iRubric: TESOL standard 2. Culture as It Affects English Lang Lrning rubric

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TESOL standard 2. Culture as It Affects English Lang Lrning

These rubrics are additive. Meets Standard assumes that the candidate has also met the criteria under Approaches Standard. Exceeds Standards assumes that the candidate has also met the criteria under Approaches Standard and Meets Standard. Performance indicators provide examples of candidate performance, and are not intended to be prescriptive. Please see link: http://www.tesol.org/docs/books/the-revised-tesol-ncate-standards-for-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-(2010-pdf).pdf

Rubric Code: Y924A6

By Tesol_

Ready to use

Public Rubric

Subject: English

Type: Assessment

Grade Levels: K-5, 6-8, 9-12

Suggested Performance Indicators
	Approaches Standard 1 pts	Meets Standard 2 pts	Exceeds Standard 3 pts
2.a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning.	Approaches Standard Candidates are aware that cultural values and beliefs have an effect on ELL learning.	Meets Standard Candidates teach using a variety of concepts about culture, including acculturation, assimilation, biculturalism, , and the dynamics of prejudice, including stereotyping.	Exceeds Standard Candidates consistently design and deliver instruction that incorporates students’ cultural values and beliefs.
2.b. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to teaching and learning.	Approaches Standard Candidates are aware that racism and discrimination have effects on teaching and learning.	Meets Standard Candidates consistently use an antibias curriculum and materials that promote an inclusive classroom climate, enhancing students’ skills and knowledge to interact with each other.	Exceeds Standard Candidates design and deliver instruction that includes antibias materials and develop a classroom climate that purposefully addresses bias, stereotyping, and oppression.
2.c. Understand and apply knowledge about cultural conflicts and home events that can have an impact on ELLs’ learning.	Approaches Standard Candidates are aware that cultural conflicts and home events affect interpersonal classroom relationships and ELL learning.	Meets Standard Candidates teach cross-cultural appreciation by addressing crosscultural conflicts and establishing high expectations of ELLs’ interactions across cultures.	Exceeds Standard Candidates design and deliver instruction that allows students to participate in crosscultural studies and cross-cultural extracurricular opportunities. Candidates integrate conflict resolution techniques into their instruction.
2.d. Understand and apply knowledge about communication between home and school to enhance ESL teaching and build partnerships with ESOL families.	Approaches Standard Candidates are aware of effective techniques for communication between home and school. Candidates recognize the importance of family participation and support in their children’s education.	Meets Standard Candidates incorporate effective techniques for communication between home and school, including using the L1 as much as possible, in their instruction. Candidates are able to communicate with and build partnerships with students’ families. If candidates are not fluent in their students’ L1, they make use of bilingual paraprofessionals and/or volunteers.	Exceeds Standard Candidates communicate in a culturally respectful and linguistically appropriate manner with students’ families. Candidates communicate in a culturally respectful and linguistically appropriate manner with students’ families. Candidates design and conduct classroom activities that encourage families to participate in their children’s education.
2.e. Understand and apply concepts about the interrelationship between language and culture.	Approaches Standard Candidates are aware of the links between language and culture.	Meets Standard Candidates’ choice of techniques and materials reflect their knowledge of the interdependence of language and culture. Candidates act as facilitators to help students’ transition between the home culture and language and U.S. and school culture and language.	Exceeds Standard Candidates design classroom activities that enhance the connection between home and school culture and language. Candidates act as advocates to support students’ home culture and heritage language.
2.f. Use a range of resources, including the Internet, to learn about world cultures and specifically the cultures of students in their classrooms and apply that learning to instruction.	Approaches Standard Candidates have a general understanding of major cultural groups and begin to identify resources to increase their knowledge and understanding.	Meets Standard Candidates use a range of resources about major cultural groups to deliver instruction. Candidates integrate different ways of learning and different cultural perspectives into their curriculum and instruction.	Exceeds Standard Candidates consistently design activities that are based on their knowledge of cultural groups and incorporate them into their teaching.
2.g. Understand and apply concepts of cultural competency, particularly knowledge about how an individual’s cultural identity affects their learning and academic progress and how levels of cultural identity will vary widely among students.	Approaches Standard Candidates are aware that ELLs’ cultural identities will affect their learning.	Meets Standard Candidates are aware that ELLs’ cultural identities will affect their learning.	Exceeds Standard Candidates consistently design in-class activities and opportunities for students and families to share and apply their cultural perspectives to learning objectives.

Keywords:

ESL, English, Language, TESOL, standard

Subjects:

English

Types:

Assessment

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