Developing a career-based literacy framework for English language learners

Applying a Literacy Framework to Career Decisions Based on Language Development
I choose to design a curriculum guide on the topic above so that all educators who teach English language learners have access to a written framework to operate within all discipline-specific literacy curricula.

The guide is organized around a discrete set of language for mastery by all students in their career-related decision-making process. The goal of the project is to empower students to intentionally grow their language skills to fit the career of interest. Most importantly, I want all teachers to have access to a written curriculum on hand from their schools, as oftentimes this resource is missing from their respective schools. As a result, the student is unable to focus on a concrete career path and often drops out after high school due to minimal counseling and guidance. This also results in a lower ratio of English language students who actually attend higher institutions due to a lack of reading and literacy skills and lack of career guidance. This guide is intended to eliminate all these obstacles and provide a clear pathway not only to the student but also to the educators and parents. This curriculum would entail the language benchmarks that English learners are required to achieve in order to demonstrate proficiency in their individual career interests. In other words, this curriculum guide will help them climb the career ladder of academia and act as a directional guide for the school district as well as the students and their parents. The goal of the project is to empower students to decide on a career that best reflects their literacy skills in discipline-specific content. How about I eliminate this part all together Or write... The capstone is designed to provide students with a career-based literacy framework targeted towards enhancing their language skills. 

Comment: This seems a bit confusing. Is the Capstone designed for students or for teachers? It seems as if this is designed for students -- rewording here would clarify.

Background and Significance

The Topic Approval Form asked you to explain how the TOPIC fits your specialization. This topic is the 'so what' of your Doctoral Capstone, the significance of your Doctoral Capstone for your specialization. You used the document Programs of Professional Practice to understand how your specialization could benefit from your project. You were specifically asked to show how your topic met the criteria for your specialization.

Explain in more detail here the ideas you included on the Topic Approval Form about the connection of your topic to your specialization. Then, expand your ideas to include background, significance, rationale, and potential impact of your project FOR YOUR PROFESSION.

This project involves the content of reading and literacy as the focus of the curriculum guide rests upon the development of the language skills of English language learners embedded within discipline specific literacy curricula. The project expands the literacy field by providing a framework to operate within all discipline-specific literacy curricula. Furthermore, it provides a discrete set of language skills essential for all students, towards gaining mastery in their career related decision-making process.

The guide also aims to explain and emphasize the issue of 'diversity' in reading and literacy. The focus of the entire study is geared towards English learners who are comprised of students from diverse backgrounds, cultures and languages (Navarrete, 2013). The guide expands on the field of diversity by ensuring that the cultural components and first language considerations are carefully assessed before placing diverse students in language supports within content classrooms. Care is taken to address the issue of 'sensitivity' towards other cultures before a language-based career decision-making curriculum is set forth.

The proposed literacy framework is aimed to prove immensely valuable in preparing the ELL professionals. It can potentially aid my school district in guiding high school learners. The influence on my school will also be very profound as it will have access to a written literacy framework. Furthermore, teachers will benefit since they can plan better lessons based on the literacy guide.

Literature Review

Historical Background Related to English Language Learners

English Language Learners are the fastest growing part of population of public schools and over the past 15 years, this number has almost doubled to around 5,000,000. By 2025, one out of four public school students will be an ELL student; however, the most troubling and significant problem is the high dropout rate of these students (NEA, 2008). A recent California Dropout Research Project report by Santa Barbara's University of California revealed that English Language Learners constitute 11% of students across the nation. Considering the pupils who were, at one time ELLs, the percentage rose to 20%. ELLs represent a continuously changing demographic; the most linguistically and scholastically proficient among the group exit it as soon as they achieve grade-level educational competency and English proficiency (Amos, 2013).

A high ELL dropout rate has been observed over time (Smith, 2015); data reveals that a large number of these students fail to obtain undergraduate college or advanced degrees (Smith, 2015). Historically, the share of such pupils within the educational "opportunity gap" (i.e., poverty-ridden students, ELLs, and disabled students) increased by roughly half in standard rigor classrooms (for instance, ELLs grew in number in schoolrooms that teach standard-level curriculum from roughly 15% to 22%) (Smith, 2015). Fairfax County's Public School students who did not continue their studies after completing high school in 2012 comprised of 18.16% LEP (Limited English Proficient) pupils, 10% Native Hawaiian students, 6.8% American-Indian pupils, and 19.49% Hispanics (Smith, 2015). Based on these statistics, it is imperative to have in place a career-centered plan rooted in a sound literacy agenda. I aim towards helping meet writing and reading literacy benchmarks to enable efficient organization of career plans for students. Research indicates that ELLs do not receive structured career-centered plans for their future progress owing to a lack of complete and helpful guidance plans, which is why they lag behind other students. (FCPS, 2010).

Organizational Context Related to the Site

Migration into America has reached monumental numbers, implying that migrant adults and children have to assimilate into the nation's culture (Waters, 2007). Together with this need to understand a foreign culture, children of immigrants need to learn English as a Second Language in pursuit of and in addition to the ingraining core, mainstream academic subjects. Waters (2007) believes that in the past 12 years, English learners enrollment in American schools has risen by 150%. According to state governmental agency estimates, 5,074,572 English learners joined American schools, from pre-Kindergarten to 12th grade, in the academic year 2005-06 (National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs, 2008). ELL students' mastery over English is an indicator of success (Rioux, 2009).

I work in the organizational setting of Fairfax County schools (FCPS) in the state of Virginia. The institution has adopted a varied and holistic approach for guaranteeing superior-quality supports and instruction for ELL students. Professionals, administrative support and mainstream educators of ESL factor into our school systems' complex approach towards serving the diverse student population, which is comprised of 30,000 ELLs hailing from over 200 different nations, and speaking 140 different languages (Smith & Varlas, n.d.).

Teaching English learners may be challenging for mainstream educators, a majority of whom possess no or limited expertise when it comes to multicultural education and second language development. Hence, training and support are vital. Professionals of English for Speakers of Other Languages (ESOL) are integrated into the school's central office as a critical constituent of all grade-level teams: early childhood, primary, middle school, high school, as well as adult education. They offer staff development to both ESOL educators and other staff members who work with ELLs. In all semesters, Fairfax County Public School (FCPS) collaborates with local universities to offer a three-credit program titled, "Working with ELLs," for educators teaching lower elementary, upper elementary, as well as secondary school students (Smith & Varlas, n.d.).

The project I propose is aimed to have a positive impact on my current organization. The school management will acquire a literacy framework through which it can strategize towards effectively countering present issues with a focus on individual students, lack of career guidance and language development. The framework will function in the form of a guide for all educators to enable them to develop lesson plans related to English literacy. Given that the project's basis is career-focused it will further enhance my role as an English Language teacher. Thus, the proposed career guide will be of considerable significance to professionals in pursuit of teaching students more competently. More notably, it will enable students to monitor personal progress towards literacy benchmarks required within a specific profession. Before high school students graduate, they will be capable of monitoring their literacy progress, in addition to effectively choosing their career path. Most importantly, the students will feel confident while making the choice for career options.

Organizational Context beyond the Site

The project will involve creation of an informative curriculum guide along with classroom Powerpoint presentation to explain the guide in a visual manner for educators seeking innovative ways to help their students acquire English proficiency while assimilating into American culture. Improvement of strategies and ideas will include the following:

(A) Planning and implementing lessons in partnership with ELL educators, school administrators and ESL professionals will present a model curriculum that can be followed by other schools as well in order to help ELL students excel in learning; and (B) Co-teaching decision-making strategies and models will promote teamwork and a more diverse plan that could be used for future strategy making; and,

(C) Creating conditions for a low stress environment for language performance and large amount of interaction among the students by forming counseling sessions and hiring English language teaching experts to organize different tasks.

Data for the initiative will be supplied by references offered in the project and by educational community experts. Furthermore, the presentation will also be printed out, so as to be given to teachers as handouts after completing in-service. Since literacy is a primary requirement for furthering career prospects, such information would also be of interest to all stakeholders, including those in management, planning, and academic professions to provide means for a meaningful setting to help both, teachers as well as the learners gain the most out of this effort. Improving the quality of teachers requires efforts from all sectors that stand to gain from the results obtained through better teaching methods. 

Comment: I don't see where you have addressed how this could have impact beyond your current setting. How would creation of this curriculum help other teachers in other sites-Explain how your project goes beyond your own site (how it can be applicable beyond your own setting).

Target Audience

The project is directed at all ELL and mainstream teachers teaching 11th and 12th grades. Moreover, department chairs and instructional supervisors will find the project of interest, as well. ELL students will benefit from this program as the guide is designed for a diverse population and will benefit them in providing future guidance in career opportunities.

Theoretical Framework

Theories of Language Acquisition

Acquisition of language would be a simple process of deciphering and memorizing words if knowledge of a language was a straightforward issue of awareness of many words. Instead, in language acquisition, learners have to acquire the language's own distinctive grammar, together with associated rules and components. Unlike words, rules will never be clearly described, which implies that children cannot simply commit them to memory: they somehow need to figure out the rules by themselves.

Numerous theories have developed, explaining the language acquisition process. One hypothesis, which has enjoyed considerable support in all these years, is: The language ability of humans is, at least partly, inborn, called the' Innateness Hypothesis Theory.' (Bergmann, Hall, & Ross, 2007). Although 'innateness' alone is inadequate to understand the process of language acquisition, theories (Imitation Theory and Reinforcement Theory) that use this hypothesis have served to explain language acquisition, even if partially. Subsequently, other theories -- Active Construction of a Grammar Theory and Connectionist theory and Social interaction Theories have become more influential from an academic perspective. Additionally, learning is impacted by the extent of student interest in, and attraction to, any given topic. Type preferences relate to student interest in diverse content areas and the manner in which the matter is taught to them. While taking into consideration the significance of mismatch or match, one must bear in mind that individual subjects turn off some types, while turning on others. As learner success is impacted profoundly by application (i.e., their persistence in paying attention and task-performance assiduity), Myers regarded application as a key factor to consider when taking into account individual preferences' significance (Tatarintseva, 2002). 

Comment: What is the name of this theory? Response: Innateness is a Hypothesis, not a theory.

As mentioned in the above paragraph, a human's language ability is inborn and the impact of learning depends on the interest and attraction of the students of any given topic. The Innateness Hypothesis addresses the acquisition of grammar of the language itself along with components and rules so the children would need to use their minds to apply words within several contexts. This theory of Language Acquisition would help me to design the curriculum in ways where the learners would be presented with different situations and they would have to apply words not just by memorizing them. The design would include practical situations so that there is interaction between the students and they also get to learn from each other's applications and mistakes. 

The Innateness Hypothesis Theory

The innateness hypothesis is a linguistic theory of language acquisition which maintains that at least some knowledge about language exists in humans at birth and further supports the fact that human beings are genetically inclined to acquire and use a language. The theory states that newborns possess awareness of the fact that a language has patterns, and have capacity to look for and understand these patterns. Some language theorists argue that human beings have intrinsic knowledge of a few core characteristics that are common to every language (e.g., the verb and noun components of grammar). These fundamental features that all languages share are known as linguistic universals, while the theoretically innate series of structural elements all languages share is called universal grammar. Nobody knows universal grammar's precise contents, although this is, at present, an active linguistics research focus (Bergmann, Hall, & Ross, 2007).

Works of Eric Lenneberg -- a biologist -- have supported the linguistic theory based upon the linguistic ability humans possess refered to as the innateness hypothesis theory. hypothesis of innateness of linguistic ability humans possess. After probing into animal behavior, Lenneberg listed characteristics typical of intrinsically determined behaviors. These behaviors exist in every normal being of a particular species, while learned behaviors do not. For example, the behavior -- walking -- is one for which human beings are genetically inclined; however, they need to specifically be taught how to ride a bike or play the piano (Bergmann, Hall, & Ross, 2007). 

The Innateness Hypothesis Theory which views language as an inborn skill, innateness hypothesis theory will guide the curriculum development by enabling me to design the curriculum similar to a toddler learning to play piano or riding a bike. The design would include activities that would not only motivate the learner to use their innate skills but also learn the rules and grammar that are needed for different situations. 

Comment: Use this statement whenever you refer to this theory.

Behaviorist Theory and Language Learning

The behaviorist theory addresses spoken language. Language's primary medium is oral; i.e., speech is 'considered language', since several languages exist without any written form. Also, humans speak a language before learning to write and read. Consequently, language is what one speaks, while the written aspect is secondary. Hence, language teachers need to prioritize spoken language. Behaviorist theory proposes language learning using the 'habit formation' model. Such teaching method will help acquire structural, grammatical knowledge. That is, language learning forms a conditioned reflex, a perfunctory scheme. Hence, it is certainly true that behavioral consequences control language (Demirezen, 1988). 

Comment: Let's talk this through. This is an awkward construction.

Learning in any form constitutes establishing habits resulting from reward and reinforcement. Reward is positive reinforcement whereas punishment/penalty is negative reinforcement. In stimulus situations, responses are extracted, and when they are positively strengthened through reward, the stimulus-response relationship is reinforced, and the likelihood of response manipulation by the stimulus's appearance every time will increase. When stimuli's responses are strengthened coherently, habit formation will be established.

Effective language teaching practices should be based on well-researched, established language learning theories, as language learning is a process that reflects the functioning of learners' mental processes and behavior. Individual theories, by themselves, might not be adequate for investigating language learning. Nevertheless, one needs to recognize that imitation proves highly beneficial in acquiring new vocabulary (Demirezen, 1988). 

Comment: This sentence does not make sense. What are you trying to convey? I would suggest that this paragraph either be totally reworked or removed as it does not make sense.

The Behaviorist Theory will prove to be extremely helpful in designing certain components of language acquisition for this curriculum. The theory will guide on how the oral language will be practiced and reinforced through feedback. 

Comment: Name the theory. "The behaviorist theory will guide this theory in that oral language will be practiced and reinforced through feedback." This may be an example of how to close this section effectively. Your paragraph just repeats that this will focus on oral language.

Adult Learning Theory

Andragogy is an attempt to understand differences among the different ways that the children and adults learn. The concept of andragogy, which means the science and art of helping the adults to learn, was popularized by Malcolm Knowles in 1980 (AIR, 2011). He put forward several assumptions regarding adult learners which are that the adult learner:

Is willing to learn when he or she takes on new life of social roles.

Takes help from his or her life experiences to help learn new things.

Moves to independence from dependency as he or she evolves in life and can direct their own learning.

Is compelled to learn by internal factors rather than external factors.

Is a problem solver and wants to learn new things and apply it for creating solutions (AIR, 2011). Comment: Page or paragraph number is needed if this is a direct quote.

Next, Knowles talk about the adult educators who should:

1. Assess the specific interests and needs of the learner.

2. Set up an interactive and cooperative environment in the classroom for learning.

3. Design several sequential activities in order to complete the objectives.

4. Assess the quality of learning an make amendments accordingly for the future; and

5. Work individually with the learner to select materials, resources and methods (AIR, 2011).

By nature adults are more motivated as they apply the context of learning to real life situations. Adult learners are more aware of their learning needs, an effective teacher explains the reasoning behind incorporation of specific skills in the teaching content. Adults believe more in practical work and using what they learn in real life situations, rather than merely memorizing the content provided. This Accordingly, tasks given to adult learners focus more on effective instructions. This would greatly benefit ELL students as this theory will enable them to apply their learning to real life situations and arrive at meaningful solutions. (AIR, 2011

Understanding by Design Theory (Ubd)

Understanding by Design framework is used for improving the achievement of the students through a standard driven development of curriculum, professional development, assessment and instructional design. Understanding by design is based on the following objectives: (Mctighe & Seif, n.d.)

1. Understanding of the students is seen when they apply the learned skills and knowledge in authentic situations. Comment: Change to 1 not 6. And change all subsequent numbers so the numbering is correct. Comment: learned

2. The main aim of education is to develop and deepen the understanding of students

3. Consistent assessment and curriculum design based on the standards of design are required for control the quality and avoid mistakes in the curriculum design.

4. Backward design is a three-staged process that organizes an effective curriculum. An effective curriculum helps avoid the problems of activity oriented and textbook coverage teaching that has no clear purposes and priorities.

5. The school and teachers benefit from the use of technology and several other approaches to share, design and analyze the units of study.

6. Students are provided opportunities to interpret, explain, change perspectives, apply, self-assess, and empathize, revealing the understanding of the students (Mctighe & Seif, n.d.).

Understanding by Design theory plays an important part in designing the curriculum with the inclusion of backward design process as this would help create clear priorities and purposes for learning.



Annotated Bibliography

Abedi, J. (2010). Performance assessments for English language learners. Stanford Center for Opportunity Policy in Education Stanford, CA: Stanford University.

The traditional standardized tests that are usually used for assessment and accountability of students in school are developed for mainstream population of students but they are not sensitive enough for the ELL students who are already facing challenges in their academics due to language problem. The study states that several variables play their part in that challenge and It ultimately affects the quality assessment of those students. Despite making the national and state standardized tests accessible for ELL students, the limitations that it face might still affect the outcomes which needs to be pondered upon.

Amos, J. (2013, March 11). The English learner dropout dilemma. Retrieved from Alliance for Excellent Education: http://all4ed.org/articles/the-english-learner-dropout-dilemma-new-report-examines-consequences-causes-and-solutions-to-high-dropout-rate-among-english-language-learners/. Comment: Insert space Comment: Remove the underline

The report discusses the dropout rate of English Learners, their consequences, reasons and solutions to how the dropout rate could be decreased. The report describes how the health, economic and social consequences threaten the ELL students as well as the general population. Comment: Replace with a period. Comment: Change to "The report discusses Comment: Insert comma

Aydinli, J. (2007). Problem-based learning and adult English Language Learners. CAELA Brief. Retrieved from: http://www.cal.org/adultesl/pdfs/problem-based-learning-and-adult-english-language-learners.pdf

Apart from the young students, there also exist adult ELL students who have immigrated as teens or young adults that require assistance in learning the language. Adult basic classes help such students so they can achieve their goals of a job, starting a family, as well as access to further education to settle in a new country.

Bergmann, A., Hall, K., & Ross, S. (2007). Language files: Materials for an introduction to languagae and linguistics. Columbus: The Ohio State University Press.

The book talks about the different subfields that are required by the teachers to learn in order to help the ELL students; it also offers the basics of linguistics including several disciplines that the teachers should know.

Demirezen, M. (1988). Behaviourist theory and language learning. Hacettepe universitesi E~tim Fakultesi O~retim uyesi.

Several language and behaviourist theories have emerged over the years that are applicable in acquiring the native languge as well as the foreign languages. All these theories are linked in several ways and have to be applied altogether in order to learn a different language and culture.

FCPS. (2012). Response to Questions on the FY 2012 Budget. Fairfax County Public Schools

Hiebert, E. H. (2014). Literacy for a diverse society: Perspectives, practices and policies. New York: Teacher's College, Columbia University.

The book talks about different arguments by American individuals regarding literacy in school and methods used to teach it to the children. It connects the concepts with literacy and its acquirement including teaching in schools as well as organization, policy, and governance within the boundaries and practices of school. A constructivist aspect on literacy, learning, and thinking is in the main premise of the book. Comment: Insert comma

Hong-Nam, K. (2014). ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency. TESL-EJ, 18(1). Retrieved from http://eric.ed.gov/?id=EJ1045201

This research examined reading strategy utilization and metacognitive awareness of ELLs aged from 14 to 18 years (high-school age) and the link of reading proficiency with Ells' employment of reading strategies, measured using self-rated proficiency in reading and a standard reading test. Outcomes showed that study participants self-reported moderate overall utilization of strategies for facilitating reading. ELLs favored problem-solving tactics most, followed by Support Reading and Global Reading methods. While strategy use differences by proficiency in reading showed no statistical significance, ELLs exhibiting intermediate reading proficiency reportedly used more strategies. Lastly, ELLs who believed they possessed advanced proficiency reportedly used more strategies.

MoE. (1999). English as a Second Language Learners: A Guide for ESL Specialists. British Columbia.

The study states that research on learning of second language indicates that the ESL students in schools need proper English language support. It is the responsibility of the educators to promote equitable participation of such students. The schools should have a clear understanding of the requirements of ESL students so that their individual potential could be developed.

National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (2008). How many school-aged Limited English Proficient (LEP) students are in the U.S.? Retrieved from http://www.ncela.gwu.edu/expert/faq/01leps.html

Looking at the present demographics of America, every teacher is likely to come across students who have immigrated and require assistance to learn the English language. Many teachers throughout the country do not have proper training to provide guidance to the ELL students. This report also talks about the education that would help the students and the providing support to the teachers, so that they can conveniently help the students belonging to different language and cultural backgrounds.

Rioux, R. (2009). English Language Learners and the development of the English language learner curriculum. All Regis University Theses.

The immigrants in the U.S. are given opportunities to have their children study in public schools and receive good education. The teachers in America have a responsibility to assist these students to learn English while assimilating into the new culture.

Smith, M. (2015). Fairfax County Public Schools honors monitoring report: Final report. Office of Program Evaluation.

The Fairfax County Public School report mentions different statistics in which the population of ELL students increased from 15% to 20%. The school had recently added honor classes to the AP course. The students in Fairfax County Public School (FCPS, 2012) can take different courses according to their levels on the basis of their abilities and interests.

Smith, J., & Varlas, L. (n.d.). Working with ESL Specialists. Retrieved from ASCD Express: Retrieved from http://www.ascd.org/ascd-express/vol3/313-smith.aspx

Teaching the ELL students is a huge challenge that requires training and support to the teachers. Most of the school leadership and teachers do not realize the importance of language learning but the teachers require mainstream support from the schools in order to teach the second language to the diverse students effectively. The report tells about the ELL program in Fairfax County Public School that has a varied and comprehensive program for ELL students. They have 30,000 students from of diverse ethnicities from more than 200 countries and representing 140 different languages (FCPS, 2012).

Supporting English Language Learners with limited prior schooling. (n.d.) Ontario. Retrieved from: http://www.edu.gov.on.ca/eng/document/manyroots/ELL_LPS.pdf

This report talks about the variety of students in Ontario and their growing population over the years and posed challenges as well as opportunities for the educators. Identifying these challenges is important and understanding them for creating opportunities would help the teachers in overcoming them. The ELL students with little prior schooling need support that is more orchestrated; the whole curriculum needs to be designed to meet specific language requirements.

Tomlinson, B. (2008). English Language Learning materials: A critical review. Continuum: London.

This book is in the form of a research collection that critically reviews worldwide materials employed in English learning. The first part of the book discusses materials for particular purposes and learners (e.g., self-study, young learners, general proficiency, and academic writing). The second part is a thorough analysis of materials utilized in North and South America, Europe, Australia, Asia, and Africa; it critically assesses these materials' effectiveness in teaching English to students speaking other languages. Considering the needs of teachers as well as those of the students, this book can be applied practically and contributes positively to future research in the area of materials development.

Varela, M. (2010). Current issues in English language teaching and learning: An international perspective. Cambridge Scholars Publishing: Newcastle.

The volume comprises collections of seminars, workshops, and papers presented in First International Conference on English Language Teaching and Learning (ICELTL1), held in September of 2008, at Spain's Santiago University, together with numerous important original contributions of other experts involved in that conference. Its aim is representing the opinions of researchers, teachers, scholars, curricula developers, and teacher trainers from across the globe, right from Europe and the U.S. to Japan. It addresses English language professionals, teachers, and researchers desirous of developing and reflecting on their personal practices and knowledge of present English language learning-teaching issues. Current issues in several English teaching areas are provided diverse solutions based on the contexts of work of respective contributors.

Waters, J. K., & Waters, J. K. (2007). ESL Technologies: The Universal Language. T.H.E. Journal, 34(1), 34 -- 40. Retrieved from https://www.learntechlib.org/p/77153/

Immigration has changed the demographics of America and the ELL students have increased to 150% in the schools. Technology however has played its part in the process and is used expansively in the curriculum to help the ELL students learn the language with ease. Different software, especially for learning English, has been developed that work on the reading skills, speaking, and listening diversifying in different methods.

Wiggins, G & Mctigh, J. (2012). Understanding by design to advanced concepts in creating units. Alexandria, VA: ASCD.

While unit designs must validly meet external standards, teachers always desire to bear in mind long-term academic goals: a meaningful, engaging learning experience that promotes learner curiosity and understanding, whilst simultaneously meeting standards. That is, standards themselves do not constitute a curriculum. Curricula work with standards so as to create ideal learning experiences. Standards may be regarded more as a recipe's ingredients, rather than the cooked and ready meal; i.e., they resemble a game's rules more than a strategy for success. Curricula flesh out the ideal ways of honoring one's obligations, whilst making the learning process effective and engaging to the maximum possible extent.

Wiggins, G. & Mctigh, J. (2011). Understanding by design guide to creating high quality units. Alexandria, VA: ASCD.

This book targets groups and individuals interested in refining their study unit designing skills based on the Ubd (Understanding by Design) framework. It introduces the Ubd unit-designing concept, directing readers through entailed processes. It is structured around a group of modules moving from fundamental ideas (for instance, backward design's three stages) to more complex unit design elements (such as 'authentic performance' work).

References

Include an APA-formatted reference section of all documents mentioned in the sections above. List them in alphabetical order by author.

Bibliography

AIR. (2011). Adult learning theories. Teaching Excellence in Adult Literacy (TEAL). Comment: Only the first word, first word following a colon or proper noun is capitalized in a reference.

Amos, J. (2013, March 11). The English learner dropout dilemma. Retrieved from Alliance for Excellent Education: http://all4ed.org/articles/the-english-learner-dropout-dilemma-new-report-examines-consequences-causes-and-solutions-to-high-dropout-rate-among-english-language-learners/

Bergmann, A., Hall, K., & Ross, S. (2007). Language files: Materials for an introduction to language and linguistics. Columbus: The Ohio State University Press.

Butler, G., Heslup, S., & Kurth, L. (2015). A ten-step process for developing teaching units. ENGLISH TEACHING FORUM. Retrieved from: https://americanenglish.state.gov/files/ae/resource_files/02_etf_53-3_2_butler_heslup_kurth.pdf

Demirezen, M. (1988). Behaviorist theory and language learning. Hacettepe universitesi E~tim Fakultesi O~retim uyesi.

Dianda, M. (2008). Preventing future high school dropouts. National Education Association: Washington.

FCPS. (2012). Response to questions on the FY 2012 budget. Fairfax County Public Schools.

Hiebert, E. H. (2014). Literacy for a diverse society: perspectives, practices and policies. New York: Teacher's College, Columbia University.

Hinkel, E. (2010). Language curriculum design. Routledge: New York. Retrieved from: http://elibrary.kiu.ac.ug:8080/jspui/bitstream/1/1445/1/Language%20Curriculum%20Design.PDF

McTighe, J. & Seif, E. (n.d.) A summary of underlying theory and research base for understanding by design. Ubd Research Base.

National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (2008). How many school-aged Limited English Proficient (LEP) students are in the U.S.? Retrieved February 24, 2009, from http://www.ncela.gwu.edu/expert/faq/01leps.html

Navarrete, L. (2013). English language learners -- The impact of language and socio-cultural factors on learning. Council for Learning Disabilities. Retrieved from: http://www.council-for-learning-disabilities.org/english-language-learners-impact-of-language-and-socio-cultural-factors-on-learning Comment: Capitalization needs attention.

NED. (2008). English language learners face unique challenges. NEA Human and Civil Rights Department. Retrieved from: http://www.nea.org/assets/docs/HE/ELL_Policy_Brief_Fall_08_(2).pdf Comment: Capitalization needs attention

Rioux, R. (2009). English Language Learners and the development of the English language learner curriculum. All Regis University Theses.

Smith, J., & Varlas, L. (n.d.). Working with ESL specialists. Retrieved from ASCD Express: http://www.ascd.org/ascd-express/vol3/313-smith.aspx

Smith, M. (2015). Fairfax County Public Schools honors monitoring report: Final report. Office Of Program Evaluation.

Tatarintseva, A. (2002). Language learning in the light of theory of learning styles and cognitive styles theory. STUDIES ABOUT LANGUAGES.

Waters, J. K., & Waters, J. K. (2007). ESL Technologies: The Universal Language. T.H.E. Journal, 34(1), 34 -- 40. Retrieved from https://www.learntechlib.org/p/77153/




PROPOSAL SECTION TWO -- PROJECT DESIGN AND PROCESS

Problem and Purpose

Historically, the USA's biggest population growth has been occurring among ethnic and racial groups that had lower educational attainment levels (i.e., college and high school graduation) (Dianda, 2008). English Language Learners are rapidly dropping out and thus, failing to acquire necessary college education as the current curriculum fails to focus on language skills necessary for their success. Thus, in order to combat this problem, the purpose of this project is to address the problem of career decision-making in the 11th and 12th grades through a language and career decision-making curriculum guide that links the assessments to instruction through the language strategies. Therefore, the language acquisition framework/curriculum is to guide and offer English learners from 11th and 12th classrooms in Fairfax County School District the necessary benchmarks in language and career decision-making acquisition to decide their future career goals and substantially reduce their career guidance and dropout issue, and ensure ELLs can progress to higher education. Comment: Insert "the"

Target Audience and Site Permission

A Professional Product Doctoral Capstone Project is always targeted to a specific audience at a specific site. The task is to define the target audience for your project and to document the steps necessary to secure a site for the purpose of engaging in the project. For the professional product Doctoral Capstone, the audience and target site will be identified as the ones who will receive, use, and benefit from the Product that is delivered. Using the example of a training program product to improve the admissions application process, the audience will be those administrators responsible for admissions success; and securing site permission will require getting their agreement to sponsor the development of the training program. This section should include a description of the steps necessary to secure the site permission.

Target Audience and Site Permission

At this point, the project's target audience will be Fairfax County School District, language teachers, and experts. For securing site permission, I plan on following up on an appointment I have obtained with FCPS's superintendent wherein I got the opportunity to explain my needs and requirements. In our next meeting, my plan is to obtain proof of authorization for the project (i.e., the superintendent's signatures on needed forms).

Project Method and Rationale

The proposed curriculum guide is designed to help teachers, who are the consumers of this guide, have access to language acquisition framework designed exclusively for English Language Learners. Previously a literacy framework has been missing in many school districts, leaving both teachers and students at an academic loss. As discussed, English Language students demonstrate a high dropout rate after high school. The clear rationale behind this guide is to reduce the dropout rate amongst English language learners substantially, while providing them with a career-based decision-making framework. Subsequently, this guide will emerge as a valuable resource for teachers and enable students to identify the benchmarks required for students to meet in reading and literacy in order to reach their envisioned career path. Comment: Insert comma following teachers Comment: Insert comma following the word "guide"

The objective of the development of an ESL curriculum is to attend to the challenges teachers and students face in the English Language Learning context, and provide for future curriculum planning. Furthermore, the curriculum guide will provide English learners with information pertaining to: Benchmarks that English learners must meet in both reading and writing, strategies for strengthening their reading and literacy skills, and metacognitive strategies they must master to develop a sense of efficacy in their own planning, and decision-making. This curriculum guide will link the instructions to performance, tools, techniques, and skills that address weaknesses and strengths in language skills.

Design Steps Comment: It appears that you are using Ubd to design your guide. It would be helpful to mention that here.

The Ubd offers a framework to design the deliverables easily by following the steps explained below.

Step 1: Assessment Comment: If you following UBD, the assessment section should come before the Learning Plan/Tools/ and activities.

1. Selection of methods, tools and procedures required for assessing the students

3. Specification of interpretation and analysis of data

4. Decision-making and evaluation techniques for results

Step 2: Learning Plan/Activities/Tools

1. Determination of evaluation of the guide Comment: Change all number in this section to begin with 1 and so on. I will not make this comment again, but all numbers need to be correct in the following sections.

6. Identification of features like grammatical construction, syntax, vocabulary, word parts, spelling and pronunciation

7. Intensive reading, guided writing, blank filling activities, spelling practice, pronunciation practice, and sentence completion activities

8. Activities would include delivering small talks, repeated listening, reading aloud and talking about several topics

9. Comprehensive activities that include summaries that entail graphic organizers, for various leveled ESL students. Verbal prompts, discussions and group work

Step 3: Desired Results Comment: Based on the comment listed from the reviewer. All the outcomes have to be related to what teachers should be able to know and do as a result of using the guide. This means all the outcomes have to be focused on the teacher.

1. Teachers empower students to intentionally grow their language skills to fit the career of interest Comment: Change numbering. Start with 1 here.

All teachers to have access to a written curriculum on hand from their schools

The teachers help students to identify their strengths, overcome their limitations through better comprehension of the requirements of suitable career paths.

Delineate language benchmarks that English learners are required to achieve in order to demonstrate proficiency in their individual career interests

Empower students to decide on a career which best reflects their language skills in discipline specific content Comment: The target audience for your project is 11th and 12th grade teachers. Therefore, your intended results/outcomes/goals should be related specifically to what the teachers should know/be able to do as a result of using your deliverable.