philosophy

ESL Philosophy

Learning a language can and should be a source of satisfaction and achievement. An English as a Second Language Program seeks to provide an academic environment in which language skills are developed through listening, speaking, reading, and writing activities. The program affords students the opportunity to acquire and refine language proficiency, eventuating in mainstream enrollment, in order to meet standard graduation requirements. The ESL program should create a learning atmosphere where language development is as student-friendly and exciting as it is challenging.

ESL Goals and Objectives

ESL Goals and Objectives

1. Students will build the functional base in English vocabulary necessary to meet course requirements.
2. Students will develop English language proficiency, enabling them to successfully complete grade-level, course requirements.
3. Students will develop an understanding of the language of interpersonal relationships and relate them to acquiring personal, social, educational, and career goals.
4. Students will develop an awareness of a positive self-concept and communicate that through acquired English language skills, as it relates to them in our culturally diverse, global community.
5. The curriculum will emphasize skill-based and practical communication.
6. Curriculum implementation should be differentiated to include a variety of student, learning styles, and ability levels.
7. The curriculum will challenge students to engage in English language activities beyond the classroom and campus.

Essential Elements:

Linking Curriculum Tool

The

Linking Curriculum

Tool

Linking Curriculum, Essential Elements

The Essential Elements of Study are course-specific topics and disciplines reflective of each mainstream subject’s scope and sequence. They serve to provide a link between mainstream and ESL curriculums. They make the ESL teacher aware of what his/her mainstream-teacher counterpart is or could be covering. They provide that window of opportunity for the ESL teacher to parallel-teach with a mainstream counterpart and develop material that will enhance the ESL student’s ability to succeed, once exited from the ESL course of study.

Essential Elements are not set in stone. They have to be refined, added to, and/or deleted as the curriculum, teachers’, and students’ needs change. Revising Essential Elements, as in the case of curriculum revision, is an ongoing process, which can serve to integrate Essential Elements, common to both ESL and mainstream curriculum needs.

The Essential Elements included in this work reflect those topics common to a variety of curriculum courses of study.

Essential Elements

Essential Elements: Prospectus, Objectives, Outcome Expectations

Prospectus

This list of Essential Elements is not all-encompassing. It is a list of possibilities, as outlined by any text/subject. It is an entry-level foundation upon which a refined list of Essential Elements, linking the ESL course of study to the mainstream curriculum, can be forged.

Objectives

1. To link the ESL course of study to the mainstream curriculum
2. To make ESL teachers aware of current, mainstream class topics of study
3. To provide a regular forum for the exchange of curriculum ideas between the ESL and mainstream program
4. To provide new-to-the-campus, ESL teachers with a quick reference of possible teaching topics
5. To serve as a tool of implementation, by moving curriculum objectives to lesson-intensive, classroom applications.

Outcome Expectations

1. ESL students will be better prepared and more successful at handling mainstream class work.
2. ESL students will exit to the mainstream at a faster pace.
3. ESL and mainstream curriculums will evolve into more solid and useful tools.
4. A more unified system of textbook selection will emerge, reflecting mutual ESL/mainstream curriculum objectives.
5. ESL teachers will be empowered to become definitive, hands-on, and inte...

Table of contents

• Chapter 1
• Chapter 2
• Chapter 3
• Chapter 4
• Chapter 5
• Chapter 6
• Chapter 7
• Chapter 8
• Chapter 9
• Chapter 10
• Chapter 11
• Chapter 12
• Chapter 13
• Chapter 14
• Chapter 15
• Chapter 16
• Chapter 17
• Chapter 18
• Chapter 19
• Chapter 20
• Chapter 21
• Chapter 22
• Chapter 23
• Chapter 24
• Chapter 25
• Chapter 26
• Chapter 27
• Chapter 28
• Chapter 29
• Chapter 30
• Chapter 31
• Chapter 32
• Chapter 33
• Chapter 34
• Chapter 35
• Chapter 36
• Chapter 37
• Chapter 38
• Chapter 39
• Chapter 40
• Chapter 41
• Chapter 42
• Chapter 43
• Chapter 44
• Chapter 45
• Chapter 46
• Chapter 47
• Chapter 48
• Chapter 49
• Chapter 50
• Chapter 51
• Chapter 52
• Chapter 53
• Chapter 54
• Chapter 55
• Chapter 56
• Chapter 57
• Chapter 58
• Chapter 59
• Chapter 60
• Chapter 61
• Chapter 62
• Chapter 63
• Chapter 64
• Chapter 65
• Chapter 66
• Chapter 67
• Chapter 68
• Chapter 69
• Chapter 70
• Chapter 71
• Chapter 72
• Chapter 73
• Chapter 74
• Chapter 75
• Chapter 76
• Chapter 77
• Chapter 78
• Chapter 79
• Chapter 80
• Chapter 81
• Chapter 82
• Chapter 83
• Chapter 84
• Chapter 85
• Chapter 86
• Chapter 87
• Chapter 88
• Chapter 89
• Chapter 90
• Chapter 91
• Chapter 92
• Chapter 93
• Chapter 94
• Chapter 95
• Chapter 96
• Chapter 97
• Chapter 98
• Chapter 99
• Chapter 100
• Chapter 101
• Chapter 102
• Chapter 103
• Chapter 104
• Chapter 105
• Chapter 106