Extension

Syllabus EDUC X425.04 Technology for TESL Educators

Instructor: Terry Shorey, tshorey@UCLA.edu

September 19 – October 23, 2011

Office Hours: online

E-mail: tshorey@UCLA.edu, Voice mail: (916) 215-2473

Email inquiries will be responded to within 24 hours

TECHNOLOGY FOR TESL EDUCATORS (Online) 5 weeks

This course will present an array of strategies, and well-established best practices for using Technology

for English language development. Students will be provided with classroom strategies that are engaging

and useful in their classrooms. This course is designed to introduce instructional technology into ESL

classes for adults.

Instruction includes exposure to a variety of current technologies and their applications in the adult ESL

classroom and other educational settings; awareness and understanding of distance learning as related

to adult ESL education; and, strategies for overcoming technophobia on the part of ESL teachers and ESL

learners.

CATALOG DESCRIPTION

This is the English language development course that describes a variety of technology learning

strategies that will stimulate active learning communities among your students. You are encouraged to

engage and challenge yourself while you learn new ideas and strategies for your classroom!

This course fosters awareness of technology methods designed to meet the needs of English learners.

Students will prepare an analysis of project based instructional approaches for development of the

learner's English language proficiency, academic language, comprehension, and knowledge in the core

academic curriculum will be developed. Students will use of appropriate measures for assessment of

language development and content knowledge. Consideration of students' backgrounds, abilities, and

learning styles in instructional planning is considered.

The course is designed to be completed in five weeks. Since this course is online, students may take advantage of the flexibility of the schedule. You may log in at any time during each week. Since you are expected to participate on a weekly basis, please login and participate throughout the week.

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COURSE DESCRIPTION

This course has unique advantages because it offers the flexibility of being offered online. The course of

study allows students to work on their own time and pace. Frequent feedback is provided and offers the

most up-to-date information. This course uses a variety of online tools, such as video, and

demonstrations that can be easily adapted into classroom instruction.

This course is designed for the professional who wants to use technology to meet English language

development methodology and apply it into a classroom.

Designed for the education professional and focuses on current theories and research in language

structure and use, and in language learning, particularly those in the first and second language

development. Considers social, cultural, political, legal, psychological, and specific methodological

factors affecting first and second language development. Demonstrate how theories, strategies and

techniques are used in second language learning across content areas in diverse educational

environment in schools. All assignments are due no later than midnight Saturday of the week assigned.

EXPECTED OUTCOMES

By the end of the course, students will:

Use the computer as a classroom tool for adult ESL students.

Use current technologies in their classroom.

Understand how ESL can be enhanced with web sites, virtual field trips, media, etc.

Detail a variety of effective lesson plans using technology that relates to characteristics of adult

learners and serves a range of instructional purposes.

Identify strategies that motivate adult students to use the computer, enhance their self-esteem,

and give them a reason to learn English.

Use strategies to motivate adults to use technology more freely.

Show adult students how to effectively use web sites to enhance the learning of English.

Demonstrate understanding pedagogical principles for using technology in the classroom

through completion of all assignments.

Prerequisite: Knowledge of basic computer applications, including Microsoft Word, Excel, and Internet

browsers. Students must log on to the course by the end of the first week and fully participate in all

sessions as outlined in the course syllabus.

Student Behavior involving cheating, copying other’s work, and/or plagiarism is not tolerated

and will result in disciplinary action. Students are responsible for being familiar with the

information on Student Conduct in the General Information Section of the UCLA Extension Catalog or on

the website at www.uclaextension.edu

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INSTRUCTIONAL STRATEGIES

Instructional strategies for this course will include case method, lecture, discussion, small group work,

and online communication. Instructors will engage candidates in on-line threaded discussions,

messaging, emailing attachments, and chat rooms.

Evaluation of student performance is measured through formative assessments and summative

assessments that include:

1. Diagnostic Self-Assessment

2. Threaded Discussion

3. Quizzes, Tests, Rubrics

4. Formative Case Studies, classroom field studies

5. Multi-Media Presentations

6. Summative: Innovative Research Essays and, Electronic Portfolios

SERVICES FOR STUDENTS WITH DISABILITIES

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act

of 1990, UCLA Extension provides appropriate accommodations and support services to qualified

applicants and students with disabilities. These include, but are not limited to, auxiliary aids/services,

such as notetakers, audiotaping of courses, sign language interpreters, and assistive-listening devices for

hearing-impaired individuals, extended time for and proctoring of exams, and registration assistance.

Accommodations and types of support services vary and are specifically designed to meet the disability-

related needs of each student based on current, verifiable medical documentation. Arrangements for

auxiliary aids/services are available only through UCLA Extension Disabled Student Services at (310) 825-

7851 (voice/TTY) or by email. Please request such arrangements with at least five working days’ advance

notice. All assistance is handled in confidence. Accommodations must be pre-approved. Requests for

retroactive accommodation will not be accepted.

Every effort is made to locate and conduct courses that are structurally and programmatically

accessible; however, prior arrangements may be necessary to provide access at Bunche Hall on the

UCLA Campus. Direct any questions regarding accessibility to UCLA Extension Disabled Student Services

at the telephone number or email address listed above.

NONDISCRIMINATIION POLICY

In compliance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972,

Section 504 of the Rehabilitation Act of 1973, Age Discrimination Act of 1975, and Americans with

Disabilities Act of 1990, the University of California does not discriminate on the basis of race, color,

national origin, religion, sex, disability, or age in any of its policies, procedures, or practices; nor does the

University discriminate on the basis of sexual orientation.

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This nondiscrimination policy covers admission and access to and treatment and employment in University programs and activities, including, but not limited to academic admissions, financial aid, education services, and student employment.

Students may complain of any action which they believe discriminates against them on the grounds of race, color, national origin, religion, sex, sexual orientation, disability, or age. Contact the Office of the Director of Student Services, UCLA Extension, Suite 214, 10995 Le Conte Ave., Westwood; Voice/TTY: (310) 825-8845.

RECOMMENDED READINGS

There are no textbooks required for this course. The following texts are used in developing the score and sequence of this course. You may wish to check your local library for a copy.

Integrating Educational Technology Into Teaching by M.D. Roblyer, Merrill/Prentice Hall, fifth edition, 2009

Teaching ESL/EFL with the Internet: Catching the Wave by Carine M. Feyten, Michelle D. Macy, Jeannie Ducher, Maktoto Yoshii, Eunwook Park, Brendan D. Calandra, John Meros, Makoto Yoshii, Prentice Hall, 2009.

COURSE REQUIREMENTS

Candidates are expected to:

Demonstrate the dispositions expected of teacher candidates

Demonstrate professionalism “attending” all discussions and submitting assignments on time and be honest in all coursework.

Attendance: It is expected that candidates will actively participate in all discussions

Written Assignment Expectations: All assignments completed are to be written in Standard English following APA guidelines, error free in sentence construction, grammar, punctuation, and spelling. Typed/word-processed, font size 12, double spaced with student name and date indicated.

Late Work: Guidelines for late work are as follows all assignments are due no later than midnight Sunday of the week assigned.

Late assignments are accepted, but the score will be reduced 10% for each day that it is late.

Bring the following skills and attitudes to the course discussions:

Demonstrate a willingness and ability to accept the challenge of reading texts and research concerning teaching and learning;

Willingness to discuss, read and write independently;

Ability to listen with an open mind to the ideas and informed opinions of others;

Express ideas in clear, concise, correct English.

COURSE TEXTBOOK No textbook is required for this course. All resources, readings, video and lectures are available online.

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Recommended Electronic Readings from ERIC 1. ED470032: How People Learn (and What Technology Might Have To Do with

It) http://www.ericdigests.org/2003-3/learn.htm 2. ERIC Digest: Contextual Factors in Second Language

Acquisition http://www.ericdigests.org/2001-2/language.html 3. ED463659: The Role of Metacognition in Second Language Teaching and

Learning http://www.ericdigests.org/2003-1/role.htm

4. ED458289: Test Accommodations for LEP Students http://www.ericdigests.org/2001-

2/language.htmlhttp://www.ericdigests.org/2002-2/lep.htm 5. ED409746: Improving ESL Learners' Writing Skills http://www.ericdigests.org/1998-

1/skills.htm 6. ED436983: Promoting Language Proficiency and Academic Achievement through

Cooperation http://www.ericdigests.org/2001-

2/language.htmlhttp://www.ericdigests.org/2000-3/language.htm 7. ED424792: Ten Common Fallacies about Bilingual Education

http://www.ericdigests.org/1999-3/ten.htm 8. ERIC Digest: Effective Approaches to Teaching Young Mexican Immigrant

Children http://www.ericdigests.org/2001-

2/language.htmlhttp://www.ericdigests.org/2003-4/immigrant-children.html EVALUATION

Week 1 - Introduction to the Course Treasure Hunt: (10 points possible) Discussion Board: (10 points possible) Compare and Contrast essay: (10 points possible) Week 2 – The Challenge of Teaching Listening Skills Discussion Board: (10 points possible) Case Study: (10 points possible) Week 3 - Using Technology to Teach Speaking Skills Discussion Board topic. (10 points possible). Critical Analysis essay: Speaking is key to communication. (20 points possible) Week 4 - Technology to Teach Reading Skills to English language learners Role Play: (10 points possible) Position Paper: Computer-Assisted Reading Instruction (20 points possible) Week 5 - Using technology to teach adult ESL writing skills Discussion Board topic: (10 points possible) Reflection Essay: ESL/EFL Writing Activities (20 points possible)

Grading Scale: There are 100 total points possible. Grades are calculated on a percentage of total possible points.

A 100-95% A- 94-89% B+ 88-85% B 84-81%

B- 80-78% C+ 77-75% C 74-72% C- 71-70%

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Incomplete Course Grades Incomplete course grades must be arranged with the instructor prior to the last week of the course. Course incompletes are only allowed in cases of documented, justified circumstances. Instructor Contact Information You can contact me by e-mail at tshorey@ucla.edu if you have any questions or concerns. I check my e-mail at least once a day during the work week. Feedback Schedule I like to monitor the Discussion Board conversation throughout the week. Email messages will be answered within 24 hours; assignments will be read and scored within 48 of the closing of the due date and the best way to contact me is through email. DISCUSSION BOARD RUBRIC

This rubric will be used to assess the quality of your participation in the online discussion forums. Please use this tool as a guide when constructing your postings

Unsatisfactory Basic Proficient Distinguished

Mechanics of the Posting

Uses incomplete sentences, is unstructured in its organization, and includes frequent or consistent errors in mechanics (grammar, spelling, usage) in each paragraph.

Uses complete sentences and the posting are comprehensible. The organization could be improved to present a more coherent argument, statement, or question. Includes 2-3 mechanical errors grammar, spelling,

Uses complete sentences, organization is evident, and the posting includes no more than one mechanical error (grammar, spelling, usage) per paragraph. The tone is respectful

Uses complete sentences, organization is clear and thoughtful, the posting is grammatically correct, and free of spelling errors. The tone is clear and respectful.

Participation in the Discussion

Provides minimal comments and information to other participants in the forum.

Provides comments, and some new information on a sporadic basis. Interacts with only 1-2 participants in the forum.

Provides comments, discussion, questions, and new information on a fairly regular basis.

Provides comments, discussion, questions, and new information on a regular, active, and weekly basis. Shows a high degree of interaction with other participants

Content of Posting

Writes a general or superficial posting that is unrelated to the discussion at hand and/or posts no comments.

Demonstrates a restricted understanding of the concepts, topics, and ideas as evidenced by posting information that could be derived from prior posts and/or including highly general comments.

Demonstrates an adequate understanding of the concepts, topics, and ideas as evidenced by posting superficial or general statements in the forum. Includes a few details in the posting.

Demonstrates a solid understanding of the concepts, topics, and ideas as evidenced by thoughtful responses and questions that show a clear connection (are integrated) with the course material at hand. The posting shows depth, and includes many supporting details.

Critical Thinking Evidenced by Posting

Provides no evidence of agreement or disagreement with an existing discussion.

Indicates agreement or disagreement with an existing discussion but provides no justification or explanation for comments.

Indicates agreement or disagreement with an existing discussion including a limited explanation or justification.

Demonstrates a critical analysis of an existing posted idea or introduces a different interpretation to an existing concept or idea.

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REFLECTION RUBRIC

During your course, you may be asked to reflect on your work and how you will apply what you have learned. This rubric will help you assess your reflections. Unsatisfactory Basic Proficient Distinguished Coherence & Relevance

One cannot discern the learner’s perceptions and attitudes or what he or she learned.

Paper adequately describes the learner’s perceptions, attitudes and what she or he learned; however, gaps and omissions are present.

Paper describes the learner’s thoughts, perceptions, attitudes and what was learned; a few gaps or omissions are present.

Paper thoroughly describes the learner’s perceptions, attitudes and what he or she learned from the project.

Transformation It is not clear how the experiences transformed the learner.

There are gaps in the learner’s description of how the experiences helped transform him or her into a scholar-practitioner.

Learner adequately describes how the experiences helped transform him or her into a scholar-practitioner.

Learner clearly describes how the experiences helped transform him or her into a scholar-practitioner.

The rubrics provide a way for you and your facilitator to agree on the level of performance. It provides the performance-based criteria that help to steer discussions so that they are effective and reflect on your learning experiences.

WEEKLY SCHEDULE Week 1 - Introduction to the Course

At the end of this unit, the learner will be able to: Define the purpose of using technology to teach adult ESL State at least three (3) ways in which multimedia learning differs from face to face instruction

for ESL learners Compare and contrast how virtual field trips and computer assisted language learning improve

ESL instruction. Access the online Threaded Discussion feature and post an original response and one courteous

response to a classmate. Reading There are no textbooks for this course. All resources are online or embedded in the course. Read the following online articles to prepare for your assignments. 1. Introduction to Multimedia CALL http://www.ict4lt.org/en/en_mod2-2.htm This site has all the

technical information, history, and explanations of how to use media to teach computer-assisted language learning. You do not need to read all of it. Just find a media that you are not familiar with so that you can answer question #2.

2. Computer Assisted Language Learning. http://edvista.com/claire/call.html 3. “ESL Students Computer-Mediated Communication Practices: Context Configuration”.

http://llt.msu.edu/vol10num3/shin/default.html 4. Integrating Technology into the Classroom using Instructional Strategies based on the research

from: Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. http://www.tltguide.ccsd.K12.co.us/instructional_tools/Strategies/Strategies.html

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Assignments Treasure Hunt: Download the Treasure Hunt from the Resources Tab, complete the worksheet and return the completed activity into the course drop box. (10 points possible) Discussion Board: Access the online Threaded Discussion feature and post an original response and one courteous response to a classmate. (10 points possible) Essay: Submit a 150-250 word essay, APA formatted, comparing and contrasting virtual field trips with computer-assisted learning. (10 points possible) *Note: Online links and online resources can change during a distance learning course. In the event a link becomes broken or there is a difference between the syllabus and the Black Board assignment, use the Black Board assignment as the most recent link or resource. Week 2 – The Challenge of Teaching Listening Skills

At the end of this unit, the learner will be able to: Students will learn how to use current Technology to Teach Listening Skills to English Language

Learners. Describe (2) instructional technology strategies that can be used to improve listening skills for

ESL students. Participate in a Discussion board that describes instructional strategies that can be used to improve listening skills for ESL students.

Analyze a vignette about the challenges of teaching listening skills by submitting a Case Study on the challenges of teaching listening skills.

Reading

1. “The Challenge of Teaching Listening Skills” http://esl.about.com/cs/teachinglistening/a/a_tlisten.htm

2. Teaching Listening: Strategies for Developing Listening Skills.

http://www.nclrc.org/essentials/listening/stratlisten.htm

3. CASAS Listening Skills. http://www.adultedcontentstandards.ed.gov/ReferenceFiles/CASASELA.html#H

Practical ideas. The following web sites have some good practical ideas on using technology to teach adult ESL listening skills:

1. NPR Valentine’s Day music review. http://www.npr.org/template/story/story.php?storyId=5196270

2. This website is one example of how you can use online music to create lessons. ESL Partyland –

A Fun Place to Learn English. http://www.eslpartyland.com/students/nov/media.htm

Newsworthy websites: Often news websites provide audio files and transcripts that can be used to teach a wide range of topics and skills. 1. BBC Learning English Home. http://www.bbc.co.uk/worldservice/learningenglish/index.shtml

2. Voice of America: Special English section. http://www.voanews.com/specialenglish

Assignments

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Discussion Board: Answer the following Discussion Board question(s). After reading the article on Teaching Listening, do you think bottom–up or top-down approaches are more effective for teaching listening skills to ELLs? Why? (10 points possible) Case Study: View the video: http://www.youtube.com/embed/8mSJInafCO0 about teaching listening skills and prepare a Case Study review. Using this statement from "The Challenge of Teaching Listening Skills," “The key to helping students improve their listening skills is to convince them that not understanding is OK,” how might you incorporate this idea/approach into your classroom practice using technology? How might you motivate the adult student to practice English outside of the classroom to improve listening skills? (20 points possible) *Note: Online links and online resources can change during a distance learning course. In the event a link becomes broken or there is a difference between the syllabus and the Black Board assignment, use the Black Board assignment as the most recent link or resource. Week 3 - Using Technology to Teach Speaking Skills

At the end of this unit, the learner will be able to: Motivate adults to use technology to accelerate English language learning. Describe (5) instructional technology strategies that promote “small talk”. Submit a critical analysis essay on the challenges of teaching listening skills.

Readings 1. Read the article at the web site: http://www.cal.org/caela/esl_resources/digests/Speak.html

2. “Teaching Speaking: Activities to Promote Speaking in a Second Language”

http://iteslj.org/Techigues/Kayi-TeachingSpeaking.html Assignments Discussion Board topic. Option 1: Using the “Choosing Appropriate Topics for Small Talk” section of the first article, which of the five examples of a speaking lesson would you use with your adult ESL students and why? (10 points possible) or, Option 2: Take one of the activities listed in the second article and tell how it could be enhanced by using any aspect of technology. Please be specific about what technology you would be using? (10 points possible). Essay assignment: Submit a 250-350 word; APA formatted critical analysis of the statement: “Speaking is key to communication. By considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners improve their speaking and overall oral competency.” Include at least five technology strategies that promote this statement. (20 points possible) Week 4 - Technology to Teach Reading Skills to English language learners

At the end of this unit, the learner will be able to: Participate in a Role Play Discussion board that debates instructional strategies that can be used

to improve listening skills for ESL students. (10 points possible) Submit a review of one Computer-Assisted Reading Instruction website. Include strategies to

assess the improvement in reading that may occur by using this strategy. (20 points possible) Reading

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1. “Guidelines for Computer-Assisted Reading Instruction” http://www.ericdigests.org/1993/computer.htm

2. “Teaching ESL Reading Using Computers” http://iteslj.org/Techniques/AlKahtani-ComputerReading 3. “ Using Adult/ESL Reading Research to Facilitate EFL Reading Instruction”

http://ncu.academia.edu/TomAdamFredericAnderson/Papers/73706/Using-Adult-ESL-Reading-Research-to-Facilitate-EFL-Reading-Instruction

Practical Ideas The following web sites have some good practical ideas on using technology to teach adult ESL reading skills: 1. “Early Reading Development in Adult ELLs”

http://www.thefreelibrary.com/Early+reading+development+in+adult+ELLs.%28English+language+learners%29-a0149613330

2. "Teaching Reading to First-Level ELLs". http://www.ncsall.net/?id=274 3. “ How Should Adult ESL Reading Instruction Differ from ABE Reading Instruction?”

http://www.cal.org/caela/esl_resources/briefs/readingdif.html Assignments Role Play: In the Discussion Board, take the position of an ESL student, a parent or a community leader and describe what you think of Tom Andersen’s approach to helping the graduate students in reading English? How might you incorporate this idea/approach into your classroom practice? Also, choose one of the 5 guidelines in the first online article and tell why you think it is the most important one to take into account when teaching adult ELLs reading with computers. (10 points possible) Position Paper: Submit a review of one Computer-Assisted Reading Instruction website. Include strategies to assess the improvement in reading that may occur by using this strategy. (20 points possible) Week 5 - Using technology to teach adult ESL writing skills

At the end of this unit, the learner will be able to: Describe (2) instructional technology strategies that can be used to improve writing skills for ESL

students. Analyze a vignette about the challenges of teaching listening skills.

Readings

1. ESL/EFL Writing Activities http://www2.gsu.edu/~wwwesl/egw/eslwract.htm

2. ESL Writing. http://iteslj.org/links/ESL/Writing Practical Ideas The following web sites have some good practical ideas on using technology to teach adult ESL writing skills:

1. Teaching Writing, http://writing.colostate.edu/guides/teaching/esl/writing.cfm

2. Improving ESL’s Writing Skills, http://www.cal.org/caela/esl_resources/digests/Writing.html

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Assignments Discussion Board topic: Choose one of the iteslj.org /links and say how you might incorporate this activity in your classroom. What technology will be advantageous to use with the activity and why? (10 points possible) Essay: Submit at 350-500 word essay on Technology that improves ESL writing. Follow one of the five links for the “ESL/EFL Writing Activities” web site and choose a writing activity that you think would be beneficial for the adult students who you teach or who you are going to teach. Name the activity and prove why it would be advantageous for your adult students. Include two additional resources that support your point of view. (20 points possible) Field Practicum

This course has a supplemental Practicum for Instructional Technology. For those students who are also enrolled in EDUC X425.04P Technology for TESL Educators, here is a preview of that assignment. Prepare and submit a portfolio of ESL Technology tools or software used in the adult ESL classroom. This is an evaluation of at least three technology tools or software products that you could use in an Adult English language development teaching situation. The technology products should come from your field experiences or classroom experiences.

Select three technology products, describe each tool in detail, and tell why it is a valuable tool for your level of adult ESL instruction.

Compare and contrast the three software tools or products, describing the adaptability to an Adult English language development class.

Include a 250-300 word, APA formatted reflection essay that describes how this technology will meet your professional goals. (Pass/Fail)

Bibliography

Books:

Acuna, R. (2000). Occupied America: A history of Chicanos (4th Ed.). New York: Harper Collins.

Bialystok, E. (2001). Bilingualism in Development: Language, literacy, and cognition. New York: Cambridge University Press.

Bonvillain, N. (2003). Language, culture, and communication: The meaning of messages (4th Ed.). New Jersey: Prentice Hall.

Brisk, M. & Harrington, M.M. (2000). Literacy and bilingualism: A handbook for all teachers. Mahwah, N.J.: Lawrence Erlbaum Associates

California State Department of Education. (1999). The California reading/language arts content standards. Sacramento: California Department of Education

California State Department of Education (1999). English language development standards. Sacramento: Standards and Assessment Division.

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Cummins, J. (2001) Language, power, and pedagogy: Bilingual children in the crossfire (bilingual education and bilingualism, 23). Philadelphia: Multilingual Matters.

Cummins, J. (2003). Putting Language Proficiency in Its Place: Responding to Critiques of the Conversational/Academic Language Distinction. http://www.iteachilearn.com/cummins/converacademlangdisti.html

De Mejia, A. (2002). Power, prestige, and bilingualism: International perspectives on elite bilingual education. Buffalo: Multilingual Matters.

Diaz-Rico, L.T. & Weed, K.Z. (2002). The Crosscultural, Language, and Academic Development Handbook: A complete K-12 Reference Guide (2nd Ed.). Boston: Allyn & Bacon.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.

Goldstein, T. (2003). Teaching and learning in a multilingual school: Choices, risks and dilemmas. Mahwah, N.J.: Lawrence Erlbaum Associates.

Headway, N.L., Vandal, S.M., & Young, T.A. (2004). What Every Teacher Should Know About English Language Learners. San Francisco: Pearson.

Hall, J.K, (2000). The sociopolitics of English language teaching. Buffalo: Multilingual Matters.

Hurst, B. & Reding, G. (2006). Professionalism in Teaching (2nd Ed.). Upper Saddle River: Pearson.

Peregoy, S.F. & Boyle, O.F. (2005). Reading, writing and learning in ESL: A resource book for K-12 teachers (4th ed.). New York: Addison Wesley Longman, Inc.

Skutnabb-Kangas, T. (2000). Linguistic genocide in education – or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum Associates.

Strobilus, T. (2002). Immigrant children and the politics of English-only: Views

from the classroom. New York: LFB Scholarly.

Additional materials:

California Department of Education: http://www.cde.ca.gov/

CDE Standardized Testing and Reporting (STAR): http://www.cde.ca.gov/ta/tg/sr/index.asp

California English Language Development Test (CELDT)

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http://www.cde.ca.gov/ta/tg/el/ Resources for ESL assessment http://www.cal.org/resources/archive/rgos/eslassess.html *Note: Online links and online resources can change during a distance learning course. In the event a link becomes broken or there is a difference between the syllabus and the Black Board assignment, use the Black Board assignment as the most recent link or resource. End of syllabus