Methods and Materials in TESOL 
MRESA ESOL Endorsement Program
CCSD ESOL/Title III Department 

Course Description:

This 5 PLU course is intended to provide you with an understanding of theory, methods, and materials for teaching and assessing learners of English as an additional language in U.S. schools. This course is one of three courses that constitute the Georgia state add-on endorsement for TESOL in public schools.
 
Objectives:

•  to understand the relationships between  second language acquisition theories and teaching  

           methodologies

•  to attain proficiency in designing and implementing second language teaching methods  and materials
•  to successfully demonstrate classroom based instruction of  English language learners
•  to become a reflective practitioner  as a teacher of English language learners

 
TESOL P-12 Teacher Education Program Standards
 
Domain 3: Planning, Implementing, and Managing Instruction
Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. 
Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELs.
Standard 3.a. Planning for Standards-Based ESL and Content Instruction
Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction
Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. 
Candidates support ELs’ access to the core curriculum by teaching language through academic content
Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction
Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.
Domain 4. Assessment
Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELs
Standard 4.a. Issues of Assessment for English Language Learners
Candidates demonstrate understanding of various assessment issues as they affect ELs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.
Standard 4.b. Language Proficiency Assessment
Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELs
Standard 4.c. Classroom-Based Assessment for ESL
Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom
Domain 5. Professionalism
Candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELs and their families
Standard 5.a. ESL Research and History
Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.
Standard 5.b. Professional Development, Partnerships, and Advocacy
Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELs.