TSL 3080 - ESOL Issues: Principles and Practices I K - 12

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2026 (660)

Requisites

Admission to Educational Studies and Community Leadership (Bachelor of Science) (EDST-BS) or
Admission to Elementary Education (K-6) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ELEDR-BS) or
Admission to Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ESEDR-BS) or
Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (Bachelor of Science) (PKPED-BS) or
Admission to Secondary English Education with Reading and ESOL Endorsement (Bachelor of Science) (ENGEDR-BS)

Course Description

This course introduces key concepts and practices for teaching English to speakers of other languages (ESOL), providing foundational knowledge to support learners coming from a variety of language backgrounds. The 2025 Florida Teacher Standards for English for Speakers of Other Languages (ESOL) Endorsement are introduced in this course.

Learning Outcomes and Objectives

  1. The student will examine strategies that influence teaching and learning academic content and language for English Language Learners (ELLs). (ESOL Strand 1 (CU), Standard 1) by:
    1. identifying ways to reduce misunderstandings and barriers among students, families, educators, and the community, while promoting family involvement.
    2. exploring differences affecting individual student learning, such as folktales and idioms.
    3. integrating into instruction, the roles, rights, and responsibilities of U.S. citizens and methods for supporting civic engagement).
    4. describing conventional degrees of formality in language and conduct in the U.S.
  2. The student will examine the structure and use of English to support Ells’ skills (ESOL Strand 2 (AL), Standard 1) by:
    1. describing language universals, components of the English language, language function, linguistic evolution, and various facets of language.
    2. creating activities and lessons to assist cross-linguistic transfer and promote language acquisition in listening, speaking, reading, and writing.
    3. conducting comparative analysis English to other languages to guide instruction.
  3. The student will analyze second language acquisition theory and practice to support ELLs’ English language development (ESOL Strand 3 (MT), Standards2 & 3) by:
    1. identifying second language acquisitions theorists and traditions.
    2. using evidence-based strategies to plan for a variety of English language proficiency levels.
  4. The student will identify relevant educational policy and law related to the teaching of English for Speakers of Other Languages (ESOL) (ESOL Stand 3 (MT), Standard 1) by:
    1. sequencing important historical milestones leading to the Florida Consent Decree.
    2. distinguishing the specific requirements of the six sections of the Florida ESOL Consent Decree with regard to meeting the needs of ELLs.
    3. explaining the process for identifying, assessing, and monitoring ELL’s in an ESOL program
  5. The student will formulate ways to provide English language learners with academic content and individualized language support aligned to benchmarks. (ESOL Strand 3(MT), Standard 3.) by
    1. identifying and planning for language proficiency levels in listening, speaking, reading and writing in a second language.
    2. planning lessons using Florida’s ELD Standards by integrating content with academic language objectives.
  6. The student will apply research practices, strategies, resources and technologies to plan differentiated instruction for ELLs at varying levels of proficiency (ESOL Strand 4 (CM), Standards 1 & 2) by:
    1. selecting appropriate objectives.
    2. differentiating instruction based on students' language skills, cognition, and background knowledge.
    3. planning for comprehensible instruction using realia, manipulative, technology, and visuals.
    4. integrating language development, adaptation to new social environments, and special education considerations into lesson planning.
  7. The student will examine ways to assess ELLs’ understanding through various methods, and how to use the data to plan instruction (ESOL Strand 5 (TE), Standards 1,) by:
    1. identifying appropriate instructional and testing accommodations for ELLs based on English proficiency levels and other factors.
    2. creating, modifying, and/or selecting content area and language proficiency assessments for ELLs.
    3. recognizing how assessment data can be used to determine learning needs.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by the course coordinator and implemented by individual course instructors.

History of Changes

C&I 4/9/02; BOT 5/14/02: Eff 20021 C&I 9/10/02; BOT 10/17/02; Eff 20023. C&I 4/8/03, BOT 5/20/03, Eff 20023. C&I 9/28/04, BOT 11/16/04, Eff 20042(0345). C&I 7/12/05, BOT 8/23/05, Eff20051(0355) Added Topic 2. C&I 1/24/06, BOT 2/21/06, Eff20052(0360) DELETED TOPIC 2. C&I 9/12/06, BOT 10/17/06, EFF 20061(0370). 20072 Flex Access. 20073 flex access. C&I 10/12/2010, BOT 11/16/2010, Effective 20102. C&I 9/16/2011, BOT 10/2011, Effective 20112(0450). C&I 1/20/2012, BOT 2/21/2012, Effective 20121(0460). C&I 11/30/2012, BOT 1/15/2013, Effective 20131(0475). C&I Approval: 11/30/2012, BOT Approval: 01/15/2013, Effective Term: Fall 2013 (475). C&I Approval: 02/09/2018, BOT Approval: 04/17/2018, Effective Term: Fall 2018 (550). C&I Approval: , BOT Approval: , Effective Term: Fall 2021 (595).
C&I Approval: 06/25/2025, BOT Approval: , Effective Term: Spring 2026 (660)

Related Programs

  1. Art Education with ESOL Endorsement (ARTED-BS) (670) (CS Approved)
  2. Educational Studies and Community Leadership (EDST-BS) (665) (Draft)
  3. Educational Studies and Community Leadership (EDST-BS) (660) (Active)
  4. Educator Preparation Institute (EPI) (EPI-CT) (660) (Active)
  5. Educator Preparation Institute (EPI) with Reading Endorsement (EPIR-CT) (660) (Active)
  6. Elementary Education (K-6) with Infused ESOL & Reading Endorsements (ELEDR-BS) (660) (Active)
  7. Elementary Education (K-6) with Reading Endorsement Apprenticeship (ELEDRA-BS) (660) (Active)
  8. Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (ESEDR-BS) (660) (Active)
  9. Exceptional Student Education (K-12) with Reading Endorsement Apprenticeship (ESEDRA-BS) (660) (Active)
  10. Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (PKPED-BS) (660) (Active)
  11. Prekindergarten/Primary Education (age 3 through grade 3) with Reading Endorsement Apprenticeship (PKPEDA-BS) (660) (Active)
  12. Secondary Education Mathematics (6-12) (MTSED-BS) (645) (Active)
  13. Secondary English Education with Reading and ESOL Endorsement (ENGEDR-BS) (660) (Active)
  14. Secondary English Education with Reading Endorsement Apprenticeship (ENGEDRA-BS) (660) (Active)