Learning activity combining ISTE standards with Texas state's content area standards and benchmarks for an adult ESL education class

 

As I currently teach ESL adult education, our curriculum for teaching English as a Second Language to speakers of other languages is based on the Texas Adult Education and Literacy Content Standards 2.0, developed and guided by the Texas Workforce Commission (TWC) in collaboration with the Texas Adult Education and Literacy (AEL) program. The English as a Second Language Content Standards and Benchmarks rigorously define skill proficiency levels in the four domains of language: Speaking, listening, reading, and writing, that each student needs to acquire in order to successfully participate in everyday life, postsecondary education, training programs, and the workplace (Texas Workforce Commission, 2024).

 The content area standard I am selecting to develop my activity is part of the speaking skills domain:

Content Area Standard: 

The ELLs are able to speak in a variety of situations and settings using increasingly challenging vocabulary and language fluency and accuracy. 

O*NET Elements related to this standard and its Subarea Standards and Benchmarks:

• Speaking: talk to others to convey information effectively. 

• Oral Comprehension: Identify and understand the speech of another person.

• Oral expression: Communicate information and ideas in speaking so others will understand. 

I will also incorporate The Benchmarks number 2 and 4 for ESL Level 3:High beginning language ability for the learning activity I plan my students to engage into as it is one of the levels I taught last semester.

Benchmarks:

2. Actively engage in natural communication exchanges in different settings (e.g, classroom, phone conversations, social media).

4. Provide detailed descriptions of places and people.

I will pair these content area standards and benchmarks mentioned with  Global Collaborator indicator 7b as they will use digital tools to connect with their classmates who are students from different parts of the globe with unique backgrounds and cultures.They will need to engage with one another collaboratively in ways that foster mutual understanding and respect for their differences. 

I plan to create a travel guide presentation project collaboratively with my ESL level 3 students. I could ask my students to create their own presentation of their “favorite town or city” in their countries using Google Slides. They can make use of different websites to find relevant information and digital images about these places that include: their history, gastronomy, landmarks, customs and best time to visit and create a photo gallery for their Google slide’s presentation.

Additionally, I will ask students to record themselves, either using a social media platform like YouTube (since many already have accounts) or by recording directly on their phones, and embed the video into their slides. Each presentation could be around two minutes long, in which students will talk about their chosen cities or towns. 

To guide students, I will create my own sample presentation and provide step-by-step instructions on how to design the slides and embed their video recordings. We could work together on the same slide deck, and once everyone is finished, we will view the presentations in class and ask relevant questions to help us connect and learn more about each other’s cultures.

Considering Kolb’s Triple E Framework, I believe this lesson is highly engaging for adult learners from diverse backgrounds. The use of digital tools such as Google Slides and YouTube allows students to take ownership of their learning as they select meaningful content about their culture and prepare to share it with their peers and with me as their instructor. 

In this activity, technology also scaffolds learning by providing students with the tools and support they need to explore, organize, and communicate their ideas effectively. Using platforms like Google Slides, online research tools, and video recording apps allows students to build digital literacy while also practicing language skills in a meaningful context. The visual aids, images, and recorded explanations serve as support structures that help students at different proficiency levels express themselves more confidently. Additionally, the collaborative nature of the digital slide deck encourages peer learning, cultural exchange, and respectful communication, all of which deepen their understanding and engagement with the task.

Adult ESL class at a college level example

 

Reference

Texas Workforce Commission. (2024). Texas adult education and literacy content standards 2.0.

https://www.twc.texas.gov/sites/default/files/wf/policy-letter/ael/texas-ael-content-standards-twc.pdf

Image 

Getty Images/Maskot

About me

I am an ESL teacher with a degree from the University of Córdoba in Colombia. My teaching experience spans elementary, middle, and high school levels, where I have had the privilege of working with students from diverse cultural backgrounds. Currently, I serve as an ESL educator at the college level, facilitating the learning of English as a second language for students from all over the world. My approach fosters not only language acquisition but also cultural awareness, helping students adapt to and thrive in their new environments.

In addition to my college role, I work as a freelance language teacher. I currently teach McDonald's crew members across the United States through synchronous online classes. By leveraging digital platforms, I create meaningful connections with my students and support their language learning journey in an accessible and engaging way.

Previously, I taught in a Dual Language classroom, where I delivered instruction in both English and Spanish. This approach enhanced students’ proficiency in both languages while supporting their academic success and social-emotional development in an inclusive learning environment.

I recently completed the Texas Reading Academy program, which strengthened my understanding of the science of teaching reading and provided me with research-based strategies to support learners with varied needs and backgrounds.

I am always in search of innovative and inclusive strategies that empower students to succeed. My goal is to help them embrace their own cultural identities while learning to value and respect the differences of others.

As for my future goals, I intend to keep supporting ESL learners across different educational levels and settings by creating and implementing  programs that promote their English Language development while also helping them build pragmatic skills to suceed in school, the workplace and social environments.

Week 1 assignment