Assessment 8: Assessment That Addresses Other TESOL Standards: Case Study

Assessment 7: Assessment that addresses other TESOL standards: Case Study 1. A brief description of the assessment and its use in the program (one sentence may be sufficient) Candidates interview three individuals: two bilingual English language learners (ELLs), and one ESL teacher. The purpose of this project is for candidates to understand how and under what circumstances each speaker's native language and culture interface with the language and culture of the host society.

2. A description of how this assessment specifically aligns with the standards it is cited for in Section III.

The key assessment aligns with the standards in the following ways:

Key Assessment Task Alignment with Standard Summarize and analyze data based on the major concepts, principles, TESOL Standard 2 theories, and research related to the nature and role of culture in language development as they impact learners’ identity and relationship to the variety of English they know and use. Include in the summary and analysis, (a) the characterization of how and under what circumstances the bilingual respondent’s native language and culture interface with the language and culture of the host society to discover patterns of behavior and/or language use, and (b) the respondent’s identification of how the teacher acknowledges diverse student backgrounds and how that information is used to make curricular decisions that promote language and cultural learning. Articulate the main realizations/ideas about language and culture in contact TESOL Standard 2 in society. Apply these ideas to the understanding of the bilingual/ multilingual nature of ELLs and how their cultural identities affect language learning and school achievement. In particular, the candidate will consider the impact of issues such as language ownership, language variety dominance and power structures, cross-cultural awareness of domains such as disagreement strategies, politeness, pragmatic failure, boundaries of cultural acceptability, the role of culture in the selection of classroom materials, the cultural target that is assumed in the teaching and development of literacy skills and differences in instructional expectations.

3. A brief analysis of the data findings The data in section 5c show performance scores for 57 candidates in our regular program for Spring 2012, Fall 2012, and Spring 2013. No data was available for alternative certification Teaching Fellows because during this time period, they were not scheduled to take the course requiring this Key Assessment.

The language and culture case study was evaluated on according to three criteria aligning with TESOL Standard 2. Over the course of three semesters, an average of 83% of our candidates (48 out of 57) scored at or above standard on all proficiency areas. All but two candidates (96%) scored at or above standard on the Student and Teacher Interview; 72% scored at or above standard on the “Analysis of the influence of culture in society and in the classroom,” and 82% performed at or above standard on “Reflections on language and culture in society and in the classroom.”

4. An interpretation of how that data provides evidence for meeting standards The data shown in section 5c indicate that the majority of candidates met TESOL Standard 2, as reflected by the performance on the “Student and Teacher Interviews.” However, a relatively high percentage of students scored below standard (28%) on the last two components, particularly in Spring 2013.

Additionally, we note that this assessment (Assessment 7) is a supplemental assessment. In the main measurement of TESOL Standard 2 made in other assessments such as Assessment 3 (Curriculum Project), an overwhelming majority of candidates performed at or above standard. The discrepancy in candidate performance in these two Assessments raises important questions. Nevertheless, we recognize the value of our supplemental key assessment in reinforcing knowledge and skills related to TESOL Standard 2 and the importance of continuing to collect data on this key assessment as a way to monitor and document more closely how our candidates perform on these standards.

5. Attachment of assessment documentation, including 1 (a) the assessment tool or description of the assignment Please think of this as a two-part mini-research project. You will examine the interaction between language and culture as it relates to class discussions in 2 distinct settings:  In the life of two bilingual/bicultural students in the larger society  In the experience of an ESL teacher in an ESL classroom

PART I. INTERVIEW BILINGUAL/BICULTURAL STUDENTS ABOUT LANGUAGE AND CULTURE IN SOCIETY

DESCRIPTION Teacher candidates are expected to complete an in-depth study of the bilingual/bicultural experience of their ELLs. The purpose of this project is for candidates to understand the cultural identity of their ELLs and the influence of students’ home culture (including language) as they come in contact with the school culture (Standard 2). The intention is for candidates to appreciate the acculturation experience of their ELLs as they balance the cultural values and beliefs of their primary (home) culture with those of their second (school) culture (Standard 2). Candidates are expected to understand how cultural groups and individual cultural identities affect language learning and academic achievement. Candidates will apply this knowledge about the interrelationship of language and culture, the home - school connection, and students’ cultural identity in the design and planning of curricula, implementation of appropriate and effective teaching techniques, and assessment of their planning and instruction (Standard 2).

1 All three components of the assessment – as identified in 5a-c – must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be available. TASK Teachers will meet with and interview two bilingual/bicultural students. The individuals to be interviewed should be immigrant students who have lived extensively abroad or in another place with a distinct linguistic experience different from where s/he lives now. Discuss things such as the following:  Which languages they know/have learned  Which languages they currently use and in what situations  What their overall attitudes are towards each language and culture  Whether they had any difficulty learning English, why or why not  Whether they feel they have assimilated into the American culture well . If so, what helped them do this (family, teachers, friends) . If not, what do they feel hindered them from doing so (cultural conflicts)  Whether they feel that they still identify with their original cultural background now  What their acculturation experience has been in the academic realm and how they feel their language/cultural background was an advantage (or disadvantage) to their academic achievement

REFLECTIONS (Based on information collected from Part I) Based on the data collected, teachers will write up a reflection on the interview and what they learned/gained from the experience. The summary and analysis of the information should provide evidence of:  An understanding of and ability to use the major concepts, principles, theories and research related to the nature and role of culture and students’ cultural identities that affect language learning and academic achievement (Standard 2)

 An analysis of how and under what circumstances the bilingual students’ native language and culture interface with the language and culture of the host society related to patterns of language use and consideration of cultural values and beliefs (Standard 2)

 Additionally, candidates should describe how they acknowledge and respect the diversity of students’ cultural identities, and how they might use this information to understand the acculturation / assimilation struggles their students experience, and the impact of students’ home – school connection in the planning of instruction and selection of appropriate and effective teaching techniques. (Standard 2)

PART II. TEACHER INTERVIEW: CULTURE IN THE CLASSROOM DESCRIPTION Teacher candidates will interview an ESL teacher about their approach and ways to introduce culture into the ESL lesson. The purpose of this assignment is for new ESL teachers to gather information on best practices including effective teaching strategies, selection of appropriate materials, resources (including the Internet sites), as well as use research theories related to the nature and role of culture in instruction for the purpose of integrating cultural values into class instruction (Standard 2). Candidates are to consider this information in the design of class activities that encourage discussions on cultural values and beliefs to assist ELLs to understand their cultural identity, share their culture with peers, and express their feelings related to their acculturation / assimilation adjustment experiences (Standard 2). This understanding helps students build self- esteem and confidence that encourages the development of a strong cultural identity that supports culture learning, language development and school achievement (Standard 2).

TASK Interview an ESL teacher who has at least several years of experience in teaching ESL. Discuss with them things such as the following:  The underlying principle(s) for incorporating cultural issues (e.g., values and beliefs, a strong identity) into class activities (Standard 2)

 Appropriate and effective teaching strategies employed to introduce expressive language and cross-cultural topics from students’ home culture as well as American culture for the purpose of promoting cross-cultural awareness and providing opportunities to discuss their cultural values, attitudes, feelings (Standard 2)

 Problems or issues students experience when learning culture and how teachers assist students to overcome these concerns (Standard 2)

 The extent students’ primary (home) language/culture may influence culture learning and the development of a positive cultural identity that affects language learning and school achievement (Standard 2)

 Noticeable attitudes related to their own or others’ cultures/languages that affect classroom teaching and learning (Standard 2)

 Criteria for the selection of appropriate material and resources (including Internet sites) for activities and class instruction (Standard 2)

REFLECTIONS (Based on information gathered in Parts I and II) Include, but not limited to the following ideas:

 Based on our class readings and discussions, identify and explain theories about the interrelationship between language and culture (Standard 2), cultural learning (cultural values, beliefs, and identity) (Standard 2) that became relevant in the interviews

 From the interview discussions with the bilingual/bicultural students and the ESL teacher, what conclusions can you draw about the struggles ELLs experience when making adjustments to the American culture (Standard 2)

 Comment on the activities and selection of materials and resources (including Internet sites) that support students’ cultural learning and academic achievement (Standard 2)  Explain what you learned/gained from the experience and how it can inform your ESL teaching including the creation of supportive learning environments for ELLs (Standard 2)

 Describe activities will you try in the future when teaching ESL that were discussed in the teacher interview and additional ideas the discussion sparked in you (Standard 2)

 Often, research raises more questions. Describe any questions that materialized about teaching culture in the classroom or acknowledging the diverse cultural backgrounds of students CASE STUDY RUBRIC: PART I, BILINGUAL/BICULTURAL STUDENT AND PART II, TEACHER INTERVIEW

STUDENT AND TEACHER ANALYSIS OF THE INFLUENCE OF LANGUAGE REFLECTIONS ON LANGUAGE AND CULTURE IN INTERVIEW QUESTIONS AND AND CULTURE IN SOCIETY AND IN THE SOCIETY AND IN THE CLASSROOM DISCUSSION CLASSROOM (PART I & PART II) (PART I & PART II) (PART I & PART II) E All questions for the study The candidate’s summary and analysis of Evidence of superior knowledge and X are well developed and the data provide evidence of a superior articulation of the main realizations/ideas C addressed completely. understanding and ability to use the major about the interrelationship between E There is superior concepts, principles, theories, and research language and culture in contact in society E D understanding of the related to the nature and role of culture as (Standard 2). Outstanding application of S information collected that it influences ELLs’ cultural identities and ideas to the understanding of the bilingual/ explains the influence of affects students’ learning and academic multilingual nature of our, and how their language and culture within progress (Standard 2). This summary and cultural identities affect language learning society and in the classroom analysis are sophisticated in (a) their and school achievement (Standard 2). In to construct supportive characterization of how and under what particular, candidates identify and discuss learning environments for circumstances the bilingual respondent’s the importance of maintaining a positive bilingual/bicultural students native language and culture interface with cultural identity (Standard 2), cross-cultural (TESOL Standard 2) the language and culture of the host society awareness (e.g., values and beliefs of (15 points) (Standard 2) and, (b) their identification of primary and school cultures) (Standard 2), how the teacher acknowledges diverse the role of culture in the selection of student backgrounds and uses the appropriate classroom materials and information to make curricular decisions, resources (including the Internet) to select appropriate materials and (TESOL Standard 2) resources (including Internet sites) that (10 points) promote cultural learning and academic achievement (TESOL Standard 2) (15 points) M All questions for the study The candidate’s summary and analysis of Evidence of acceptable knowledge and E are developed and addressed the data provide evidence of an adequate articulation of the main realizations/ideas E convincingly. There is understanding and ability to use the major about the interrelationship between T strong understanding of the concepts, principles, theories, and research language and culture in contact in society S information collected that related to the nature and role of culture as (Standard 2). Acceptable application of explains the influence of it influences ELLs’ cultural identities and ideas to the understanding of the bilingual/ language and culture within affects their learning and academic multilingual nature of our ELLs, and how society and in the classroom progress (Standard 2). This summary and their cultural identities affect language to construct supportive analysis are appropriate in (a) their learning and school achievement (Standard learning environments for characterization of how and under what 2). In particular, candidates convincingly bilingual/bicultural students. circumstances the bilingual respondent’s identify and discuss the importance of (TESOL Standard 2) native language and culture interface with maintaining a positive cultural identity (14 points) the language and culture of the host society (Standard 2), cross-cultural awareness (e.g., (Standard 2) and, (b) their identification of values and beliefs of primary and school how the teacher acknowledges diverse cultures) (Standard 2, PI 2), the role of student backgrounds and uses the culture in the selection of classroom information to make curricular decisions, materials and resources (including the to select materials and resources (including Internet) (TESOL Standard 2) Internet sites) that promote cultural (9 points) learning and academic achievement (TESOL Standard 2) (14 points) STUDENT AND TEACHER ANALYSIS OF THE INFLUENCE OF LANGUAGE REFLECTIONS ON LANGUAGE AND CULTURE IN INTERVIEW QUESTIONS AND AND CULTURE IN SOCIETY AND IN THE SOCIETY AND IN THE CLASSROOM DISCUSSION CLASSROOM (PART I & PART II) (PART I & PART II) A Most questions for the study The candidate’s summary and analysis of Limited evidence of knowledge and P are developed and the data provide evidence of a basic articulation of the main realizations/ideas P addressed. There is understanding and ability to use the major about the interrelationship between R acceptable understanding of concepts, principles, theories, and research language and culture in contact in society O A the information collected related to the nature and role of culture as (Standard 2). Basic application of ideas to C that explains the influence it influences ELLs’ cultural identities and the understanding of the bilingual/ H of language and culture affects their learning and academic multilingual nature of our ELLs, and how E within society and in the progress (Standard 2). This summary and their cultural identities affect language S classroom to construct analysis are limited in (a) their learning and school achievement (Standard supportive learning characterization of how and under what 2). In particular, in a limited way, environments for circumstances the bilingual respondent’s candidates identify and discuss the bilingual/bicultural students. native language and culture interface with importance of maintaining a positive (TESOL Standard 2) the language and culture of the host society cultural identity (Standard 2), cross-cultural (13 points) (Standard 2) and, (b) their identification of awareness (e.g., values and beliefs of how the teacher acknowledges diverse primary and school cultures) (Standard 2), student backgrounds and uses the the role of culture in the selection of information to make curricular decisions, appropriate classroom materials and to select materials and resources (including resources (including the Internet) Internet sites) that promote cultural (TESOL Standard 2) learning and academic achievement (8 points) (TESOL Standard 2) (13 points) B Some questions for the The candidate’s summary and analysis of Little or no evidence of knowledge and E study are developed and the data provide evidence of a poor articulation of the main realizations/ideas L addressed somewhat. There understanding and ability to use the major about the interrelationship between O is minimal understanding of concepts, principles, theories, and research language and culture in contact in society W the information collected related to the nature and role of culture as (Standard 2). Little or no application of that explains the influence it influences ELLs’ cultural identities and ideas to the understanding of the bilingual/ of language and culture affects their learning and academic multilingual nature of our ELLs, and how within society and in the progress (Standard 2). This summary and their cultural identities affect language classroom. to construct analysis are lacking in (a) their learning and school achievement (Standard supportive learning characterization of how and under what 2). Candidates minimally identify and environments for circumstances the bilingual respondent’s discuss the importance of maintaining a bilingual/bicultural students native language and culture interface with positive cultural identity (Standard 2), (TESOL Standard 2) the language and culture of the host society cross-cultural awareness (e.g., values and (12 points) (Standard 2) and, (b) their identification of beliefs of primary and school cultures) how the teacher acknowledges diverse (Standard 2), the role of culture in the student backgrounds and uses the selection of appropriate classroom materials information to make curricular decisions, and resources (including the Internet) to select materials and resources (including (TESOL Standard 2) Internet sites) that promote cultural (7 points) learning and academic achievement (TESOL Standard 2) (12 points) Exceeds Standard: 38 – 40 points., A - A+; Meets Standard: 35 - 37 points., B+ - A-; Approaches Standard: 32 – 34 points., B - B- ; Below Standard: 20 - 31 points. C+ - C-

Total Score: _____

Name: Comment

(c) candidate data derived from the assessment Key Assessment 7 Case Study Semester Program Below At Standard Above Total Rubric Items Standard/Developing Standard N

N % N % N % 1. Student and Teacher Interview Spring Questions and Discussion TESOL 2 2012 TESOL 0% 1 6% 17 94% 18 1. Student and Teacher Interview Questions and Discussion TESOL 2 Fall 2012 TESOL 0% 9 60% 6 40% 15 1. Student and Teacher Interview Spring Questions and Discussion TESOL 2 2013 TESOL 2 8% 11 46% 11 46% 24 1. Student and Teacher Interview Questions and Discussion Total 2 4% 21 37% 34 60% 57 2. Analysis of the influence of language and culture in society and in Spring the classroom TESOL 2 2012 TESOL 3 17% 3 17% 12 67% 18 2. Analysis of the influence of language and culture in society and in the classroom TESOL 2 Fall 2012 TESOL 5 33% 6 40% 4 27% 15 2. Analysis of the influence of language and culture in society and in Spring the classroom TESOL 2 2013 TESOL 8 33% 5 21% 11 46% 24 2. Analysis of the influence of language and culture in society and in the classroom Total 16 28% 14 25% 27 47% 57 3. Reflections on language and culture in society and in the Spring classroom TESOL 2 2012 TESOL 2 11% 6 33% 10 56% 18 3. Reflections on language and culture in society and in the classroom TESOL 2 Fall 2012 TESOL 2 13% 9 60% 4 27% 15 3. Reflections on language and culture in society and in the Spring classroom TESOL 2 2013 TESOL 6 25% 7 29% 11 46% 24 3. Reflections on language and culture in society and in the classroom Total 10 18% 22 39% 25 44% 57