ERIC Number: ED420992
Record Type: Non-Journal
Publication Date: 1996
Pages: 21
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Promising Futures: ESL Standards for Pre-K-12 Students. TESOL Professional Papers #1.
Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA.
The guide is written for English-as-a-Second-Language (ESL) and bilingual education specialists, classroom teachers, building administrators, and parents. It outlines the vision of the Teachers of English to Speakers of Other Languages (TESOL) for the effective education of elementary and secondary school ESL students, and presents a framework for using TESOL standards in educational programs. It begins by explaining why ESL standards are needed and some myths about second language learning. It then outlines TESOL's vision of effective education for all students, and a number of general principles of language learning. It concludes by presenting the standards framework for ESL education in the form of three broad goals (use of English to communicate in social settings, use of English to achieve academically in all content areas, and use of English in socially and culturally appropriate ways), and within each goal, three more specific performance standards. (MSE)
Descriptors: Academic Standards, Behavioral Objectives, Communicative Competence (Languages), Educational Objectives, Elementary Secondary Education, English for Academic Purposes, English (Second Language), Instructional Effectiveness, Interpersonal Communication, Linguistic Theory, Pragmatics, Professional Associations, Second Language Instruction, Second Language Learning
TESOL, 1600 Cameron Street, Suite 300, Alexandria, VA 22314-2751 ($10.95).
Publication Type: Guides - Non-Classroom; Legal/Legislative/Regulatory Materials
Education Level: N/A
Audience: Administrators; Parents; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA.
Grant or Contract Numbers: N/A
Author Affiliations: N/A