Required Preparation for

Teaching EAL in the Mainstream

Rome: 25-29 June 2018

Download the pdf version of the assignment



The revised 2017 TESOL Teacher Standards represent the following paradigm shifts from preparation practices of the past:

  • An emphasis on the teaching of academic language specific to disciplinary practices of all content areas by educators;
  • A greater move toward collaboration and co-teaching between EAL and content-area educators to ensure English learners’ access to grade-level standards and expectations;
  • The application of assessment principles to design analyze, and interpret multiple assessments for English learners in order to make informed decisions to promote English language and content learning, progress, and to facilitate collaboration and advocacy;
  • An increased expectation regarding the transitioning roles and responsibilities of EAL professionals in terms of their collaboration and leadership with colleagues, their advocacy for English learners and their families, and their engagement in self-reflection and continuous learning;
  • An awareness of how shifts in second language acquisition theory are reframing how we think about how we teach languages (i.e. these shifts include the realization that language acquisition is a non-linear, variable process and the move away from monolingualism as a norm to one of multilingualism); and
  • An expanded vision of literacy in today’s world to include multimodal and digital literacies as well as a multicultural critical literacy from multiple perspectives.

Select an area from the list above which you perceive as a growth opportunity for yourself as a teacher of English learners or for the EAL program at your school. Then read through the options below and select one which helps you to reflect on and prepare for these paradigm shifts.


Locate an article related to an aforementioned shift from any of these common web sites addressing English learners:


Another option is to select a book or book chapter from these references:

  • Dove, M.G. & Honigsfeld, M. G. (2018). Co-Teaching for English learners: A guide to collaborative planning, instruction, assessment, and reflection, Corwin Press.
  • Fenner, D.S. & Synder,S. (2017). Unlocking English learners’ potential: Strategies for making content accessible, Corwin Press.
  • Fenner, D.S. (2014). Advocating for English learners: A guide for educators, Corwin Press.
  • Garcia, O., Ibarra Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning, Caslon Publishing.
  • Gibbons, P. (2015). (2nd Ed.). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom, Heinemann.
  • Henn-Reinke, K. & Yang, X. (2017), The literacy club: Effective instruction and intervention for linguistically diverse learners, Caslon Publishing.
  • Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching, Corwin Press.
  • Kumagai, Y., Lopez-Sanchez, A., & Wu, S. (Eds.). (2015). Multiliteracies in world language education, Routledge.
  • May, S. (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education, Taylor & Francis.
  • Parris. H., Estrada. L., & Honigsfeld, A. (2017). ELL frontiers: Using technology to enhance instruction for English learners, Corwin Press.
  • Ponte, E. (2015). Enriching practice in linguistically and culturally diverse classrooms: A guide for teachers and teacher educators, Caslon Publishing.
  • Valdés. G., Menken, K. & Castro, M. (2015). Common core, bilingual and English language learners: A resource for educators, Caslon Publishing.
  • Zwiers, J. & Soto, I. (2016). Academic language mastery: Conversational discourse in context, Corwin Press.

NOTE: The reading of a book can also be used towards completion of the optional assignment should you wish to get a head start on receiving course credit from SUNY.


Be prepared to summarize your choice for your preparation assignment using a ‘problem-solution’ framework whereby the information you share is to be directly related to at least one of the above six paradigm shifts associated with the teaching of English learners in international-school settings.  These will be shared in the afternoon reflection sessions with your colleagues.  The solutions must be practical, doable, and specific.

  • For example, perhaps you are interested in increased collaboration between EAL specialists and classroom teachers as ‘the problem.’  You could go to and conduct a search on the issue in order to identify solutions.
  • Another example might be your interest in teachers using technology with English learners for more personalized learning (‘the problem’). You could read the text by Parris. H., Estrada. L., & Honigsfeld, A. (2017). ELL frontiers: Using technology to enhance instruction for English learners, Corwin Press in order to find suggestions or solutions.


In class, each participant will design a lesson for a curriculum unit of instruction which will facilitate English learners’ language acquisition and development as well as their academic achievement. You should bring whatever materials might help you complete this task as follows: 

  • If you are a classroom teacher, bring one unit of instruction that you would be working on in the next academic year.
  •  If you are an EAL teacher, be sure to bring either a content-based unit you might be working with next year or a unit from a grade level or subject area that you are assigned to work with;
  • If you are a world language teacher, be sure to bring a theme and not a topic ( example of a theme is Comparing Family Life while the topic would be Family Members); and
  • Learning outcomes/ standards and benchmarks (grade level expectations) for this unit. 

Each participant is responsible for bringing a laptop and being ready to:

  • Access all course materials using appropriate adapters and wireless internet capability (see our ‘sample coursebook’ to become familiar with its features).
  • Download Adobe Acrobat Reader DC now in order to be able to access your materials properly.


Watch a short video to prepare for your course.

JOIN Schoology
...your required online portal for everything related to your TTC course, including all necessary course materials which will be available approximately 10 days before the start of your course. 

Use this access code to join your course group in Schoology:

Access code: included in PDF above

We look forward to seeing you this summer!

Virginia Rojas and Elizabeth Puma