Minnesota English Language Program (MELP)
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Item Beyond Multiple Learning Styles, Cultures and Language Proficiency Levels: Honoring Multiple Ways of Knowing in the Adult ESOL Classroom(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2009) Ouellette-Schramm, JenniferItem Minnesota In-Service Teacher Perspectives on Pre-Professional Education(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2009) Lybeck, KarenThis report gives the results of a survey given to in-service ESL teachers in Minnesota regarding the relationship between their pre-service preparation and their current practice1. The purpose of this survey was to help inform teacher educators about those areas that in-service teacher’s felt they needed more preparation in order to strengthen both pre-service preparation and continuing professional development. The purpose of this report is to share this information with other programs that might also benefit from it.Item Relating language objectives to Bloom’s taxonomy: how to talk to your mainstream colleagues about language objectives(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Kramer, Deirdre Bird; Lundgren, Cynthia; Mabbott, Ann SaxIn response to No Child Left Behind (2001) pressures on schools to show that ELLs are making academic progress, many school districts are embracing sheltered instruction. Among other best practices, sheltered instruction requires that mainstream instruction include language objectives that support the content curriculum. Increasingly, ESL teachers are put in the role of coaching their colleagues on how to write language objectives that are linked to content. This article shows ESL professionals how to use Bloom’s taxonomy, familiar to most teachers, to help them open the door to collaborative discussion about academic language function and language objectives.