MARYLAND TESOL
HANDBOOK
for Educators of
English Learners
Luis Javier Pentón Herrera, Ph.D.
Drew S. Fagan, Ed.D.
Sherry Lyons, M.A.
2021©
Maryland TESOL Handbook
for Educators of English Learners
Luis Javier Pentón Herrera, Ph.D.
Drew S. Fagan, Ed.D.
Sherry Lyons, M.A.
2021©
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Maryland TESOL Handbook for Teachers of English Learners
APA Citation (7th edition)
Pentón Herrera, L. J., Fagan, D. S., & Lyons, S. (2021). Maryland TESOL handbook for educators of
English learners. Maryland TESOL.
Copyright Year 2021©. This Handbook was created for the Maryland TESOL Association.
Information may be reprinted and used at the discretion of the Maryland TESOL
Association.
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To our English learners and teachers. You amaze us every day.
~ Luis, Drew, and Sherry
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Maryland TESOL Handbook for Teachers of English Learners
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ABOUT THE AUTHORS
Luis Javier Pentón Herrera served as the 38th President of Maryland TESOL in 20182019. He currently serves as a Dissertation Core Faculty in the Department of
Educational Leadership and Administration at the American College of Education and as
adjunct professor of TESOL at The George Washington University and of Spanish at
the University of Maryland Global Campus. In addition, he serves as the Social
Responsibility Interest Section (SRIS) Co-Chair Elect for the TESOL International
Association. His current research projects focus on the language and literacy experiences
of adolescent and adult Indigenous students from Latin America in the U.S., on
adolescent and adult students with limited or interrupted formal education (SLIFE), and
on infusing social and emotional learning (SEL) in language and literacy classrooms. He is
the co-editor (with Ethan Tính Trinh) of Critical Storytelling: Multilingual Immigrants in the
United States (Brill/Sense, 2021), the editor of English and Students with Limited or Interrupted
Formal Education: Global Perspectives on Teacher Preparation and Classroom Practices (Springer, forthcoming), and co-author
(with Gilda Martínez-Alba) of Because we care: Social and Emotional Learning in TESOL (TESOL Press, forthcoming). To
learn more about Luis, please visit https://luispenton.com/
Drew S. Fagan is Associate Clinical Professor of Applied Linguistics and Language
Education, Co-Coordinator of the TESOL Program, and Associate Director of the
Multilingual Research Center at the University of Maryland, College Park. He is the 20212022 First Vice President of Maryland TESOL and the Chair of the 2021 Conference.
Drew has been in the TESOL field for over two decades, having been a teacher, teacher
educator, and researcher across K-20 contexts in the USA, Spain, Mexico, Japan, China,
and Slovakia. His research focuses on the effects of teacher discourse practices on
language and content learning opportunities in classroom interaction. Much of his
academic work involves developing and directing programs for local school districts to
prepare non-ESOL teachers, teacher leaders, and administrators to meet the language,
cultural, and academic needs of English learners across the curriculum. Drew also works
closely with the Maryland State Department of Education having served on the English
Learner Advisory Council, the Every Student Succeeds Act (ESSA) External Stakeholder Committee, and the
Maryland Recovery Plan for Education Committee addressing the COVID-19 pandemic. To learn more about Drew,
please visit http://terpconnect.umd.edu/~dfagan/index.html.
Sherry Lyons is a Past President of Maryland TESOL and served six years in various
leadership roles (Past President, President, 1st VP, 2nd VP, and Treasurer) as a member of
the Executive Board. She currently serves as a member of the Academic Advisory Board
for the Washington English Center (WEC) in Washington, D.C., and for the past five
years, Sherry has been a teacher educator in the MA TESOL program at the University
of Maryland, Baltimore County (UMBC). She has worked in the TESOL field for more
than ten years in adult ESL and higher education programs that serve adult English
learners. Sherry was a site coordinator and taught adult English learners in the ESL
program for adult immigrants at the Community College of Baltimore County (CCBC),
and she spent seven years teaching international students, across all proficiency levels, at
UMBC’s English Language Institute (ELI). During her three-year tenure as the ESOL
Program Coordinator & Instructional Specialist for MCAEL, a local non-profit
organization serving adult ESL providers and instructors throughout Montgomery County, Sherry also organized and
promoted monthly professional development for adult ESL instructors in the MCAEL network.
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Maryland TESOL Handbook for Teachers of English Learners
Scott, J. & Bailey. (1975) Maryland. [Philadelphia, F. and R. Bailey] [Map] Library of Congress
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TABLE OF CONTENTS
Introduction................................................................................................................... 1
Part 1: English Learners ................................................................................................ 4
Important Key Terms .................................................................................................................... 4
Relevant Assessments and Courses.............................................................................................. 9
Types of Learners .........................................................................................................................11
Part 2: Maryland English Learner Demographics and Programs .............................. 20
English Learner Demographics in K to 12 Settings................................................................20
English Learner Demographics in Adult and Higher Education Settings...........................25
Types of Programs .......................................................................................................................30
Part 3: Becoming an ESOL/ESL Teacher in Maryland ............................................. 40
Becoming an ESOL Teacher in K to 12 Settings ....................................................................41
Becoming an ESL Teacher in Adult and Higher Education Settings ...................................49
Part 4: Advocating for English Learners in Maryland ................................................ 56
Definition of Advocacy ...............................................................................................................57
Why advocate for students?.........................................................................................................59
Advocacy framework for community organizations supporting English learners .............63
TABLE OF CONTENTS (continued)
Part 5: Community Organizations that Support and Help English Learners and their
Families in Maryland................................................................................................... 69
Community Organizations ..........................................................................................................71
Part 6: Further Channels for TESOL Professional Development............................... 77
Resources for Further Professional Development ..................................................................77
Programs for Professional Development..................................................................................80
INTRODUCTION
The beginning of this Handbook is traced back to a monthly Maryland TESOL board meeting during Karen
Blinder’s Presidency (2016-2017). At that point, some of the board members discussed the idea of working on a
Maryland TESOL Handbook for teachers of English learners. Since that time, Past Presidents and board members
have continued to think about this idea and, with their support and trust, we (Luis, Drew, and Sherry) were
appointed to make this project a reality. In this introduction, we share more information about the Maryland
TESOL organization, its mission, and the goal of this Handbook.
Maryland TESOL
Maryland TESOL is a 501(c)(3) organization dedicated to the improvement and advancement of teaching English
to speakers of other languages. Maryland TESOL is an affiliate of TESOL, the international organization of
professionals interested in teaching English to speakers of other languages.
Maryland TESOL’s Mission
Maryland TESOL has the following goals:
• To disseminate information;
• To strengthen instruction and research at all levels of English to speakers of other languages;
• To provide leadership in professional concerns;
• To promote scholarship;
• To cooperate in appropriate ways with other groups having similar concerns.
Goal of this Handbook
The goal of this Handbook is to serve as a helpful resource for current practicing teachers, teachers-in-training,
teacher leaders, prospective teachers, paraprofessionals/teaching assistants, teacher educators, administrators, and
other stakeholders who support English learners in the state of Maryland. As such, we have divided this Handbook
into six main parts:
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Maryland TESOL Handbook for Teachers of English Learners
Part 1: English Learners. Objective: To provide stakeholders general, foundational, and contemporary information
to support English learners.
Part 2: Maryland English Learner Demographics and Programs. Objective: To provide information about
demographics of and educational programs for English learners in the state of Maryland.
Part 3: Becoming an ESOL/ESL Teacher in Maryland. Objective: To present roadmaps for anyone hoping to
become an ESOL/ESL teacher in the state of Maryland.
Part 4: Advocating for English Learners in Maryland. Objective: To explain the importance of advocacy in the
TESOL field, and to propose two advocacy frameworks: one for teachers and practitioners, and one for advocates
in community organizations.
Part 5: Community Organizations that Support and Help English Learners and their Families in Maryland.
Objective: To provide a list of organizations that offer education, health, and advocacy support for English
learners, their families, and immigrant populations in general in the state of Maryland and surrounding areas.
Part 6: Further Channels for TESOL Professional Development. Objective: To provide resources for teachers to
do further professional development within the field of TESOL.
Important Note: As an important clarification, the authors are not receiving any financial incentives from the
organizations included throughout the Handbook.
Acknowledgments: We would like to extend our heartfelt appreciation to everyone who supported us in the
preparation and review of this Handbook. In particular, we would like to express our gratitude to Sandy Tadeo
(@santadeox) for graciously providing his artistic skills in designing, formatting and turning this Handbook into an
elegant yet user-friendly product. We are also deeply appreciative to Kendall Sethna and Kirstin Thomas for their
stellar contributions in the “Advocacy in Action” sections, and to Rishan Habte for her time in supporting this
project. Lastly, we would like to recognize and extend our deepest appreciation to all reviewers, including Ilhye Yoon
and Loren Jones, for their meticulous review of this Handbook, and to the 2020-2021 Executive Board at Maryland
TESOL: Ashley Jenoff (Past President), Katie Miller (President), Jamie Harris (1st Vice President), Rosie Verratti
(Treasurer), and Elizabeth Phillipson (Secretary), for their trust in us and in this project.
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Photo credit: PGCPS.org
PART 1
ENGLISH
LEARNERS
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Maryland TESOL Handbook for Teachers of English Learners
PART 1: ENGLISH LEARNERS
Objective: To provide stakeholders general, foundational, and contemporary information to support English
learners.
Introduction
Since the inception of the Teaching English to Speakers of Other Languages (TESOL) International Association in
1966, TESOL, as a field in its own right, has been viewed in academia as leading the way in understanding how
students of all life experiences learn the English language. The TESOL field is inextricably linked to numerous
other fields such as Theoretical Linguistics, Applied Linguistics, Sociology, Cognitive Psychology, Foreign/World
Language Education, Bilingual Education, Dual Language Education, Minority and Urban Education, and
Intercultural Communication, to name a few. Given this breadth, there are numerous foundational concepts that
outline the core of what it means to know and work within the TESOL field. In the sections below, we introduce
and define a list of relevant, non-exhaustive key terms that educators of English learners should be familiar with.
Important Key Terms
In the section below, we introduce common acronyms used across educational contexts within TESOL. In addition,
we share basic language learning concepts and policies pertaining to English learners.
Common Acronyms
• English as a Second Language (ESL): The teaching of English to speakers of other languages in
countries where English is the dominant and/or official language (e.g., the United States); often a contrast to
the term English as a Foreign Language (see below). ESL is commonly used in adult/higher education within
U.S. contexts1. Historically, ESL assumed English to be the learner’s second language as opposed to third,
fourth, etc. Sometimes, English as an Additional Language (EAL) is used to address this distinction, though
nowadays ESL colloquially refers to English being any additional language for the student.
• English as a Foreign Language (EFL): The teaching of English to speakers of other languages in a
country where English is not the dominant and/or official language (e.g., Japan); often used as a contrast to
____________________
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We understand that different terms and acronyms are used in adult education programs throughout Maryland. For the purpose of
consistency with current research literature, in this Handbook we will use the term ESL when referring to adult programs.
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English Learners
ESL (see above).
• English for Speakers of Other Languages (ESOL): Used within U.S. K to 12 contexts to encompass the
teaching of English to speakers of other languages in any educational setting for any English learner. Those
certified in K to 12 contexts to teach English learners are often referred to as “ESOL” teachers.
• English Learner (EL): The official federal term used to identify a learner who is learning English as an
additional language per the Every Student Succeeds Act (ESSA) signed into federal law in December 2015 by
President Barack Obama (see the Basic Language Learning Concepts and Policies section below for
more details on ESSA).
• English Language Learner (ELL): Another contemporary term to identify a learner who is learning the
English language as an additional language, though it is viewed by some, particularly within K to 12 contexts,
as being a somewhat deficit-based label that emphasizes learners’ lack of English language as opposed to their
multilingual strengths. It is still often used in adult and higher education settings, though.
• Limited English Proficient (LEP) Learner: A deficit-based legal term used on No Child Left Behind
(NCLB) documents in K to 12 settings prior to ESSA (pre-2015 in federal papers, pre-2018 in Maryland state
papers).
• Emergent Multilingual Learner: An asset-based term used to emphasize the strengths young English
learners bring in knowing and learning various facets of multiple languages simultaneously. Also known as
Emergent Bilingual Learner (García, Kleifgen, & Falchi, 2008), though even this latter term has been
critiqued for not taking into account a child who may be experiencing more than two languages
simultaneously.
• First Language (L1): Refers to the initial language(s) a child develops. L1 is often viewed as the dominant
language, though this is not always the case.
• Second Language (L2): Historically refers to the second language learned beyond the L1, though nowadays
it is colloquially used to refer to any language beyond the L1 (3rd, 4th, etc.).
• Dual Language Learner (DLL): Used in early childhood education (Birth to 3rd grade) to refer to a learner
who is still in the process of acquiring their L1 while also simultaneously beginning to acquire an L2.
• Heritage Language Learner (HLL): “Students who have a family background in which a non-English
language is, or was, spoken” (Valdés, 2005, p. 412). For HLLs, the non-English language may technically be
their L1, though it is often not their dominant language, nor is it the prioritized language used outside of
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Maryland TESOL Handbook for Teachers of English Learners
specific familial/community interactions. English, though it may be their L2 technically, is often their
dominant language, including often being the sole language used in their education.
• Native Speaker /Non-Native Speaker (NS/NNS): Dichotomous terms that are still found in many legal
documents concerning language learners and language learning as well as in much language learning research
to distinguish language learners from non-learners. Here, speakers whose first, dominant, and often only
fluency in a language is English are referred to as native speakers of English, while those who learned English
as an additional language at some point after their L1 are referred to as non-native speakers of English. These
terms are controversial in that they focus on what people cannot do with language as opposed to the language
strengths that they already possess. The TESOL field in the 21st century puts itself forward as a field of “yes”
and “can” as opposed to “no” and “cannot,” where learners have already come to the classroom with
immense life experiences and language knowledge that should be used as their academic foundation.
Basic Language Learning Concepts and Policies
• Second Language Acquisition (SLA): The process of acquiring a language other than one’s L1. SLA also
refers to the discipline of studying this process.
• Basic Interpersonal Communication Skills (BICS): Originally coined by Jim Cummins, this refers to the
social language used on a day-to-day basis. Characteristics of BICS include language that is context-embedded
(in other words, language that is accompanied by verbal and nonverbal context clues) and cognitively
undemanding (in other words, language connected to familiar actions). Examples of BICS include language
used for greetings.
• Cognitive Academic Language Proficiency (CALP): Originally coined by Jim Cummins, this refers to the
academic language used in classroom settings across disciplines and grade levels. Characteristics of CALP
include language that is context-reduced (in other words, minimal to no context clues to help learn the
language) and cognitively demanding (in other words, the use of higher-order thinking). Examples of CALP
include the language to do a geometry proof or to understand photosynthesis.
• Sheltered Instruction Observation Protocol (SIOP): An instructional model used in K to 12 settings to
address English learners’ academic, language, and cultural needs across the curriculum. The method includes
eight interrelated components: Lesson Preparation, Building Background, Comprehensible Input, Strategies,
Interaction, Practice/Application, Lesson Delivery, Review & Assessment. SIOP is commonly used in some,
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English Learners
but not all, Maryland school systems.
• Cognitive Academic Language Learning Approach (CALLA): An instructional model that focuses on
teaching strategies to English learners for both language and content. More commonly used in middle and
high school, there are five steps: Preparation, Presentation, Practice, Evaluation, and Expansion.
Interconnected with the five steps are three overarching categories of learning strategies: Metacognitive,
Cognitive, and Social/Affective.
• Theory of Multiple Intelligences: Originally constructed by Howard Gardner, this theory emphasizes how
human intelligence falls into different modalities as opposed to being one singular entity. There are eight types
of intelligences that humans are said to possess: linguistic, bodily-kinesthetic, spatial, musical, logicalmathematical, intrapersonal, interpersonal, and naturalistic. Looking at intelligence in this way allows teachers
to understand that our different student populations bring with them different ways of knowing and ways of
skill acquisition.
• Culturally Responsive Pedagogy (CRP): As summed up by Geneva Gay in her 2010 book, Culturally
Responsive Teaching: Theory, Research, and Practice, CRP “filters curriculum content and teaching strategies through
…cultural frames of reference to make the content more personally meaningful and easier to master…it
makes explicit the previously implicit role of culture in teaching and learning, and it insists that educational
institutions accept the legitimacy and viability of ethnic-group cultures in improving learning outcomes” (p.
26). CRP is the cornerstone for teaching English learners across ages, grades, cultures, countries, and
educational contexts.
• Hofstede’s Cultural Dimensions Model: Originally constructed by Geert Hofstede, this model focuses on a
particular society’s values and how those values affect and are affected by the members of the culture. The
model consists of six dimensions, each of which is its own spectrum as opposed to a dichotomy: (1) Power
Distance, where lower on the spectrum is more egalitarian and higher embraces hierarchy; (2) Collectivist vs.
Individualistic; (3) Uncertainty avoidance index, where lower on the spectrum is more comfortable with
uncertainty and higher means uncomfortable; (4) Femininity vs. Masculinity, where lower on the spectrum
perceives nurturing as more important and higher perceives power as more important; (5) Short-term vs. Longterm goals as the focus; (6) Restraint vs. Indulgence, where lower on the spectrum favors restraint and higher on
the spectrum favors satisfaction. Comparing societies using this model can be found here. Though this model
has helped in understanding intercultural differences, there are valid criticisms, namely that the descriptions of
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Maryland TESOL Handbook for Teachers of English Learners
the different societies make those societies/countries appear more homogenous than they actually are.
• Translanguaging: Refers to a student’s use of multiple languages as a tool to process meaning and gain
understanding. This general understanding can be used by teachers as a pedagogical approach (MacSwan,
2017) to promote the use of the L1 in classroom settings, as individual students take components from their
L1s and L2s in order to work through their academic needs (i.e., the scientific method, a math problem,
summarizing the main idea of a text). It is important to note that at the core of translanguaging is that no two
students would utilize their L1s and L2s in the same way; each individual has their own internal way of
translanguaging to meet the needs of the immediate task at hand.
• Maslow’s Hierarchy of Needs: A motivational theory in psychology comprising a tiered model of human
needs, often depicted as hierarchical levels within a pyramid. Although this theory originated in the field of
psychology, it is widely used in education, especially in K to 12 learning spaces. To read more about this
theory, please visit McLeod (2020).
• Every Student Succeeds Act (ESSA): ESSA is the 2015 reauthorization of the Elementary and Secondary
Education Act and replaces what had been known as the No Child Left Behind (NCLB) Act of 2002 (key
differences between ESSA and NCLB can be found at the Association for Supervision and Curriculum
Development). ESSA outlines accountability for student academic success in the K to 12 public schools. Each
state has its own ESSA State Plan approved by the U.S. Department of Education (see the Maryland State
ESSA Plan, which was approved in 2018). Per ESSA, schools and teachers across the curriculum (not just
ESOL teachers) are accountable for English learners’ content area and English language learning success.
• WIDA: Current English Language Development Standards in Maryland guiding instructions for English
learners in K to 122 ESOL programs. WIDA Can Do Descriptors provide detailed explanations of what
students can do depending on their grade and English proficiency levels. Also, the latest version of the WIDA
Framework: Kindergarten-12 (2020) provides additional guidance for instruction and expectations.
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WIDA Standards are only applicable in Kindergarten and higher.
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English Learners
Relevant Assessments and Courses
In this section, we introduce and provide brief information about a non-exhaustive list of relevant tests,
assessments, and courses commonly used in K to 12, adult education, and higher education settings in Maryland to
evaluate English learners’ language and academic proficiencies. The links for each of these tests and assessments
have been embedded in their names.
1. Assessing Comprehension and Communication in English State-to-State (ACCESS) for English languages
learners
◦
The WIDA assessment is called ACCESS for ELLs in K to 12 education. To exit out of ESOL Services
in Maryland, students must score a 4.5 or higher on ACCESS.
◦
For English learners with significant cognitive disabilities as defined by the Individuals with Disabilities
Education Act (IDEA) and who receive special education services, they may take Alternate ACCESS for
ELLs (WIDA, 2020). To exit out of ESOL Services in Maryland, students who are approved to take
Alt-ACCESS must score a P2.
◦
Assesses the four language domains of Listening, Speaking, Reading, and Writing.
2. ACCUPLACER ESL
◦
Used by colleges and universities to measure English language proficiency in reading, listening, language
use/grammar, and sentence meaning.
3. BEST Plus 2.0
◦
Used by adult education programs to assess the oral language proficiency of adult English language
learners in the United States.
◦
Individually administered as a face-to-face oral interview.
◦
Test items are intended to assess learners’ interpersonal communication used in practical situations and
in everyday life in the U.S. at home, at work, and in the community.
4. Comprehensive Adult Student Assessment System (CASAS)
◦
Used nationwide in adult basic education (ABE), adult secondary education (ASE), adult ESL,
correctional and workplace literacy.
◦
Grant-funded adult education programs in Maryland are required to use CASAS for placement and preand post-testing.
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Maryland TESOL Handbook for Teachers of English Learners
◦
Approved for measuring educational gains in the National Reporting System for Adult Education (NRS).
5. International English Language Testing System (IELTS)
◦
Measures the English language proficiency for studying or working where English is used as a language
of communication.
6. Maryland Comprehensive Assessment Program (MCAP)
◦
Per ESSA (see the previous section), all states must administer standardized tests for students in Grade
K-12. MSDE has the list of current assessments.
7. Michigan English Placement Test (Michigan-EPT)
◦
Used by institutions of higher education to measure English language Proficiency in listening
comprehension, grammar, vocabulary, and reading comprehension.
◦
Computer-based placement and progress test (CEFR level A1 - C1).
8. Michigan English Test (MET)
◦
For secondary students and adults that measures English language proficiency from high-beginner to
advanced (A2 - C1) on the Common European Framework of Reference for Languages (CEFR) scale.
Used for professional and educational advancement.
9. Pearson Test of English (PTE) Academic
◦
Measures academic English language competency for post-secondary international study.
◦
Entirely computer-based and accepted by a growing number of colleges and universities in the United
States as an alternative to IELTS (see above) and TOEFL (see below).
10. TABE (Tests of Adult Basic Education) Complete Language Assessment System – English (TABE CLAS-E)
◦
Used by adult education programs to assess the language proficiency of adult English language learners
in the areas of reading, listening, writing, and speaking.
◦
The test items and reading passages focus on workplace, community that are practical and familiar and
that will motivate adult learners.
11. Test of English as a Foreign Language (TOEFL)
◦
Measures academic communication skills in English for learners planning to study at colleges and
universities.
12. Test of English for International Communication (TOEIC)
◦
10
Measures proficiency in English relevant to the global workplace.
English Learners
◦
Test types include: TOEIC Listening & Reading, and TOEIC Speaking & Writing.
Courses in Higher Education
Though not consistent in universities throughout Maryland or across the United States, some universities offer firstyear English composition courses specifically for international students and those for whom English is not their
first language. If offered, these required undergraduate general education courses are equivalent to freshman
English composition courses (typically English 100 or English 101) required of freshmen in colleges and
universities across the United States.
Types of Learners
In the sections below (young learners and adult learners), we define and introduce the different acronyms and
definitions used in the learning spaces within Maryland and, in many cases, throughout the United States.
Young Learners3 (K to 12)
Young English learners are a largely heterogeneous population arriving at K to 12 learning settings with diverse
formal education backgrounds and L1s. In the section below, we share specific acronyms and definitions used in K
to 12 learning spaces to describe the populations of young English learners in Maryland.
• Adequate formal schooling. Students with adequate formal schooling are learners who recently arrived in
the United States with full formal schooling in their native countries (i.e., they are on grade-level with
academic content in their L1). As such, they usually catch up faster academically but may still score low on
standardized tests given in English (Freeman, Freeman, & Mercuri, 2002). As an important clarification, this
term is not often utilized until upper elementary (approximately 4th grade and later).
• Culturally and linguistically diverse exceptional learners (CLDE). To understand the term CLDE, it is
important to break-down the acronym. Learners who are culturally and linguistically diverse (CLD) refer to
those who come from languages and/or cultural backgrounds that differ from what is considered the
mainstream language and culture of the society (NOTE: CLD is a term used in non-TESOL K to 12
disciplines). CLD learners who have exceptional (E) needs to be addressed beyond differences in language
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3
For the purpose of this Handbook, we define young learners as students eligible to be enrolled in K to 12 programs per the Maryland
State Department of Education (MSDE).
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Maryland TESOL Handbook for Teachers of English Learners
and/or culture (i.e., special education or gifted and talented needs) are referred to as CLDE learners. Outside
of the TESOL field, English learners are considered a subgroup of CLD learners, and those English learners
who are classified as CLDE learners are said to be dual-identified (ESOL and Special Education or Gifted
and Talented) or triple-identified (ESOL, Special Education, and Gifted and Talented).
• Deferred action for childhood arrivals (DACA). DACA is a policy established by President Barack Obama
in 2012 to protect certain immigrants who meet the criteria from deportation and to allow them to obtain
work permits. DACA recipients are young individuals who arrived in the United States as children (younger
than 16 years of age) and have continuously resided in the United States since June 15, 2007. For the most
part, DACA recipients have grown up as Americans, identify as such, and many have limited knowledge of
their parents’ first language or connection to the country where they were born. To learn more about the
considerations for DACA, please visit U.S. Citizenship and Immigration Services (2018).
• Long-term English learners (LTELs). Olsen (2014) defines LTELs as “students who have been enrolled
in U.S. schools for six years or more, are stalled in progressing towards English proficiency without having yet
reached a threshold of adequate English skills, and are struggling academically” (p. 4). The majority of LTELs
are English learners who have been in U.S. schools since elementary school but still need support to develop
age-appropriate literacy in English. Many LTELs have excellent BICS in English, and may have what appears
to be high proficiency in speaking and listening, though they may have emergent academic proficiency in
reading and writing (NOTE: This is not the case for all LTELs).
• Newcomers. According to the U.S. Department of Education (2016), the term newcomers “refers to any
foreign-born students and their families who have recently arrived in the United States” (p. 1). To read more
about newcomers and how to support them during their educational journey, please see the Newcomer Tool Kit
(U.S. Department of Education, 2016).
• Refugees. The United Nations High Commissioner for Refugees (UNHCR) (2020) defines refugees as
“people fleeing conflict or persecution. They are defined and protected in international law, and must not be
expelled or returned to situations where their life and freedom are at risk” (para. 2). By definition, refugees are
among the most vulnerable students we welcome in our classrooms and, sometimes, they arrive with limited or
interrupted formal education due to the circumstances they have had to endure through no fault of their own.
• Students with limited or interrupted formal education (SLIFE), also known as students with
interrupted formal education (SIFE). These acronyms are primarily used to describe learners who arrive in
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English Learners
our K to 12 learning spaces with 2 or more years of interrupted education from their native countries. In
addition, this acronym is also used to describe learners who arrive with very limited formal schooling (i.e. only
attended one or two years of formal schooling in their native countries in total). For more information about
the SLIFE/SIFE population, please see Custodio and O’Loughlin (2017) and DeCapua, Marshall, and Tang
(2020). As an important clarification, the terms SIFE and SLIFE are not often utilized until at least upper
elementary (approximately 4th grade and higher).
• Unaccompanied minors. According to the UNHCR (1997), an unaccompanied minor is someone “who [is]
under the age of eighteen, unless, under the law applicable to the child, majority is attained earlier and who is
separated from both parents and is not being cared for by an adult who by law or custom has responsibility to
do so” (p. 1). Unaccompanied minors seeking asylum are entitled to special protection and care under
UNHCR policies. To learn more, please visit UNHCR (1997).
• Undocumented students. According to Immigrants Rising (2018), “an undocumented student is a foreign
national who: (1) entered the United States without inspection or with fraudulent documents; (2) entered
legally as a nonimmigrant but then violated the term of his or her status and remained in the United States
without authorization; (3) has Deferred Action Childhood Arrival (“DACA”) status or has previously had
DACA; or (4) is otherwise currently in the process of legalizing” (p. 1). It is important to remember that all
children, regardless of immigration status, have the constitutional right to attend our nation’s public (K to 12)
schools.
• U.S.-born citizens. The majority of English learners in the United States are U.S.-born citizens. According to
Mitchell (2016), “U.S. Census data found that 82 percent of prekindergarten to 5th-grade English learners and
65 percent of 6th and 12th-grade English-learners are U.S.-born” (para. 2).
Adult Learners
Adult English learners are a large and diverse population with a variety of reasons for learning English and, if
applicable, coming to the United States. They can vary greatly in terms of age, immigration status, linguistic and
cultural backgrounds, level of education and professional training and experience prior to entering the U.S., and L1
and English literacy (Center for Applied Linguistics - CAELA Practitioner Toolkit, 2008).
• Newcomers/New Americans. New Americans include immigrants, refugees, and asylees who have recently
13
Maryland TESOL Handbook for Teachers of English Learners
arrived in the United States to live, work, and study either by choice or to escape war, violence, or persecution
in their home countries. Several states, including Maryland, have established New Americans Initiatives in the
years since the White House Task Force on New Americans was established in November 2014 during the
Obama Administration with the intention of better supporting the linguistic, economic, and civic integration
of immigrants and refugees into communities (Migration Policy Institute - MPI, 2014).
• Refugees/Asylees. According to the Department of Homeland Security (DHS), refugees and asylees are
those who are outside of their home countries because they have been forced to flee due to war, violence, or
a well-founded fear of persecution (race, religion, nationality, political opinion, etc.) and are unable or
unwilling to return home. Asylees meet the same definition of a refugee and they are already in the United
States or seeking entry at a port of entry (Department of Homeland Security, 2018). It is important to
consider trauma-informed teaching practices when working with refugees and asylees. The Maryland Office
for Refugees and Asylees (MORA) “provides support and services to federally-recognized refugees and
political asylees to ease their integration into American society” (MORA, 2016, para. 1).
• Skilled immigrants. According to the Maryland Skilled Immigrant Task Force at the Maryland Department
of Labor (2018), skilled immigrants are defined as “work-authorized, foreign-born, and foreign-trained
workers with at least (2) years of formal and informal education, training, or job experience that has led to
special skills, knowledge, training, and/or abilities for certain types of work” (p. 3). Skilled immigrants often
come to the United States with advanced/professional degrees and have years of training and experience in
their home countries. They would be tremendous assets to companies, institutions, and organizations. Despite
their level of education and experience, however, they often find it challenging to continue their careers due
to issues with licensure/credentialing reviews/evaluations once they arrive in the United States. Additionally,
skilled immigrants may lack the needed/required English language skills to work in the same field in which
they have a degree or license/certification.
• Literacy education and second language learning for adults (LESLLA). LESLLA refers to adult
language learners (immigrant and refugee populations) who have limited or interrupted formal education and
literacy development, emerging literacy, or little to no native language schooling. Thanks to the LESLLA
organization, research is growing in the area of working with and addressing the specific needs of this
population of adult learners. For more information and resources, please visit the LESLLA website.
• International students. International students travel to the United States (on an F-1 Visa) specifically to
14
English Learners
complete a given course of study or exchange program (typically at higher education institutions for credit)
before returning to their home countries to either continue/finish their studies at their home institutions or to
start/continue a career path at home. According to the UNESCO Institute for Statistics (2013), international
students are defined as “those who are not residents of their country of study or those who received their prior
education in another country” (p. 1). International students who need to strengthen their English language skills,
especially academic English, are often required to take academic ESL courses prior to being accepted into the
university of choice to study. This need is often determined by the learners’ TOEFL, IELTS, or PTE test scores.
• Generation 1.5. Generation 1.5 is used to describe English learners who are typically foreign-born, arrived in
the United States as children and adolescents, and who typically entered K to 12 as ESOL students (Roberge,
Siegal & Harklau, 2009). They are said to fall between their first-generation parents and their secondgeneration (U.S.-born) siblings, hence the “1.5” designation. They may struggle with language and cultural
identity and feel split between two worlds (at home and outside the home). This group of learners may
include U.S.-born enclave residents and World English speakers. Generation 1.5 learners often have
experienced interrupted education and language development with little to no transfer of literacy from the L1
to the L2. They are also referred to as “ear” learners who have excellent listening skills and may be fluent in
oral communication but may struggle with academic English, especially reading and writing (Reid, 2006).
• Undocumented learners. See Undocumented Students in the Young Learners section above for definition.
According to Larrotta (2019), most immigrants do not wish to return to their home countries; instead, they
would prefer to remain in the United States. However, for many undocumented immigrants, attending adult
ESL classes to improve their language skills—needed for better-paying employment, greater self-sufficiency,
greater access to information and higher education, and increased participation in their communities—is no
longer a safe proposition as many feel vulnerable and fearful of being caught by the U.S. Immigration and
Customs Enforcement (ICE) (Larrotta, 2019).
• DACA/Dreamers. See the DACA definition in the Young Learners section above. The term “Dreamer
refers to students who were brought to the United States at a young age without documentation but have
been educated by U.S. schools. The term originally comes from the Development, Relief, and Education for
Alien Minors (DREAM) Act that was proposed in Congress to give legal status to these students” (Bergey,
Movit, Simpson Baird & Faria, 2018, p. 5). Through the DACA program, students (Dreamers) who meet
specific criteria can apply for work authorization and temporary protection from deportation. For additional
details, see information by López and Krogstad (2017).
15
Maryland TESOL Handbook for Teachers of English Learners
References
ACCUPLACER. (2020). College Board. https://accuplacer.collegeboard.org/educators/whats-on-tests
Association for Supervision and Curriculum Development. (2015). Elementary and Secondary Education Act: Comparison
of the No Child Left Behind Act and the Every Student Succeeds Act. Alexandria, VA: Author. https://
www.ascd.org/ASCD/pdf/siteASCD/policy/ESEA_NCLB_ComparisonChart_2015.pdf.
Bergey, R., Movit, M., Simpson Baird, A., & Faria, A. M. (2018). Serving English language learners in higher education.
Unlocking the Potential. American Institutes for Research (AIR). https://www.air.org/sites/default/files/
downloads/report/Serving-English-Language-Learners-in-Higher-Education-2018.pdf
Center for Applied Linguistics. Center for Adult English Language Acquisition (CAELA). (2008). Adult non-native
English speakers in the United States. Practitioner Toolkit: Working with Adult English Language Learners, Part I (1-6).
http://www.cal.org/caela/tools/program_development/elltoolkit/PartI-1AdultNon-native.pdf
Comprehensive Adult Student Assessment System (CASAS). (2020). https://www.casas.org/
Custodio, B., & O’Loughlin, J. B. (2017). Students with interrupted formal education: Bridging where they are and what they need.
Corwin.
DeCapua, A., & Marshall, H. W., Tang, L. F. (2020). Meeting the needs of SLIFE: A guide for educators (2nd ed.).
University of Michigan Press.
Freeman, Y., Freeman, D., & Mercuri, S. (2002). Closing the achievement gap: How to reach limited-formal-schooling and longterm English learners. Heinemann.
García, O., Kleifgen, J., & Falchi, L. (2008). From English language learners to emergent bilinguals. Equity Matters: Research
Review No. 1. A Research Initiative of the Campaign for Educational Equity.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd edition). Teachers College Press.
Hofstede Insights (n.d.). https://www.hofstede-insights.com/.
Immigrants Rising. (2018). Overview of undocumented students. https://immigrantsrising.org/wp-content/
uploads/Immigrants-Rising_Overview-of-Undocumented-Students.pdf
International English Language Testing System (IELTS). (2020). https://www.ielts.org/en-us
Larrotta, C. (2019). Immigrants learning English in a time of anti-immigrant sentiment. Forum: Immigration and
ESL. Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy,1(1), 53-58. https://
files.eric.ed.gov/fulltext/ED594573.pdf
Literacy Education and Second Language Learning for Adults (LESLLA) (n.d.). https://www.leslla.org/our-vision
López, G., & Krogstad, J.M. (2017). Key facts about unauthorized immigrants enrolled in DACA. Fact Tank. Pew
Research Center. https://www.pewresearch.org/fact-tank/2017/09/25/key-facts-about-unauthorizedimmigrants-enrolled-in-daca/
Maryland Office for Refugees and Asylees (MORA) (n.d.). Maryland Department of Human Services. https://
dhs.maryland.gov/maryland-office-for-refugees-and-asylees/
Maryland Skilled Immigrants Task Force Annual Report (2018). https://dhs.maryland.gov/documents/
Refugees%20and%20Asylees/Annual%20Reports/
Skilled%20Immigrant%20Task%20Force%20Annual%20Report%20FY17.pdf
16
English Learners
Maryland State Department of Education. (2018). Maryland Every Student Succeeds Act (ESSA) Consolidated State Plan.
Baltimore: Author. http://www.marylandpublicschools.org/about/Documents/ESSA/
ESSAMDSubmissionConsolidatedStatePlan091718.pdf.
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167201. https://doi.org/10.3102/0002831216683935
McLeod, S. (2020). Maslow’s hierarchy of needs. Simply Psychology. https://www.simplypsychology.org/maslow.html
Michigan English Placement Test (Michigan-EPT). (2020). Michigan Language Assessment. https://
michiganassessment.org/michigan-tests/m-ept/
Michigan English Test (MET). (2020). Michigan Language Assessment. https://michiganassessment.org/michigantests/met/
Migration Policy Institute (MPI). (2014). NCIIP: Task force on new Americans (White House) National Center on
Immigrant Integration Policy. https://www.migrationpolicy.org/programs/nciip-task-force-new-americanswhite-house
Mitchell, C. (2016). Majority of English-learner students are born in the United States, analysis finds. Education Week.
http://blogs.edweek.org/edweek/learning-the-language/2016/12/majority_of_englishlearner_students_are_born_in_the_united_states.html
OECD. (2013). Education Indicators in Focus 2013, 14(5), 1-4. https://www.oecd.org/education/skills-beyond-school/
EDIF%202013--N%C2%B014%20(eng)-Final.pdf
Olsen, L. (2014). Meeting the unique needs of long-term English learners: A guide for educators. National Education
Association.
Pearson Test of English (PTE) Academic. (2020). Pearson Inc. https://pearsonpte.com/pte-academic/
Reid, J. M. (2006). Knowing your student population: An in-depth analysis of the EAP writing student. In J. M.
Reid, P. Byrd, & C. M. Scheumann, (Eds.), Essentials of teaching academic writing: English for academic success (pp.
11-18). Thomson Heinle.
Roberge, M., Siegal, M. & Harklau, L. (Eds.) (2009). Generation 1.5 in college composition: Teaching academic writing to U.S.educated learners of ESL. Routledge.
Test of English as a Foreign Language (TOEFL). (2020). Educational Testing Service (ETS). https://www.ets.org/
toefl
Test of English for International Communication (TOEIC). (2020). Educational Testing Service (ETS). https://
www.ets.org/toeic
United Nations High Commissioner for Refugees (UNHCR). (1997). Guidelines on policies and procedures in dealing with
unaccompanied children seeking asylum. https://www.unhcr.org/3d4f91cf4.pdf
United Nations High Commissioner for Refugees (UNHCR). (2020). Refugees. https://www.unhcr.org/en-us/
refugees.html
U.S. Citizenship and Immigration Services. (2018). Consideration of deferred action for childhood arrivals (DACA).
https://www.uscis.gov/archive/consideration-deferred-action-childhood-arrivals-dac
U.S. Department of Education. (2016). Newcomer tool kit. https://www2.ed.gov/about/offices/list/oela/
newcomers-toolkit/ncomertoolkit.pdf
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Maryland TESOL Handbook for Teachers of English Learners
U.S. Department of Homeland Security. (2018). Refugees and asylees. https://www.dhs.gov/immigration-statistics/
refugees-asylees
Valdés, G. (2005). Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? The
Modern Language Journal, 89(3), 410-426. https://doi.org/10.1111/j.1540-4781.2005.00314.x
WIDA. (2020). Alternate ACCESS for ELLs participation decision tree. Wisconsin Center for Education Research.
https://wida.wisc.edu/sites/default/files/resource/Alt-Access-Participation-Criteria-Diagram.pdf.
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Maryland English Learner Demographics and Programs
Photo credit: Unsplash.org
PART 2
MARYLAND ENGLISH LEARNER
DEMOGRAPHICS AND
PROGRAMS
19
Maryland TESOL Handbook for Teachers of English Learners
PART 2: MARYLAND ENGLISH LEARNER
DEMOGRAPHICS AND PROGRAMS
Objective: To provide information about demographics of and educational programs for English learners in the
state of Maryland.
Introduction
As seen in Part 1, English learners are not a homogenous population but rather varied populations with diverse life
experiences, including education, work, L1s, L1 knowledge, cultural backgrounds, English L2 knowledge and
proficiency, English L2 learning experiences, and reasons for participating in formal education. These learners are
across the state of Maryland, in each county and local school system and in varied academic settings. To better
understand who English learners are in Maryland specifically, the sections below highlight the demographic
information of our English learners and the varied academic programs offered throughout the state that address
their academic, language, and cultural needs across K to 12, adult, and higher education contexts.
English Learner Demographics in K to 12 Settings
In the state of Maryland, the term K to 12 is used to refer to formal education encompassing pre-kindergarten to
12th grade. According to the Maryland State Department of Education (MSDE)’s Code of Maryland Regulations
(COMAR) 13A.10.10.01, “each child who resides in Maryland and is 5 years old or older and under 18 shall attend a
public school regularly during the entire school year unless the child is otherwise receiving regular, thorough
schooling during the school year in the studies usually taught in the public school to children of the same age.
Maryland recognizes nonpublic schools and home schooling as options to public school enrollment for students to
receive regular, thorough instruction” (MSDE, 2020b, para 1).
As an important clarification, in the State of Maryland, compulsory education age requirements are from 5-17 years of
age and free education age requirements are from 5-21 years of age (Maryland Code, Education § 7-101, n.d.; Maryland
Code, Education, § 7-301, 2017). Also, the State of Maryland is required to follow the ruling of Plyler v. Doe (1982)
ensuring that all children, including undocumented children, have the same right to an education, regardless of their
immigration status. In addition, schools and school personnel cannot ask immigrant students about their immigration
status, and immigrant students are not required to disclose their immigration status to anyone in U.S. schools.
20
Maryland English Learner Demographics and Programs
The following data is taken from the Maryland State Department of Education’s (MSDE) English Learners/Title
III Office Summary of English Learners for the 2019-2020 academic year (MSDE, 2020a). These numbers include
all students who are eligible for ESOL Services based on their answers to the MSDE’s Home Language Survey
(MSDE, 2017). The survey is given out to all kindergarteners and incoming newcomers regardless of grade. The
home language survey identifies a student who needs to be tested using an English language replacement test to
determine their eligibility to receive ESOL services (see K to 12 Programs under Types of Programs later in this
part of the Handbook for what those services entail in Maryland). At that point, families have the option to opt-out
of/refuse ESOL Services. Even if families refuse ESOL Services, those incoming students who are not receiving
ESOL services will still be counted as English learners for recording purposes. As such, the numbers below
represent all English learners regardless of receiving ESOL services.
93,250
Total number of English learners in Maryland
K to 12 public schools (2019-2020)
Figure 2.1
Top five L1s among English learners in K to 12 Maryland public schools (2019-2020)
80,000
72,939
40,000
1,846
1,506
French
1.98%
Chinese
1.62%
1,405
1,334
0
Spanish
78.22%
Amharic
1.51%
Arabic
1.43%
21
Maryland TESOL Handbook for Teachers of English Learners
Figure 2.2
Overall EL Population in Maryland K to 12 (2019-2020)
High School
21.4%
19,952
Elementary
62.5%
58,308
Middle
School
16.1%
14,990
Figure 2.3
10-Year English Learner Population Growth in Maryland K to 12 Settings
93,250
(2020)
100,000
Annual Population
Growth (K-12)
50,000
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
47,896
(2011)
Since 2011, the total number of English
learners in the state has almost doubled, meaning
that the need for ESOL teachers is quite high.
0
2011
22
2012
2013
2014
2015
2016
2017
2018
47,896
51,593
55,370
56,027
60,705
63,348
69,079
79,656
84,192
93,250
2019
2020
Maryland English Learner Demographics and Programs
Figure 2.4 and Table 2.1
Numbers of English Learners Across Maryland Local School Systems (2019-2020)
Number
of English
Learners
29,625
N
Local School System/County & ESOL Services Website
Allegany
Anne Arundel
Baltimore City
Baltimore County
Calvert*
Caroline* (Director of Special Programs)
Carroll
Cecil
Charles
Dorchester*
Frederick
Garrett
Harford
Howard
Kent
Montgomery
Prince George's
Queen Anne's
St. Mary's
Somerset
Talbot*
Washington
Wicomico
Worcester*
10
Number of English Learners
20
6,637
6,964
8,961
158
476
343
324
895
181
2,921
10
791
3,450
78
28,231
29,625
325
314
111
509
612
1,156
148
*ESOL Program district website not available; the link provided is the contact information for the local school system’s ESOL/EL Supervisor.
23
Maryland TESOL Handbook for Teachers of English Learners
Prince George’s County Public Schools: An Illustration
The previous section provided a general overview of EL K to 12
demographics across the state. Individual local school systems, however,
house more specific data concerning their EL populations. Below is an
illustration of such data from the Prince George’s County Public Schools
(PGCPS) ESOL Office (personal communication, PGCPS ESOL
Instructional Supervisor, August 11, 2020). As stated earlier, for the 20192020 academic year PGCPS had the largest population of English learners
across all local school systems in Maryland: 29,625. The data below are from
that academic year. For such data from other local school systems, please
contact the local school system’s ESOL Offices directly (website links found
Table 2.2
Number of Newcomers in
PGCPS Across Grades
Grade
Kindergarten
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
Number of
Newcomers
804
273
242
230
235
211
213
192
225
1,016
17
4
0
on Table 2.1). NOTE: for its record-keeping, PGCPS has definitions for its terminology that may differ slightly
from the general definitions presented in Part 1 of this Handbook. The PGCPS definitions are presented below
along with the data to which they correspond.
3,662
Total Number of Newcomers in PGCPS (2019-2020)
Newcomers (Elementary): Any student in their first year of US school
enrollment whose ESOL WIDA ACCESS level is 1.0. Kindergarten students
must be born outside of the United States to be considered a “newcomer”.
Newcomers (Middle and High School): Any student whose date-of-USschool-start is May 1st of the previous year and whose ESOL WIDA
ACCESS level is 1.0-1.4.
SLIFE/SIFE
In PGCPS, students with interrupted formal education are defined as
learners who have been out of school for six months or more and are not
literate in their native language.
24
187
Table 2.3
SLIFE/SIFE in PGCPS
(2019-2020)
Grade
Kindergarten
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
Total Number of SLIFE/SIFE
Number of
Newcomers
0
0
0
0
0
6
0
8
7
59
15
24
68
Maryland English Learner Demographics and Programs
Table 2.4
2,701
2,674
27
227
Total Number of English learners who
Exited Out of ESOL Services
Total Exits from ACCESS (with a score
of 4.5 or higher)
Total Exits from Alt-ACCESS (with
a score of P2 or higher)
Total Number of Newcomers
Refusing ESOL Services
Number of Newcomers Refusing
ESOL Services Across Grades
Grade
Kindergarten
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
Number of
Newcomers
19
22
24
24
26
12
9
9
12
17
24
12
17
REMINDER: Parents and guardians can refuse ESOL Services when an incoming kindergartener or newcomer at
any grade thereafter enters the school system and has been identified as eligible for ESOL Services.
English Learner Demographics in Adult and Higher Education Settings
As noted in Part 1, adult English learners are a large and diverse group and are often broadly categorized as
either immigrants or international students based on the circumstances under which they came to the United States
to live and study. The sections below provide data on adult immigrants living, working, and studying in Maryland,
the various adult education programs in the U.S., and adult international students studying in the U.S.
General Immigration Data in Maryland
According to the American Immigration Council (2020), “one in seven Maryland residents is an
immigrant…” (p. 1).
Figure 2.5
1 in 7 Maryland residents is an immigrant.
Women
451,208 (49.3%)
Men
408,820 (44.7%)
Children
55,163 (6%)
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Maryland TESOL Handbook for Teachers of English Learners
915,191
immigrants (foreign-born individuals) comprised
15% of the state’s population (2018)
Figure 2.6
Top countries of origin for Maryland immigrants (2018)
% of total immigrants
15
10
5
11%
6%
5%
5%
4%
India
China
Nigeria
The Philippines
0
El Salvador
Figure 2.7
13%
Thirteen (13) percent of
Maryland’s population (or
760,379 people) were nativeborn Americans who had at
least one immigrant parent.
26
43%
83%
More than two in five (43 percent)
adult immigrants had a college
degree or higher education, while
roughly one in five (19 percent) had
less than a high school diploma.
More than four in five (83
percent) immigrants reported
speaking English “well” or
“very well.”
Maryland English Learner Demographics and Programs
Figure 2.8
Levels of Education of Immigrants in Maryland (2018)
Share (%) of
All Immigrants
Share Percentage
45
Share (%) of All
Non-Immigrants
30
15
0
43%
40%
College Degree
or Higher
19%
27%
Some
College
19%
26%
High School
Diploma Only
19%
7%
Less Than a High
School Diploma
Source: U.S. Census Bureau, 2018 American Community Survey 1-Year Estimates.
At least 20% of each of the following industries in Maryland employ immigrants: (1) Health Care and Social
Assistance, (2) Professional, Scientific, and Technical Services, (3) Construction, (4) Accommodation and Food
Services, and (5) Retail Trade. Please see the American Immigration Council for more information on immigrants in
Maryland.
Adult Education Program Data
According to the National Reporting System (NRS) for Adult Education (n.d.), “adult education programs in the
United States reach a large number of participants” (p. 1). During the program year of 2017-18 throughout the
United States, these programs authorized under Title II of the Workforce Investment and Opportunities Act
(WIOA) had 1,427,339 enrollments. Among the three main instructional areas that comprise the adult education
program, English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education
(ASE), ESL had the highest student population at 49% of all adult education program participants for 2017-18.
Adult International Students in the United States
As shown in Figure 2.12, there has been a large influx of international students studying in the United States in the
27
Maryland TESOL Handbook for Teachers of English Learners
last 60 years. However, according to the Open Doors Report on the International Educational Exchange, 1,075,496
international students were in the U.S. in 2019-2020, a decrease of 1.8% over the 2018-2019 school year. Fiftythree (53) percent of international students came from China and India. For additional information on
international students in the U.S., please see Open Doors Fast Facts.
Figure 2.9
Adult Education English Learner Participants (2017-2018)
Adult Basic
Education (ABE)
561,879
40%
English as a Second
Language (ESL)
680,413
49%
Adult Secondary
Education (ASE)
147,396
11%
Figure 2.10
Participant Enrollment in Adult English Learner-Focused Programs (2017-18 Program Year)
160,124 participants were enrolled in Integrated English
Literacy and Civics Education (IELCE) programs,
which includes ESL, work skills, and civics instruction.
164,980 participants were enrolled in
programs in correctional institutions.
54,602 participants were enrolled
in distance education programs.
43,904 participants were enrolled in Integrated
Education and Training (IET) Programs, which
integrate basic skills and work skills instruction.
Figure 2.11
Participant Enrollment in Integrated Education and Training (IET) Programs (2017-18 Program Year)
17,538 enrolled
in IELCE-IET
28
13,978 enrolled
in ABE-IET
7,502 enrolled
in ASE-IET
4,886 enrolled
in ESL-IET
Figure 2.12
Participant Demographics
Age
Maryland English Learner Demographics and Programs
Gender
Employment Status
120,689
16-18
19-24
25% Not in the Labor Force
57%
Female
264,627
25-44
688,355
45-54
35% Unemployed
43%
Male
189,741
55-59
56,492
60+
69,784
1% Employed, but Received Notice
of Termination of Employment or
Military Separation is Pending
39% Employed
For additional information on adult education programs, see the National Reporting System for Adult Education.
Figure 2.13
International Student Trends in the U.S.
1,200,000
800,000
In 2019/20,
the total number of
international students
in the United States declined
by 1.8% to 1,075,496 students.
400,000
0
1959/60
1969/70
1979/80
1989/90
1999/00
2009/10
2019/20
Figure 2.14
Top Ten Places of Origin of International Students
SOUTH KOREA, 5%
CANADA, 2%
CHINA
35%
INDIA
18%
MEXICO, 1%
SAUDI ARABIA,
3%
JAPAN, 2%
TAIWAN, 2%
VIETNAM, 2%
BRAZIL, 2%
29
Maryland TESOL Handbook for Teachers of English Learners
Types of Programs
Although a variety of labels may exist for the different programs available for English learners in the state of
Maryland, in this section, we will focus on two specific types of programs: (1) K to 12 programs providing ESOL
Services, and (2) Adult ESL programs.
K to 12 Programs
In the State of Maryland, there are different programs and frameworks used to provide ESOL Services to English
learners in K to 12 schools. These programs include:
• Bilingual Education. Bilingual education programs are designed to teach academic content in two
languages; usually the first language (L1) and second language (L2). The primary goals of bilingual education
programs are educating a “bilingual, bicultural, and biliterate student population” (Pentón Herrera & RiveraVega, 2020, p. 1). Various models of bilingual education programs exist; to learn more about these different
models, please see Roberts (1995).
• Dual Language Education. Dual language education programs are a type of bilingual education program
with the primary aim of helping learners develop high levels of literacy and language proficiency in two
languages simultaneously. Although there are some variations in dual language programming, two main
models include: (1) two-way dual language programs (also known as two-way immersion programs) and (2)
one-way dual language programs. See more about dual language in the U.S. Department of Education (2015).
• English for Speakers of Other Languages (ESOL). ESOL programs are designed to provide instructional
support for students qualifying for English language development services. Students who qualify for ESOL
programs are usually learners whose first language is a language other than English (MSDE, 2020c). There are
different models within the ESOL programs offered in Maryland such as pull-out, push-in, sheltered /selfcontained, newcomer, and co-teaching programs. These different models will be explained below:
◦
Co-teaching. Co-teaching is a collaborative partnership between two teachers. In the case of ESOL, coteaching typically involves a general (or content) teacher and an ESOL teacher. As co-teachers, both are
responsible for planning, delivering instruction, scaffolding content, and assessing learners.
◦
Newcomer Program. These programs are “especially designed educational options for newly arriving
immigrants that help orient students to their new country, their new language, and their new school”
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Maryland English Learner Demographics and Programs
(Custodio, 2011, p. 1). Typically, newcomer programs consist of a sheltered class schedule for the first
year of school for newly-arrived English learners.
◦
Pull-Out. Pull-out means English learners are pulled out of their mainstream classes, usually in small
numbers, and are grouped together in smaller classes with an ESOL teacher. Pull-out models are
typically more popular in elementary schools and the frequency of pull-out sessions depends on the
students’ needs.
◦
Push-In. For push-in services, ESOL teachers join the mainstream (or content) classes to support
English learners as needed. Push-in practices are different from co-teaching because in push-in, ESOL
teachers are only responsible for scaffolding and providing individualized support to English learners,
not to the other students in the class.
◦
Sheltered/Self-Contained Classes. In Maryland, the terms sheltered classes and self-contained classes
are both used to refer to classes that follow the Sheltered Instruction Observation Protocol (SIOP)
Model (see Echevarría et al., 2008) to teach academic content (i.e., math, science, social studies) to
English learners. In this practice, teachers use both language and content objectives. Through this
approach, English learners learn content while developing their English language skills. Usually, the
students in these classes are all identified as English learners.
Adult ESL Programs
The variety of adult ESL programs available to support newcomers and those who have been in the country for
several years reflects the diverse needs and goals of the learners served by various program providers. These
program options “can take on many forms, including integrated skills English language development,
intergenerational and family literacy, first language literacy, integrated English language and civics, citizenship,
vocational English as a second language, and career pathways, or distance learning” (Parrish, 2019, p. 45). Below we
divide this section into two sub-sections: (1) Types of adult ESL programs, and (2) Providers of adult ESL
programs.
Types of Adult ESL Programs
Many of the adult ESL programs listed below offer classes that typically fall into one of two categories (or a
combination of both), namely, open enrollment or managed enrollment. Programs that offer ESL classes with open
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Maryland TESOL Handbook for Teachers of English Learners
enrollment provide learners with the flexibility to attend classes when they are able to do so. Given the
unpredictable flow of learners, curriculum planning, teaching, and learning advancement can be very challenging
(Scogins, Thompson, & Reabe, 2008). Conversely, managed enrollment is offered by programs that provide courses
with a fixed enrollment period and a stable roster of learners attending courses. “There are clear start and end dates
and a designated number of class hours” (U.S. Citizenship and Immigration Services (USCIS), n.d., p. 1).
• Academic English Program (AEP). Typically, AEPs are designed to support and prepare ESL students
who wish to study in undergraduate and graduate programs at colleges and universities in the United States.
The courses in these programs prepare learners for academic success. Learners build confidence and develop
key academic reading, writing, listening, speaking, and communication skills and strategies that can be used
throughout their academic and professional careers.
• Citizenship. According to Parrish (2019), citizenship programs and courses often combine EL/Civics (please
see below) programming, but citizenship programs tend to focus more narrowly on understanding the rights
and responsibilities of citizenship and the naturalization process, as well as passing the naturalization exam
(i.e., oral interview, reading, writing). It is important to note that Citizenship ESL classes DO NOT provide
legal advice, only legal referrals (Parrish, 2019).
• English for Specific Purposes. According to the Handbook of English for Specific Purposes (2013), “English for
specific purposes (ESP) refers to the teaching and learning of English as a second or foreign language where
the goal of the learners is to use English in a particular domain” (Paltridge & Starfield, 2013, p. 2). ESP has
been further subdivided into English for Academic Purposes (EAP) which focuses on helping learners
manage English-medium instruction and English for Occupational Purposes (EOP) which helps adults learn
English for employment (usually a variety of specialized, often professional jobs such as ESP for Business,
ESP for Travel/Tourism, etc.).
• Family/Intergenerational Literacy (FIL). FIL programs address the family as a whole and promote
family education and prosperity while building connections between homes and schools (Parrish, 2019). In
addition to providing English language and literacy instruction for adults and children as well as elements and
information to help parents further their children’s literacy and general educational development (National
Center of Family Literacy and Center for Applied Linguistics, 2008), many family literacy programs have also
shifted to including explicit education and training that will lead to jobs and/or postsecondary education
32
Maryland English Learner Demographics and Programs
(Clymer et al., 2017).
• Integrated English Language and Civics Education (IELCE)/Integrated Education and Training
(IET). IELCE/IET programs are designed to offer integrated and contextualized instruction in civics
education, literacy, and English language acquisition (ELA) that help adult English language learners (ELLs)
acquire appropriate skills and knowledge to become active and informed parents, workers, and community
members. Additionally, these programs combine IELCE (civics, literacy, and ELA) with contextualized IET
instruction in adult education and literacy, workforce preparation, and workforce training through concurrent
enrollment (often using a co-teaching model) that help adult ELLs prepare to pursue career pathways.
Essentially, IELCE/IET programs combine language and content instruction often using a co-teaching
model where the occupational instructor and the adult education/ESL instructor coordinate instruction in the
same classroom through concurrent enrollment (Parrish, 2019). Montgomery College in Rockville, Maryland,
for example, offers MI-BEST (Maryland I-BEST) courses to help learners enrolled in the program to quickly
earn job-related certificates and simultaneously develop their English language skills, especially those needed
for the chosen career path.
• Intensive English Program (IEP). IEPs are typically offered at colleges and universities within the
structure of a language institute (please see Language Institutes under the Providers of Adult ESL
Programs section below), an academic unit, an outreach, continuing education, or international program
office situated on campus. These educational programs are very often full-time, offer a variety of non-credit
ESL courses across all proficiency levels, and provide international students (on F-1 visas) with instruction in
grammar, reading, writing, speaking, and listening. Courses in IEPs also focus on the English needed for highlevel daily communication and academic study English learners and entail a minimum of 18 hours of
coursework per week. Learners often enroll in IEPs to improve their English language proficiency for a
variety of reasons such as improving their employment prospects when they return to their home country,
fulfilling conditional admission requirements, and/or to meet a test standard (e.g., TOEFL) required for
admission (Panferoz & Matross, n.d.).
• Life Skills or General /Survival ESL. The focus of life skills or general ESL programs is on developing
English language skills in the context of topics or functions of daily life, such as going to the doctor, getting a
job, shopping, or managing money (National Center of Family Literacy and Center for Applied Linguistics,
2008).
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Maryland TESOL Handbook for Teachers of English Learners
• Literacy ESL. Programs offering a focus on literacy-level classes will often provide literacy development in
the L1 when possible, but when a number of L1s are spoken by the English learners in one class, it is usually
offered in English. If an L1 literacy class is provided, it may be combined with oral ESL to start with the
learners transitioning to integrated ESL after some time (6 months or more). Parrish (2019) indicates that
“principles and practices for working with these learners are compatible with family and intergenerational
literacy” (p. 49). (please see the Family Literacy section above for additional information).
• Pre-academic ESL. Pre-academic ESL programs concentrate on language and other required academic
skills, such as reading and writing academic texts, preparing for required tests, developing study skills, and
accessing resources needed to prepare learners for academic success and meeting the demands of further
training and education in postsecondary institutions, vocational education classes, or ABE and General
Education Diploma (GED) classes (National Center of Family Literacy and Center for Applied Linguistics,
2008).
• Tutoring. ESL tutoring programs offer needed one-on-one supplemental instruction for literacy-level or
beginner- level ESL learners who need additional support learning English and/or developing literacy skills.
• Vocational ESL (VESL). VESL programs may focus on preparing learners to get a job, thrive on the job,
and/or get a better job. In addition to concentrating on general pre-employment skills like finding a job or
preparing for an interview, career awareness, and interpersonal as well as other employability skills, these
programs may also target preparation for jobs in specific fields such as horticulture or hospitality (National
Center of Family Literacy and Center for Applied Linguistics, 2008).
• Workplace ESL. Workplace ESL programs are offered in work settings, typically with a group of learners
from the same worksite. The focus of the classes is on very specific language development needs that are
directly relevant for employees in the given workplace (National Center of Family Literacy and Center for
Applied Linguistics, 2008; Parrish, 2019).
Providers of Adult ESL Programs
• Community-Based Organizations (CBOs). CBOs typically provide needed social services at the local level
and exist in a number of different fields with education among them. They are often characterized as serviceoriented charitable/non-profit organizations and/or faith-based organizations that rely heavily on volunteer
contributions for labor, materials, and financial support (Chechetto-Salles & Geyer, 2006).
34
Maryland English Learner Demographics and Programs
• Community Colleges. Community colleges provide a host of programs that offer a variety of non-credit
and credit courses designed to meet the diverse needs and educational, professional, and personal goals of
adult English learners.
• Correctional Institutions. In Maryland, according to the Correctional Education Council (CEC) Activity
Report (2019), the “Correctional Education program provides academic, library, occupational, and transitional
services to incarcerated students in State Correctional Institutions. The academic program includes Adult
Basic Education, GED® Preparation, Special Education, English for Speakers of Other Languages, and a
Postsecondary Education Program (overseen by DPSCS – Department of Public Safety and Correctional
Services)” (Maryland Department of Labor and Maryland Department of Public Safety and Correctional
Services, p. 14). Recently, the Maryland Correctional Institution at Hagerstown, Maryland Correctional
Training Center, Maryland Correctional Institution at Jessup, and the Maryland Correctional Institution for
Women implemented ESL programming. Teachers in these programs have reported that “the [English
learners] in Correctional Education academic programs are gaining confidence in their academic abilities on a
daily basis, making consistent gains…, successfully advancing through the program, and are beginning to see
that earning a GED is an attainable goal” (Maryland Department of Labor and Maryland Department of
Public Safety and Correctional Services, CEC Activity Report, 2019, p. 19).
• Language Institutes. Language institutes are usually business units on college and university campuses that
offer English language courses for ESL students. These institutes typically offer IEPs and/or AEPs (please
see above) for international students. Language institutes can have various names such as English Language
Institute (ELI), English Language Center (ELC), American Language Institute (ALI), and International
Language Institute (ILI), but they typically offer similar programs geared to meeting the academic,
professional, and personal English language learning goals of the students they serve.
• Local Education Agency (LEA). LEA is defined by the U.S. Department of Education (n.d.) as “a public
board of education or other public authority legally constituted within a State for either administrative control
or direction of, or to perform a service function for, public elementary schools or secondary schools in a city,
county, township, local school system, or other political subdivision of a State, or for a combination of local
school systems or counties that is recognized in a State as an administrative agency for its public elementary
schools or secondary schools” (para. 12). “Local education agencies (e.g., local school systems) frequently
35
Maryland TESOL Handbook for Teachers of English Learners
have English as a second language (ESOL) classes as part of their adult education programs” (Hellman,
Harris, & Wilbur, 2019, p. 6).
• Public Libraries. Public libraries offer a variety of programs (often free) for the community with ESL
classes among them.
• Workplaces. Workplaces may include businesses, organizations, unions, and institutions that offer/sponsor
ESL programs and courses onsite for its employees.
• Youth Centers and Senior Centers. Local youth centers and senior centers by definition tend to offer
services that are appropriate and targeted to meet the needs and goals of the specific populations they serve
that would likely frequent these centers, respectively. Among the services offered by several of these
community centers are ESL programs at youth centers that offer courses for young people (10 – 24 years old)
and at senior centers that offer courses for learners who are 60+ with curriculum developed for senior/
elderly learners (immigrants and refugees) participating in community-based ESL programs.
36
Maryland English Learner Demographics and Programs
References
American Immigration Council. (2020). Immigrants in Maryland. https://www.americanimmigrationcouncil.org/
sites/default/files/research/immigrants_in_maryland.pdf
Chechetto-Salles, M., & Geyer, Y. (2006). Community-based organization management: Handbook series for community-based
organizations. https://www.ngoconnect.net/sites/default/files/resources/CommunityBased%20Organization%20Management-%20Handbook%20series%20for%20community-base.pdf
Clymer, C., Wilson Toso, B., Grinder, E., & Parrish Sauder, R. (2017). Changing the course of family literacy [Policy
Paper]. Goodling Institute for Research in Family Literacy. https://files.eric.ed.gov/fulltext/ED574448.pdf
Custodio, B. (2011). How to design and implement a newcomer program. Pearson.
Echevarría, J., Vogt, M. E., Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Pearson.
Hellman, B. A., Harris, K., & Wilbur, A. (2019). The 6 principles: Adult education and workforce development. TESOL
International Association.
Maryland Code, Education § 7-101 (n.d.). https://codes.findlaw.com/md/education/md-code-educ-sect-7-101.html
Maryland Code, Education, § 7-301 (2017). http://marylandpublicschools.org/about/Documents/DSFSS/SSSP/
SchoolCounseling/CompulsoryAge18.pdf
Maryland State Department of Education (2017). Home language survey. http://www.marylandpublicschools.org/
programs/Pages/English-Learners/HLS.aspx
Maryland State Department of Education. (MSDE). (2020a). English learners (ELs) in Maryland: EL data for the
2019-20 school year. English Learner/Title III Office. http://marylandpublicschools.org/programs/Pages/
English-Learners/ELsGlanceMaryland.aspx
Maryland State Department of Education. (MSDE). (2020b). Maryland home instruction. http://
marylandpublicschools.org/about/Pages/DSFSS/SSSP/HomeInstruct/index.aspx
Maryland State Department of Education. (MSDE). (2020c). A guide to school for families of English learners. http://
marylandpublicschools.org/programs/Documents/English-Learners/
AGuidetoSchoolforFamiliesofEnglishLearnersV1(CP).pdf
Maryland Department of Labor and Maryland Department of Public Safety and Correctional Services. (2019). 2019
Annual Report Correctional Education Council (CEC) Activity Report (MSAR #11520). https://
www.dllr.state.md.us/ce/cereport2019.pdf
National Center for Family Literacy and Center for Applied Linguistics. (2008). Practitioner toolkit: Working with adult
English language learners. Authors. http://www.cal.org/caela/tools/program_development/
CombinedFiles1.pdf
National Reporting System (NRS) for Adult Education. (n.d.). Who participates in adult education? https://
www.nrsweb.org/sites/default/files/Topic-1-Enrollment-508.pdf
Open Doors Report on International Educational Exchange. (2019). Annual release: Key findings and 2019 fast
facts. http://opendoorsiie.wpengine.com/annual-release/ and https://opendoorsdata.org/fast_facts/fastfacts-2019/
Paltridge, B., & Startfield, S. (Eds.). (2013). The handbook of English for specific purposes. Wiley-Blackwell.
Panferoz Reese, S., & Matross Ross, R. (n.d.). Intensive English programs: Questions and considerations. American
Council on Education (ACE). https://www.acenet.edu/Documents/Intensive-English-ProgramsQuestions-and-Considerations.pdf
Parrish, B. (2019). Teaching adult English language learners: A practical introduction. Cambridge University Press.
37
Maryland TESOL Handbook for Teachers of English Learners
Pentón Herrera, L. J., & Rivera-Vega, E. (2020). Professional development for bilingual faculty at a dual language
(English-Spanish) institution in higher education: Conceptualizing the TPL design. MEXTESOL Journal,
44(2), 1-9.
Plyler v. Doe, 457 U.S. 202 (1982). https://tile.loc.gov/storage-services/service/ll/usrep/usrep457/usrep457202/
usrep457202.pdf
Roberts, C. A. (1995). Bilingual education program models: A framework for understanding. Bilingual Research
Journal, 19(3-4), 369-378. https://doi.org/10.1080/15235882.1995.10162679
Scogins, J., Thompson, J., & Reabe, L. (2008). Illinois adult education enrollment study. Center for Adult Learning
Leadership. https://education.illinoisstate.edu/downloads/casei/FullEnrollmentStudy.pdf
U.S. Citizenship and Immigration Services. (USCIS). (n.d.). Idea board: Open entry/open exit vs. managed
enrollment. https://www.uscis.gov/sites/default/files/document/tip-sheets/IdeaBoard-openentry_crc.pdf
U.S. Department of Education. (n.d.). Definitions. https://www.ed.gov/race-top/district-competition/definitions
U. S. Department of Education. (2015). Dual language education programs: Current state policies and practices. Office of
English Language Acquisition. https://ncela.ed.gov/files/rcd/TO20_DualLanguageRpt_508.pdf
38
Photo credit: Unsplash.org
PART 3
BECOMING AN
ESOL/ESL TEACHER
IN MARYLAND
39
Maryland TESOL Handbook for Teachers of English Learners
PART 3: BECOMING AN ESOL/ESL TEACHER IN MARYLAND
Objective: To present roadmaps for anyone hoping to become an ESOL/ESL teacher in the state of Maryland.
Introduction
As illustrated in Part 2, the English learner populations throughout the state of Maryland are diverse and evergrowing across K to 12, adult, and higher education contexts. The need for highly effective teachers to address these
populations’ language, academic, and cultural needs is great. Furthermore, according to the Maryland Teacher
Staffing Report 2016-2018 published by the Maryland State Department of Education (MSDE), ESOL in the K to
12 setting is considered a teacher “critical shortage area” in the state (p. 38). It is therefore necessary to delineate the
processes of becoming an ESOL/ESL teacher, with ESOL commonly being the term used in K to 12 and ESL
commonly being used in adult and higher education. The sections below differentiate those processes across K to
12 as well as adult and higher education contexts.
Before continuing, it is important to distinguish two key terms used throughout this part of the Handbook
that are often mistakenly interchanged for one another: certification and certificate. Certification refers to an official
endorsement given by the MSDE certifying that an individual passed specific program requirements and
assessments per state regulations and is now eligible to teach in the Maryland public school K to 12 setting. A
certificate refers to an educational program, usually offered at a university or college, that focuses on professional
development but does not lead to any official endorsements from the state to teach in K to 12 public school
settings; rather, it leads to a diploma (i.e., Post-Baccalaureate Certificate, Graduate Certificate, or Certificate of Completion)
from the institution offering the program. Certificate programs may or may not offer university/college credit.
40
Becoming an ESOL/ESL Teacher in Maryland
Becoming an ESOL Teacher in K to 12 Settings
All information presented in this section is for teaching ESOL in Maryland K to 12 public school contexts, where
official certification from MSDE is required. Maryland non-public K to 12 schools, including charter schools, may
or may not require MSDE teacher certification. Check with those individual schools to find out their requirements
for teaching.
The process of becoming an ESOL teacher in K to 12 public school settings depends on professional
background experience. Those entering K to 12 public school settings for the first time as a teacher and who do not
already possess teacher certification from MSDE in another discipline (e.g., general elementary education, special
education, 7-12 biology, etc.) will be seeking Initial Certification in ESOL. Those who already possess teacher
certification from MSDE in another discipline (i.e., not ESOL), either originally from Maryland or approved
through reciprocity with an out-of-state teacher certification, will seek an Add-on Endorsement in ESOL. These
two overarching pathways towards teaching English learners in K to 12 public school settings are presented below.
If you already possess ESOL certification from MSDE, you may skip over this section. If you possess an out-ofstate ESOL certification and want to teach ESOL in Maryland but have not yet been approved by MSDE to do so,
visit the MSDE Certification Office website for instructions on out-of-state reciprocity approval.
Obtaining Initial Certification in ESOL
Information presented here provides an overview of requirements and considerations for obtaining ESOL initial
certification in Maryland. These requirements and considerations periodically change. Contact MSDE’s Certification
Office directly for all up-to-date information needed to complete the ESOL certification process.
Obtaining initial certification in ESOL can be done in two ways in Maryland. The first and more commonly
done is going through and completing a traditional TESOL degree program at a higher education institution that
has been approved by MSDE for meeting specific state-wide requirements towards initial certification in ESOL.
The following institutions in Maryland each have a TESOL degree program that MSDE has marked as being a
“Maryland Approved Program” (MAP) for teacher candidates to complete their requirements for initial ESOL
certification (websites are current as of Spring 2021):
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Maryland TESOL Handbook for Teachers of English Learners
Table 3.1
MSDE’s “Maryland Approved Program” (MAP)
Higher Education Institution
Program URL
McDaniel College
https://www.mcdaniel.edu/academics/graduate-professionalstudies/tesol
Notre Dame of Maryland University
https://www.ndm.edu/grad-prof-studies/academics/programs/
tesol-teaching-english-speakers-other-languages
Salisbury University
https://www.salisbury.edu/explore-academics/programs/
graduate-degree-programs/english-masters/tesol-md-cert.aspx
https://education.umd.edu/academics/programs/teachercertification/curriculum-and-instruction-master-education-medteacher
University of Maryland, College Park
University of Maryland, Baltimore County
https://tesol.umbc.edu/
Six points to consider when reviewing the different programs are:
1. Admissions Requirements: Universities, colleges, and programs have general admissions requirements that
must be met (e.g., minimum Grade Point Average [GPA] from prior education, Statements of Purpose, etc.). It
is important to note that, in Maryland, ESOL initial certifications are predominantly linked to a TESOL graduate
program, meaning that applicants must have already completed their Bachelor’s degrees. Usually, it is not
necessary to have completed a Bachelor’s degree in education, foreign/world languages, or another TESOLrelated field to be accepted into a TESOL graduate program. Review the individual program’s admissions
requirements for specific details. Additionally, MSDE requires that all candidates entering teacher education
programs for any discipline pass a Basic Skills Assessment as part of the admissions process to demonstrate
mastery of basic reading, writing, and math skills. Assessments that are currently accepted by MSDE for this
purpose, as well as the minimum scores that are required for admissions to teacher education programs, can be
found in the MSDE Basic Skills Assessment Requirement website. Again, contact the programs to get their
specific admissions requirements.
2. Course Requirements: In reviewing the different TESOL teacher education programs listed above, you will
notice some overlap in course topics. That is because there are specific state requirements in terms of what
courses need to be offered towards initial certification. The manner in which those courses are specifically
constructed, as well as their titles, vary depending on the program. This information is usually available on the
programs’ websites.
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Becoming an ESOL/ESL Teacher in Maryland
3. Internship Requirements: Central to the teacher education experience is the real-life internship experience
that is required of teacher candidates while they are in their TESOL programs. ESOL is a PreK-124
Certification, meaning that upon finishing initial certification requirements you will be eligible to teach in
elementary or secondary settings (in Maryland, secondary refers to either middle or high school). Because of this,
teacher candidates must have internship experiences in both elementary and secondary settings. The internship
can be a full-year experience, with one semester in an elementary setting and one semester in a secondary setting.
This may not be the case, though, as MSDE only mandates a specific number of hours and days that an intern
must complete in schools, not the number of semesters. In general, the internship experience includes the intern
being matched with a mentor teacher at a school. The intern will first shadow, then assist, then eventually take
over that mentor teacher’s full teaching load. Interns must also experience other components of being a teacher,
including but not limited to taking part in parent-teacher conferences, department meetings, directing school
drop-off and pick-up, and monitoring the cafeteria. Interns are also assigned a supervisor from their TESOL
program who will observe the intern “in action” and then have a debriefing period where they will discuss the
successes of their teaching and what can be improved upon. These observations will take place multiple times
over the internship. Contact the specific program to learn more about their internship requirements.
4. State Assessment Requirements: Teacher candidates are also required to take and pass the specific
assessments related to their content area that are mandated by the state for initial certification; these are in
addition to program and/or degree specific assessments that may be required by the university or college, such
as completing a Master’s Thesis. Visit MSDE’s Certification Assessments website to see the current assessment
requirements for ESOL certification.
5. Length-of-Time in Program: It is important to note the total credits required to graduate from a TESOL
program. Credits will include coursework as well as the internship component. Some programs follow a more
traditional 2-year schedule for full-time Master’s programs, where the majority of coursework takes place during
the first year and the internship is the main component of the second year. Other programs are 1-year intensive
programs where candidates are doing their full-time internships during the day and then taking their own
courses at night and/or on the weekends. Other programs allow part-time options for completing the degree,
though there is usually an institutional limit to how many years a student is allocated to finish a degree program.
Contact the program to find out what options you have for length-of-time to complete the program.
____________________
4
In Maryland, ESOL certification is designated for grades PreK-12 as opposed to just elementary or secondary. When talking about the
certification itself, we use PreK-12.
43
Maryland TESOL Handbook for Teachers of English Learners
6. Program Costs: Each higher education institution will have different tuition rates usually based on each credit
taken (this is why it is also important to know exactly how many credits it will take to finish the program). In
addition, public higher education institutions will differentiate between in-state and out-of-state tuition
depending on an individual’s Maryland residency status. Still, others will have teacher education programs with
specialized tuition rates. In addition to tuition, different programs may also have technology fees, course fees,
internships fees, and other costs. Contact the programs to find out their tuition rates, other costs for the
program, and any financial assistance that may be available.
Once all requirements are done and the teacher candidate has graduated from the TESOL program with their
degree, the next step is submitting the documentation to MSDE. These TESOL programs cannot give initial
certification; they can only recommend candidates to MSDE for certification once all requirements are completed.
MSDE’s website outlines the specific steps needed to apply for initial certification once the teacher candidate has
reached this point. The approximate timeline from when candidates submit all of their completed materials to
MSDE to when they receive their official certification from the state is 1-2 months. Teacher candidates do not need
to have the certification in-hand to apply for teaching positions in the K to 12 public schools. Local school systems
usually have job fairs or open houses in the spring semester for the following fall. If you are planning to complete
your TESOL program and apply for certification that spring or summer, you can still search and be hired
conditionally for a position, the condition being that you will have your certification in-hand by the start of the
academic year or that MSDE will be processing it at that time and you will have it shortly after.
The second, less common pathway towards obtaining initial certification in ESOL is through transcript
analysis. This pathway is mostly for those who already received a degree in TESOL or in a related field (e.g., applied
linguistics, foreign/world languages, etc.) but may not have completed all of the requirements toward getting public
school certification. To illustrate, people who choose to do a transcript analysis may have received a general TESOL
Master’s degree without completing all of the requirements listed above toward certification. They want to teach in
K to 12 public school contexts but do not want to complete an entire degree program all over again. Per Code of
Maryland Regulations (COMAR) 13A.12.02.19 for the Maryland State Department of Education, candidates
seeking initial certification in ESOL through transcript analysis need to show coursework connected to a creditbearing program that was at least at the Bachelor’s level (as mentioned earlier, most TESOL credit-bearing programs
in Maryland are at the Master’s level). A checklist of all courses used by MSDE when assessing transcripts for
44
Becoming an ESOL/ESL Teacher in Maryland
ESOL initial certification can be found on the COMAR Regulations website. Once completed, MSDE will tell the
candidate which courses/internships are still needed. Some of the institutions mentioned earlier may allow you to
register as a non-degree seeking student to take the few courses needed to finalize your certification process. It is
important to first check with the MSDE Certification Office to see what options are available to finish your
requirements.
In addition to the actual transcript analysis, candidates following this pathway towards initial certification
must also take and pass a Basic Skills Assessment to demonstrate to MSDE the mastery of basic reading, writing,
and math skills. As discussed previously, assessments that are currently accepted by MSDE for this purpose, as well
as the minimum scores that are required for admissions to teacher education programs, can be found on the MSDE
Basic Skills Assessment Requirement website. Finally, candidates pursuing the transcript analysis route must also
take and pass the specific assessments mandated by MSDE for ESOL certification. Visit MSDE’s Certification
Assessments website to see the current assessment requirements for ESOL certification.
One final note concerning initial ESOL certification in Maryland: In addition to partaking in a Maryland
Approved Program or doing the transcript analysis towards getting initial certification, there may be alternative
ESOL teacher certification pathways available. What makes these programs unique is that a teacher candidate can
start working immediately while being trained towards certification, though these programs may not lead towards
any type of degree. Such alternative programs are connected to specific local school systems in the state, specific
disciplines, and/or specific nonprofit organizations. These programs routinely change as school district and statewide needs change; for example, sometimes ESOL is available as an eligible discipline in these programs and
sometimes it is not. For more information about such alternative teacher initial certification pathways, visit
Maryland Approved Alternative Preparation Programs.
Obtaining an Add-on Endorsement in ESOL
The information presented in this section is for those who already possess teacher certification in a discipline that is
not ESOL and want to add ESOL on to their certification as an endorsement. Before continuing, here are the
eligibility requirements for obtaining an add-on ESOL endorsement in Maryland:
• A teacher must already have an approved certification on file with MSDE. This certification may have
45
Maryland TESOL Handbook for Teachers of English Learners
originally been given by MSDE as an initial certification in that discipline or was originally obtained in a
different state and has already been approved by MSDE through the process of reciprocity. If you hold an
out-of-state non-ESOL teacher certification and have not yet had that certification approved by MSDE,
please stop at this point and follow MSDE instructions for getting that certification approved. Once your
main certification is approved by MSDE, follow the information below to obtain your add-on endorsement in
ESOL.
• As ESOL is a teacher certification in Maryland, an add-on endorsement in ESOL can only be obtained by
those who already possess another teacher certification in elementary, secondary, or PreK-12. Those with a
specialist certification cannot add an ESOL endorsement to their certification through the methods presented
below. Specialists should contact the MSDE Certification Office for more details.
There are two ways to obtain an add-on endorsement in ESOL from MSDE: (1) Completing 30 credits taken at a
higher education institution; or (2) taking and passing the state mandated ESOL content assessment (as of this
publication, that is the ESOL Praxis).
With the first option, teachers can take 30 credits in a higher education program; they cannot be
professional development credits through the local school systems. Of those 30 credits, 15 must specifically be
TESOL-focused. Furthermore, these credits must be taken after teachers have already started in their current
certification area; credits cannot be borrowed and counted towards the new endorsement from degrees taken prior
to starting in the local school system. Most often, teachers obtain these credits for an add-on endorsement as part
of getting their Master’s degrees in TESOL, though receiving a Master’s degree is not necessary for the
endorsement from MSDE. Once the credits are obtained, teachers should submit their official transcripts to MSDE
for review. Details for how to do so are below.
With the second option, teachers can self-study for the state mandated ESOL content assessment, which as
of this publication is the ESOL Praxis Exam. If teachers obtain a passing score, they can submit that score to
MSDE to receive their add-on ESOL endorsement. Historically, this was the more popular option for getting an
add-on endorsement as teachers did not have to take additional higher education credit-bearing courses. As shown
in Part 2 of this Handbook, the EL populations have become much more varied in terms of their language,
academic, and cultural needs being met in public school settings. Given this, some school districts in Maryland are
46
Becoming an ESOL/ESL Teacher in Maryland
now asking teachers that opt for this second option instead of the 30 credits to complement the test by taking part
in TESOL professional development courses or some TESOL coursework at universities/colleges to increase their
knowledge of working with English learners. To reiterate, this is not mandatory to receive the actual add-on
endorsement from MSDE; however, taking Continuing Professional Development (CPD) courses through the
school districts or doing some TESOL coursework in higher education would provide teachers with a more solid
foundation in becoming effective reflective practitioners that address English learners’ vast needs throughout the
state. More information about professional development opportunities through institutions of higher education
programs or school district CPDs is discussed in Part 6 of this Handbook.
For either option, instructions for how to apply for the add-on endorsement in ESOL with MSDE can be
found on its website.
Summary
In short, the process of becoming an ESOL teacher in K to 12 settings in the Maryland public school system
depends on your own background professional experience. As a reminder, the Maryland State Department of
Education (MSDE) issues certifications.
The chart below summarizes the key points from this section.
47
Maryland TESOL Handbook for Teachers of English Learners
Figure 3.1 (Flowchart)
Prerequisites, Requirements, & Credentials for Teaching in K to 12
START
I don’t have any
teacher
certification. I
need initial
certification.
NO
Do I already
possess an
approved teacher
certification from
MSDE?
YES
Receive an Addon Endorsement
in ESOL from
MSDE.
NO
Have I
already
completed a full
degree in TESOL or
a related
field?
NO
NO
YES
Contact MSDE’s
Certification
Office to start the
Transcript
Analysis process
for ESOL Initial
Certification.
Apply for and
take a TESOL
degree program
at a university/
college that is
approved by
MSDE for ESOL
Initial
Certification.
OPTION 1
Is my out-ofstate certification in
ESOL?
YES
Contact MSDE to
get certification
approved for
Maryland.
END
48
Contact MSDE to
get your nonESOL certification
approved for
Maryland.
I have
certification from
out-of-state.
Take 30 credits at
a university/
college, of which
15 credits must
be TESOLspecific.
OPTION 2
Take and pass the
ESOL Praxis
Exam; check with
individual school
districts to see if
there are any
additional
requirements.
Becoming an ESOL/ESL Teacher in Maryland
Becoming an ESL Teacher in Adult and Higher Education Settings
Adult education programs serve learners who are both native English speakers and those for whom English is not a
first or native language (Crandall, Ingersoll, & Lopez, 2008). Over the years, there have been continued efforts to
professionalize the field and teaching practices in adult education and adult ESL, specifically. These efforts seek to
help establish a professional workforce of adult ESL teachers that meet educational requirements and are able to
implement and demonstrate mastery of the standards and competencies needed to effectively work with adult
learners. In Maryland, professionalizing adult ESL teaching practices starts with teacher preparation and education.
Unlike the streamlined teacher certification requirements for those wishing to teach in the Maryland public
school system in K to 12 contexts (noted above in the Becoming an ESOL Teacher in K to 12 Settings section),
the requirements for teaching in both adult education (i.e., Adult Basic Education [ABE], Adult Secondary
Education [ASE], and Adult ESL – also referred to English Language Acquisition [ELA] per Title II of WIOA/
AEFLA) and higher education ESL settings vary from program to program and from one teaching context to
another. Such requirements can range from no specific requirements to needing a master’s degree in TESOL or a
related field. They will largely depend on where you teach (i.e., the state, the educational organization/institution,
and the specific teaching context) and the requirements established by specific programs serving adult learners.
They may also be influenced by the funders (i.e., federal, state, and local government) of these programs.
For those interested in becoming an ESL teacher in adult and higher education settings, the range of
educational requirements includes:
• Education Requirements. These will vary depending on the program, but programs are most often seeking
adult ESL teachers with either of the following:
◦
Bachelor’s Degree – This is typically the minimum requirement for teaching adult learners in a given
program, but it will depend on the requirement(s) established by a given program. Though it is not
always required in some programs, having a bachelor’s degree in education along with some knowledge
and understanding of adult learning theory and cultural sensitivity may be seen as a plus. Having a
bachelor’s degree in other fields, especially with any training and/or experience in adult education may
also be desirable and part of the requirements for certain programs.
49
Maryland TESOL Handbook for Teachers of English Learners
◦
Master’s Degree – This is most often preferred and may serve as the minimum educational
requirement for some programs. Typically, adult ESL programs hire those with a master’s degree in
TESOL, applied linguistics, foreign/world languages, or other related fields. In Maryland, it is not often
a requirement for teacher candidates in a Master’s in TESOL program to follow a PreK-12 certification
track if their goal is to teach adults. Teacher candidates may instead choose to be in a General Track/
Non-Certification Track TESOL Master’s Program which would prepare them to work with an adult
population. However, some adult and higher education ESL programs may view having PreK-12
certification from MSDE as a plus for teaching in their adult program programs5, though again this is
not often the case.
Additionally, it is important to note that while Master’s in TESOL programs in Maryland do an
excellent job of preparing graduates to thrive in a variety of teaching contexts with training in
implementing various standards, methods, pedagogy, and cross-cultural communication, among many
other subjects, there is not always a focus on teaching adult learners. With an increased awareness of the
importance of providing specific training geared to those who are interested in teaching adults, more
teacher preparation programs are beginning to offer some coursework to help teacher candidates gain
knowledge and understanding of adult learning theory and the principles of andragogy. This shift
indicates an effort to help adult and higher education teachers learn ways to more effectively meet the
language and educational needs and goals of their adult learners.
◦
Certificate in TESOL – This may be preferred or required by certain programs for prospective adult
ESL teachers with a bachelor’s degree or with a master’s degree in a field unrelated to TESOL. Some
TESOL Programs throughout the state may offer Post-baccalaureate/Graduate Certificate Programs
(usually between 12-18 credits) for those who (1) would like to quickly enter the field with a certificate
from an accredited program and institution, (2) are not sure if they are ready to commit to the field or
to getting the full Master’s degree in TESOL yet, (3) may be interested in changing careers, and (4) are
already certified K to 12 teachers in non-ESOL fields and would like to complement their Praxis test for
an add-on endorsement in ESOL with coursework (see Obtaining an Add-on Endorsement in
ESOL in the previous Becoming an ESOL Teacher in K to 12 Settings section for more
information on this last point).
____________________
5
Please note that it is not uncommon for certified public school teachers to teach part-time in adult and higher education programs in the
evenings and weekends.
50
Becoming an ESOL/ESL Teacher in Maryland
There are also non-credit certificates that are often considered certificates of completion for coursework in
programs ranging from a semester-long course that offers a survey of the TESOL field, to a two-day
intensive workshop that covers the general how-to’s of teaching adults, to a one-off professional
development seminar on some aspect of teaching adult learners.
◦
Professional Degree (in specialized fields) – For those who may wish to teach adults in English for
Specific Purposes (ESP) courses (usually in higher education teaching contexts), having a bachelor’s, a
master’s, and/or a professional degree in a specific field such as business, nursing, engineering, medicine,
law, etc., is often preferred and very often required in addition to a degree in TESOL or related field.
• Knowledge and Implementation of Standards and Competencies for Adult Education Teachers (for
the knowledge and skills that adult ESL teachers need). Adult ESL teachers in Maryland may find themselves
working in programs that prefer or require teachers who have a knowledge of and experience with
implementing standards and competencies specific to the adult and higher education contexts. Below is a list
of standards and competencies for teachers working with adult learners with two of these standards being
specific to Maryland.
◦
Adult Education Teacher Competencies. Developed by the American Institutes for Research (AIR),
these “competencies identify the knowledge and skills expected of any adult education teacher. They also
offer a structured approach to determining the knowledge and skills that adult education teachers still
need to develop and the professional development activities that will help them to acquire them” (p. 2).
◦
College and Career Readiness Standards (CCRS) for Adult Education. Developed for the U.S.
Department of Education’s Office of Vocational and Adult Education (OVAE), this report provides a
“set of college and career readiness standards that reflect the content most relevant to preparing adult
students for success in colleges, technical training programs, work and citizenship—in the areas of
English language arts/literacy and mathematics” (para 1).
◦
English Language Proficiency (ELP) Standards for Adult Education (AE). Developed for the U.S.
Department of Education’s Office of Career, Technical and Adult Education (OCTAE), these standards
“address the need for equity, access, and rigor for adult English language learners (ELLs)” (p. 1). They
also help to ensure adult ELLs receive effective instruction focused on the academic language needed to
engage with and meet states’ academic content standards for college and career readiness.
51
Maryland TESOL Handbook for Teachers of English Learners
◦
Maryland Content Standards for Adult ESL/ESOL. “The standards are written in the form of a
general outline so that local programs and instructors will be able to develop curriculum, plan
instruction, and design classes to meet the local and individual needs” (p. 1).
◦
Professional Standards for Teachers in Adult Education: Maryland’s framework that identifies a
“number of teacher competencies recognized as broadly effective by practitioners, administrators, and
learners” (p. 2).
◦
TESOL Standards for ESL/EFL Teachers of Adults. Book published by TESOL Press that
“provides tools to help instructors identify the qualities and practices to pursue in their teaching of
adults” (tesol.org, 2008, para. 5). For more information, visit https://www.tesol.org/advance-the-field/
standards.
• Teaching Experience and Credentialing. Gaining teaching experience in adult ESL is the ultimate goal and
allows teachers to earn the credentials they seek and to have their experiences and expertise recognized and
validated for what they have learned and can do as a result of their actual experience and not solely on
specific courses taken or degrees earned (Crandall, Ingersoll, & Lopez, 2008). In adult ESL, this may include
volunteer work, tutoring, teaching in various contexts as well program administration.
◦
Getting Started – Many teachers get their start and gain their initial teaching credentials in adult ESL by
volunteering. This may include working for programs that strictly offer volunteer teaching opportunities
and all teachers are volunteers or working as a classroom volunteer (usually in literacy-level classes)
assisting an experienced (and paid) instructor. The latter can often lead to shifting to a paid teaching
position with the program in which you volunteered.
◦
Part-time Positions – In Maryland, many (if not most) teaching positions in adult ESL are part-time.
Though not impossible to find, it is rare to find full-time adult ESL teaching positions. So, for those
interested in working with adult learners and teaching adult ESL and working full-time, this is an aspect
of the work that should be taken under serious consideration. Most teachers are hired as adjunct (parttime; contractual) faculty and will often need to teach in several different programs (not often in close
proximity) in order to create a full-time salary (without benefits).
The figure below summarizes the key points from this section:
52
Becoming an ESOL/ESL Teacher in Maryland
Figure 3.2
Prerequisites, Requirements, &
Credentials for Teaching Adult Learners
Degree Requirements for Teaching in Adult Education and Higher Education
Bachelor’s Degree (typically a minimum requirement); depends on the program;
knowledge and understanding of adult learning theory and andragogy a plus.
TESOL Certificate, often preferred with a bachelor’s or non-TESOL master’s
degree.
Master’s Degree (often preferred) ideally in TESOL, Linguistics, or related fields;
may be a requirement in some programs.
Bachelor’s, Master’s, or Professional Degree (often preferred or required) in
specific field for teaching English for Specific Purposes (ESP) courses
(i.e., business, nursing, engineering, medicine, law, etc.) in addition to TESOL.
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53
Maryland TESOL Handbook for Teachers of English Learners
References
American Institutes for Research. (AIR). (2016). English language proficiency standards for adult education. With
correspondences to college and career readiness standards for English language arts and literacy, and mathematical and science
practices. American Institutes for Research. https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf
Crandall, J., Ingersoll, G., & Lopez, J. (2008). Adult ESL teacher credentialing and certification. Center for Applied
Linguistics (CAL) and Center for Adult English Language Acquisition (CAELA). https://www.cal.org/
caela/esl_resources/briefs/tchrcred.html
Fedele-McLeod, M., Hector-Mason, A., Hinds, S., Jenkins, R., Santos, M., Pimentel, S., Crandall, J. (n.d.). Adult
education teacher competencies. American Institutes for Research. Promoting Teacher Effectiveness Project (EDCFO-10-A-0066). https://lincs.ed.gov/publications/te/competencies.pdf
Maryland Department of Labor, Licensing and Regulation. Division of Adult Education and Literacy. (2008).
Maryland content standards for adult ESL/ESOL. https://www.dllr.state.md.us/gedmd/cs/eslcs.pdf
Maryland Department of Labor, Licensing and Regulation. Division of Workforce Development and Adult
Learning. (2006). Professional standards for teachers in adult education: Maryland adult teacher education standards
framework. https://www.dllr.state.md.us/gedmd/prostandards.pdf
Maryland State Department of Education (2019). Praxis subject assessments: Important information regarding new
testing requirements. http://www.marylandpublicschools.org/about/Pages/DEE/Certification/
testing_info/praxis2.aspx
Pimentel, S. (2013). College and career readiness standards for adult education. MPR Associates and U.S. Department of
Education. https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf
TESOL International Association. (2008). Standards for ESL/EFL teachers of adults. TESOL Press. Standards for
ESL/EFL teachers of adults framework (included in the book). https://www.tesol.org/docs/books/
standards-for-esl-efl-teachers-of-adults-framework.pdf
54
Photo credit: Swift Agency, swift.co
PART 4
ADVOCATING FOR
ENGLISH LEARNERS
IN MARYLAND
55
Maryland TESOL Handbook for Teachers of English Learners
PART 4: ADVOCATING FOR ENGLISH LEARNERS
IN MARYLAND
Objective: To explain the importance of advocacy in the TESOL field, and to propose two advocacy frameworks:
one for teachers and practitioners, and one for advocates in community organizations.
Introduction
As we write this part of the Handbook, in 2020, our country and state are witnessing social unrest caused by longstanding inequality issues in our society. At the same time, we are faced with the global pandemic of COVID-19
which has, in various forms, magnified issues of inequality and accessibility in education at all levels. For these
reasons, the theme of the Maryland TESOL Association’s 40th Annual Fall Conference, Empowerment and Momentum:
Language, Justice, and Technology, was in many ways a timely call to action and to advocacy. For educators of English
learners and organizations committed to supporting these students and their families, acting in favor of this
population has become an ingrained element of our practice.
Understanding the centrality of advocacy as an inherent practice in TESOL, our goal with Part 4 of the
Handbook is to equip English learner educators to stand up for themselves, their students, and their students’
families in their schools and communities. As such, we begin with a brief definition of advocacy and non-exhaustive
examples of what advocacy looks like. We then explore the question Why advocate for students? keeping in mind that
our English learners’ successful development as individuals and students is our duty and concern. Lastly, we
propose two advocacy frameworks, or steps, that educators and community organizations can use to support
English learners and their families. The first framework is a five-step advocacy process suggested by Linville and
Whiting (2020) that could prove beneficial for practitioners and advocates at the classroom level. The second
framework is a nine-step framework proposed by Child Safety Link (2015) that could prove beneficial for
community organizations and advocates beyond the classroom.
56
Advocating for English Learners in Maryland
Definition of Advocacy
There are multiple definitions of advocacy depending on the fields and contexts used. However, in this Handbook,
we use Staehr Fenner’s (2014) definition (p. 8):
A
dvocacy is defined as “working for ELs’
equitable and excellent education by taking
appropriate actions on their behalf ”
Non-exhaustive examples of advocacy include:
• Talking to friends and colleagues to create awareness of the positive effects English learners and immigrant
families have in your community.
• Working hand-in-hand with fellow teachers and school staff to provide wrap-around6 services for English
learners depending on their needs (i.e., language needs, housing needs, etc.).
• Requesting after school enrichment programs for English learners and/or their family.
• Hosting presenters from community organizations in your classroom to share resources and information to
your students on how they and their families can look for support.
• Inviting parents and guardians to a “parents’ night” to explain school expectations for parental involvement,
and information about the school system in the United States.
• Communicating with policymakers and elected officials in your community to ask how they support your
English learners and their family members.
____________________
6
In school environments, the term wrap-around services is usually used to describe different types of services designed to give students
the best support they need in school, whether the support is academic, social, or behavioral.
57
Maryland TESOL Handbook for Teachers of English Learners
Advocacy in Action: Primary School
Advocacy Through Practice and Culturally Responsive Pedagogy
By: Kendall Sethna
I am currently beginning my fourth year as an elementary school ESOL teacher in
a Title I7 school with a high ESOL population. Prior to that, I have worked as an
adult ESL instructor and also as a ESOL instructor in a French high school. In
my current context, I believe that one of my most important roles is to be an
advocate for my English learners and their families. For me, this advocacy comes
in the form of implementing culturally responsive pedagogy in my own lessons
and supporting classroom teachers in incorporating these principles in their own
instruction across content areas.
In my own instruction, I try very hard to incorporate culturally and linguistically
responsive pedagogical practices in every lesson. First and foremost, this involves building authentic relationships
with my students. I want them to know that our ESOL group is a safe space for them to open up and share about
their home experiences and personal life. Most of my students have lived experiences that are vastly different from
my own, so taking the time up front to lay the groundwork by learning from them and building these connections
has to come first before meaningful instruction can occur. Often getting these glimpses into what’s going on outside
of school is helpful in creating lessons that are more engaging and meaningful to them. When selecting texts, for
example, I search for items that the students can connect with and already have a bit of background knowledge for
when possible. The majority of my students are born in the United States to parents who immigrated from Central
America, so many of the activities, texts, videos, and biographies that we work with are centered around that region.
Part of my role as an ESOL teacher is to collaborate with classroom teachers to assist in building language supports
into their lessons. While some classroom teachers are eager to do it, many seem to find this to be a daunting task
and are not very receptive to our support. By second or third grade, it seems that some teachers have already given
up on a lot of students, deeming them incapable, lazy, or unwilling to achieve. These kids are assigned to a low
performing group and kind of left in the dust. When working with this group of teachers, I find myself reminding
them that these students are more than capable of achieving when provided with the right supports, and that not
having the English language proficiency to articulate their knowledge does not mean that they don’t know and can’t
learn. In fact, we should be instilling a sense of pride in these students about their home language and encouraging
them to make connections between their first language and English. Being bilingual is an asset, not a deficiency!
Watch students bubble up with pride when they get to be the “teacher” and you ask them for a word in their home
language. Most of these kids have incredible funds of knowledge and life experiences from which to draw upon,
but may just need a little help articulating this in English. Yes, building language scaffolds does take time, a precious
commodity for teachers. But with practice, this process gets easier and faster, and the payoff of seeing students
achieve and take pride in their work is so worth it!
____________________
7
Title I, Part A is a federal program that provides financial assistance to local school systems and schools with high percentages of poor children to
support the academic achievement of disadvantaged students. Read more, http://marylandpublicschools.org/about/pages/dsfss/titlei/index.aspx
58
Advocating for English Learners in Maryland
Why advocate for students?
Advocacy, understood as acting in favor of our English learners, “is increasingly seen as a moral and civic duty in
TESOL” (Pentón Herrera, 2019, p. 50). For educators, becoming an advocate means speaking up and taking
appropriate action for our students and their families when we see something is affecting them. Traditional school
systems emphasized instruction and provided inadequate attention to students’ mental, social, and emotional needs
(Atkins et al., 2010). However, as our (global) society continues to transform, the roles of formal schooling,
teachers, and other stakeholders in education are rapidly changing. Today, educators are seen as change agents,
advocates, and individuals concerned with caring for the whole student’s wellbeing, including social, emotional,
academic, and psychosocial wellbeing. As educators of English learners, we advocate in favor of them because it is
our duty to care for their successful development as both individuals and students.
Advocacy Framework for Teachers and Community Organizations
In this section, we propose two advocacy frameworks; the first will be most beneficial for practitioners and
advocates at the classroom level, and the second could prove beneficial for community organizations and advocates
beyond the classroom. The first advocacy framework is a practical five-step advocacy process introduced by Linville
and Whiting (2020); the second advocacy framework from Child Safety Link (2015) is a more detailed framework
that takes into consideration factors and stakeholders outside of the classroom and school building.
Advocacy framework for teachers
Linville and Whiting (2020) propose a five-step advocacy process that teachers can use to ensure their EL
students are receiving equitable access to education and appropriate support. In this section, we briefly explain the
five-step advocacy framework.
Step 1. Notice the problem: The first step to advocacy is to become aware of a problem. At this step,
teachers recognize that their English learners need help.
Step 2. Determine an action plan: After an issue has been identified, advocates must then decide on a
course of action to solve the problem. In this process of determining a course of action, advocates need to first
evaluate the different factors involved in their current situation, such as institutional hierarchy, politics, stakeholders,
and the advocate’s own position in their organization.
59
Maryland TESOL Handbook for Teachers of English Learners
Step 3. Build alliances: After evaluating all of the factors involved, advocates must rally support. To do
this, reach out to allies (co-advocates) which may be from your school, organization, and/or community and explore
opportunities for support for your advocacy action.
Step 4. Gather information: After establishing strong alliances in favor of your advocacy efforts, assess
potential risks associated with taking strategic actions. At this step, collect as much evidence/materials as possible to
strengthen your action plan. Importantly, remember to maintain a diplomatic and strategic mindset to avoid any
potential friction within existing and hierarchy structures in your organization.
Step 5. Take strategic action: Equipped with co-advocates, knowledge, and appropriate evidence/
materials, you are now ready to take strategic action in favor of your EL students.
60
Advocating for English Learners in Maryland
Advocacy in Action: Secondary School
The Seal of Biliteracy: My Story of Advocacy
By: Luis Javier Pentón Herrera
The Seal of Biliteracy is “...an award given by a school, district, or state in
recognition of students who have studied and attained proficiency in two or
more languages by high school graduation” (para. 1). This award was created
by Californians Together and, in 13 years, has been implemented in 40 states in
the United States and in the District of Columbia. “The Seal of Biliteracy is a
distinction that validates, certifies and encourages students to pursue and attain a high level of mastery in one or
more languages besides English” (Pentón Herrera, 2016, p. 25).
The Seal of Biliteracy was signed into law in the state of Maryland in 2016 and according to The Maryland State
Department of Education, the following local school systems participated during the 2019-20 school year: Allegany
County, Anne Arundel County, Baltimore City, Baltimore County, Calvert County, Caroline County, Carroll County,
Cecil County, Charles County, Frederick County, Harford County, Howard County, Kent County, Montgomery
County, Prince George's County, Queen Anne's County, St. Mary's County, Talbot County, Washington County,
Wicomico County, Worcester County.
My story of advocacy begins the second year the Seal of Advocacy was signed into law in Maryland, during the
2017-2018 school year. At that time, I was teaching ESOL at a high school and I was very excited that the first
group of English learners I taught back in the 2014-2015 school year was now the graduating class! Because the Seal
of Biliteracy was common knowledge for educators and the administration at the school, I thought that my English
learners—as bi- and multilingual/bi- and multiliterate individuals—were going to be considered for this honor.
Many of my English learners successfully completed the Advanced Placement (AP) Spanish or AP French courses,
so their record of biliteracy was evident. However, to my surprise, at the 2017-2018 school year graduation, only a
handful of students were wearing the Seal of Biliteracy medal and all of these students were native English speakers
who had learned a foreign language. I was very sad to see that, once again, biliteracy and bilingualism was being
celebrated for English L1 speakers who learned an additional language, but not for immigrant students, many of
whom arrive in the U.S. speaking more than one language and learn English as a second or additional language.
I often wonder, why is biliteracy and bilingualism only considered positive for English L1 speakers? As I write this
sentence, I am reminded of the (in)famous tweet by the Daily Mirror back in 2018 and the swift response shared by
Cole Allen (see Figure 4.1).
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Maryland TESOL Handbook for Teachers of English Learners
The next school year (2018-2019), I made it my goal to
disrupt this practice of celebrating bilingualism and biliteracy
only for a chosen few. I knew that not giving our English
Figure 4.1
Daily Mirror Tweet about Princess Charlotte
learners the recognition they deserved for their bilingualism
and biliteracy skills was a problem. I began to gather allies
(i.e., teacher colleagues, paraprofessional staff, administrators,
counselors) and I tactfully explained to those in positions of
power within the building the imperative of giving all
bilingual and biliterate students the opportunity to receive
this recognition. In addition, I made it very clear that the
students’ legal status had no effects on their ability or
requirement to receive this well-deserved recognition.
Throughout the 2018-2019 school year, I continued my
informal communications with allies within the school.
Although it was not made clear who was in charge of
ensuring students received fair assessment to receive the Seal of Biliteracy award, I continued to reach out
informally and talk with the administration and school leaders. At the graduation of the 2018-2019 school year, I
was glad to see more students with the Medal of the Seal of Biliteracy, among them, a couple who were English
learners. This was the last year I worked at that school, but I always hope the seed my fellow advocates and I
planted continued to grow at that institution and that more English learners received the recognition they so
rightfully deserve in future years.
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Advocating for English Learners in Maryland
Advocacy framework for community organizations supporting English learners
Child Safety Link (2015), a community organization in Canada, proposes a nine-step advocacy framework
for action, shown in Figure 2. In this section, we briefly explain the nine-step advocacy framework that could prove
beneficial for community organizations and advocates beyond the classroom level.
Figure 2
The advocacy framework for action. Retrieved from Child Safety Link (2015)
1
A Framework for Action
2
3
The Decision
to Act
Identifying
Collaborators
and Partners
Identifying
Opponents
6
5
4
Developing
Message,
Identifying
Messenger
Setting Goals
and Objectives
Identifying
Target
Audiences
7
8
9
Deciding on
Approach
and Activities
Identifying &
Managing
Risks
Monitoring
Evaluation
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Maryland TESOL Handbook for Teachers of English Learners
Step 1. The decision to act is the most important step of all because it is here where individuals recognize
the importance of taking actions—of advocating—to make their ideas a reality. As Daly (2011) states, individuals
“make the mistake…of assuming that having good ideas is enough. This point is crucial. What they fail to grasp is
how vital advocacy is to success” (p. 5). For this reason, it is vital for individuals and organizations to reallocate
adequate resources and action when an opportunity for advocacy is identified. Just having a good idea is not enough
to support English learners; great ideas must be accompanied by well-organized actions.
Step 2. Identifying collaborators and partners is an essential piece of effective advocacy preparation.
Choosing and recruiting allies for our advocacy goals strengthen our voices and efforts. “Partnerships bring
together a variety of skills and perspectives to addressing the issue, offer different connections to other stakeholders
and populations, increase the reach and influence of advocacy-related activities, and may result in a larger pool of
resources” (Child Safety Link, 2015, p. 12). As an important note, recruitment diversification of key allies at
different levels is essential at this stage. Involving stakeholders within the community (i.e. people in the school and
neighborhood), at the state (i.e. public and private organizations), and national level (i.e. elected officials) will also
contribute to the incorporation of practices, policies, or laws (Davies & Lyon, 2014) in favor of English learners.
Step 3. Identifying opponents is a logical subsequent procedure where advocates must explore the
possibility of reducing the influence, or even persuading an opposing stakeholder. At this stage, advocates strive to
identify common ground with the opposition and/or tailor their advocacy efforts to counter any potential damage
to their efforts. An important recommendation for advocates is to “always let your opponent depart the field with
his dignity intact. Remember, your opponent today may well have to be your ally tomorrow” (Daly, 2011, p. 186).
Step 4. Identifying target audiences is where advocates focus their attention on individuals or
organizations in positions of power with the ability to influence policies directed to improve the lives of English
learners. At this stage, special attention should be given to the recruitment of non-profit organizations, businesses,
and leaders who are in charge or have influence over those in charge, of changing policies and affecting social
change.
Step 5. Setting goals and objectives is where advocates refine their strategy and set short (less than a year)
and long term (one- to five-year) goals. Once the goals and objectives have been identified, advocates should
allocate available resources (i.e. economic, human, material, etc.) to those ends. Child Safety Link (2015) offers more
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Advocating for English Learners in Maryland
specific details on page 18 for how to set appropriate goals and objectives for your advocacy efforts.
Step 6. Developing the message, identifying the messenger focuses on communicating goals and
objectives through specific channels to garner additional support. In the case of English learners, for example, once
goals and objectives have been identified, advocates should develop simple, key messages such as “equitable access
to education is a social responsibility” and identify appropriate channels (i.e., journalists, tv or radio stations, etc.) to
disseminate this message and amass additional support.
Step 7. Deciding on approach and activities is where advocates choose how to best engage advocacy
efforts to better benefit their goals and objectives. While some advocacy efforts may “require a very public approach
that involves mobilizing the community and acting in a more ‘hard-hitting’ matter, at other times [advocates] may
decide it is optimal to quietly advocate for an issue behind the scenes with a softer approach” (Child Safety Link,
2015, p. 23). For English learners, for example, it may prove beneficial to publicly advocate for them in progressive
communities that embrace this population, but it might be prudent to choose a softer approach for advocacy efforts
conducted in areas with opposing views.
Step 8. Identifying and managing risks focuses on mitigating risks associated with advocacy efforts.
When engaging in advocacy, risks always surface; however, at this stage, advocates must consciously identify,
analyze, manage, and ultimately mitigate risks always keeping in mind that advocacy is not about confrontation, but
about influencing others to join your cause.
Step 9. Monitoring and evaluation “is an important component of any advocacy strategy for tracking
progress, assessing the process, and determining the extent to which outcomes have been met” (Child Safety Link,
2015, p. 30). At this last step, advocates learn the effectiveness of their advocacy efforts and identify approaches to
refine their future actions.
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Maryland TESOL Handbook for Teachers of English Learners
Advocacy in Action: Adult Education
Advocating for Adult ESL students
By: Kirstin Thomas
Since 2013, I have had the pleasure of working with adult English learners in a
variety of contexts, ranging from teaching abroad in language institutes to
working at community colleges and as a freelance instructor in the U.S. Currently,
I am volunteering as an English Language Acquisition (ELA) tutor with a local
nonprofit. As an adult educator, when I think about advocacy I think about how
I can help my students develop knowledge and language skills to advance their
personal goals. While instructors always have learners’ best interests at heart, adult students often have just as good
or better an idea about what they need. With that in mind, one of the best ways to provide meaningful instruction is
to ask for students’ input and incorporate feedback into lesson planning as much as possible.
There are a number of ways to invite student input. With beginning levels, I have asked my English learners to
circle pictures of topics that they want to study. At intermediate and advanced levels, I’ll have students complete
brief questionnaires or interview each other about their interests and goals. This approach helps me identify areas
for study and often provides insight into students' experiences, which I can draw upon in class both as background
knowledge and as a way to get to know them more personally. Another thing I like to do is survey the textbook and
ask students to list their “Top 3” chapters. There’s no guarantee they will all want to study the same things, but it
can be a quick way to find out which topics have potential. Allowing adult learners to influence instruction not only
ensures that class content is relevant, it gives them a voice and shows that their opinions are valued. At the end of
the day, I want my students to leave the classroom knowing that their voices can and should be heard.
Outside of the classroom, there are other ways you can advocate for adult learners. At the conclusion of each
course, I tell students I am available if they ever need a professional recommendation for school or work. I give
them my Facebook information and encourage them to keep in touch. In turn, I have had students reach out over
the years for help with things like job references, visa applications, or for information about how to continue their
education. I am happy to help current and former students with a few minutes of my personal time when it sets
them up for continued success.
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Advocating for English Learners in Maryland
References
Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E. (2010). Toward the integration of education and mental
health in schools. Administration and Policy in Mental Health, 37(1-2), 40–47. https://doi.org/10.1007/s10488010-0299-7
Child Safety Link. (2015). Advocacy framework. https://childsafetylink.ca/wp-content/uploads/2018/03/AdvocacyFramework-FINAL_WEB.pdf
Daly, J. A. (2011). Advocacy: Championing ideas and influencing others. Yale University Press.
Davies, J. M., & Lyon, E. (2014). Domestic violence advocacy: Complex lives/difficult choices (2nd ed.). Sage.
Linville, H., & Whiting, J. (2020). Social justice through TESOL advocacy. TESOL Journal, 1–5. Advance online
publication. https://doi.org/10.1002/tesj.553
Pentón Herrera, L. J. (2016). The seal of biliteracy in Maryland: Predictions and reflections. Literacy Issues and
Practices, 20(1), 23-32.
Pentón Herrera, L. J. (2019). Advocacy in TESOL: An important component for English learner success. The
Language Educator, 14(4), 49-51.
Staehr Fenner, D. (2014). Advocating for English learners: A guide for educators. Corwin Press and TESOL International
Association.
67
Photo credit: CASA in Action
PART 5
COMMUNITY
ORGANIZATIONS
THAT SUPPORT AND HELP
ENGLISH LEARNERS AND THEIR
FAMILIES IN MARYLAND
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Maryland TESOL Handbook for Teachers of English Learners
PART 5: COMMUNITY ORGANIZATIONS THAT SUPPORT AND
HELP ENGLISH LEARNERS AND THEIR FAMILIES IN MARYLAND
Objective: To provide a list of organizations that offer education, health, and advocacy support for English
learners, their families, and immigrant populations in general throughout the state of Maryland and surrounding
areas.
Introduction
Our goal with Part 5 is for readers to use the resources shared here to help and support those they serve. The list
provided is non-exhaustive. As an important reminder, the authors of this Handbook are not receiving any financial
incentives from the organizations included in this Part and throughout the Handbook. Here we provide brief
definitions of the services offered by different organizations:
• Advocacy: Immigrant and legal services, civic engagement.
• Education: Includes language services, literacy, citizenship classes, GED, job and vocational training.
• Family services: Childcare, child-rearing, and meals/food services.
• Health: All health-related services: physical and mental services.
• Youth8 services: Unaccompanied minors and homeless minors/students.
• Additional services: Anything not mentioned above such as supporting immigrant families transitioning into
their new communities, LGBTQ+, victims of sex trafficking, housing services, financial literacy, senior
services, and special needs.
____________________
8
For the purposes of Part 5 of our Handbook, youth is defined as those who are 3-24 years old.
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Community Organizations that Support and Help English Learners and their Families in Maryland
Table 5.1
Community Organizations
Organizations
Ana A. Brito Foundation, Inc. (AABFI)
Casa de Maryland
Casa Ruby
Catholic Charities- Esperanza Center
Services
Advocacy Education Family
✓
✓
✓
✓
✓
✓
✓
✓
Catholic Charities Spanish Catholic Center ESOL
Charles W. Gilchrist Immigrant Resource
Center
✓
✓
✓
✓
Health
✓
✓
✓
✓
✓
✓
Family Services, Inc. (FSI): Thriving
Germantown
✓
✓
✓
Judith P. Hoyer Center Early Learning Hubs
(Judy Centers)
✓
✓
✓
✓
✓
La Clínica del Pueblo
Liberty’s Promise (LP)
Maryland Office for Refugees & Asylees
(MORA)
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Refugee Youth Project (RYP)
Resources for Immigrant Support and
Empowerment (RISE) Coalition of Western
Maryland
✓
Soccer Without Borders (SWB)
University of Maryland Support, Advocacy,
Freedom, and Empowerment (SAFE) Center
✓
✓
Additional
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Chesapeake Language Project (CLP)
Chesapeake Multicultural Resource Center
(ChesMRC)
Youth
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
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Maryland TESOL Handbook for Teachers of English Learners
Community Organizations
These locations are current as of spring 2021. Visit the organizations’ websites below for any changes or additions
to locations.
Ana A. Brito Foundation, Inc. (AABFI)
Montgomery County, MD
AABFI was established as a charitable, educational outreach organization in upper Montgomery County, Maryland,
to widen the scope and support of the growing immigrant communities in Gaithersburg, Maryland, and
surrounding areas. The Foundation’s programs include free ESOL classes for adult immigrants (beginner,
intermediate, and advanced), adult computer classes, after-school tutoring for school-aged children, childcare and
parenting classes, health and wellness sessions and health screenings, and civic and legal rights and responsibilities
workshops.
CASA de Maryland
Maryland, Virginia, and Washington, D.C.
CASA is a non-profit organization advocating for the expansion of opportunities for Latino immigrants throughout
Maryland (as well as in Virginia and D.C.). CASA provides assistance with employment placement, technical and
vocational training, health education, citizenship and legal services, financial literacy training, and ESL training.
Casa Ruby
Washington, D.C.
Casa Ruby is a multicultural, bilingual safe-space for LGBTQ+ youth providing preventative health services, shortand long-term housing services, social services such as getting a government issued identification (ID) and skillbuilding assistance, immigrant services to help newcomers transition to being in the USA, and support services for
victims of violence.
Catholic Charities - Esperanza Center
Baltimore, MD
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Community Organizations that Support and Help English Learners and their Families in Maryland
The Esperanza Center in Baltimore provides newly arrived immigrants with assistance to navigate their new local
surroundings. This includes providing free access to medical and dental services, classes for youth and adults,
immigration legal services, family reunification services, and assistance for victims of human trafficking.
Catholic Charities - Spanish Catholic Center - ESOL
Montgomery County, MD
The Spanish Catholic Center in Gaithersburg, Maryland, offers ESOL, Family and Children Literacy, and Spanish
Literacy programs that provide educational resources for non-native English speakers in Montgomery County.
Charles W. Gilchrist Immigrant Resource Center
Montgomery County, MD
The Gilchrist Center in Montgomery County offers beginning to low-intermediate ESL classes for adult immigrants
as well as citizenship and civics classes, native language literacy, computer classes, conversation classes, basic legal
assistance, and social service support programs.
Chesapeake Language Project (CLP)
Baltimore, MD
The Chesapeake Language Project offers two programs for immigrant students. The Mentorship Program facilitates
immigrant students’ access to higher education and postsecondary opportunities by pairing volunteer mentors with
academically talented English learner or former English learner students as they prepare for and navigate the college
entrance process. The Scholarship Program offers two $1,000.00 scholarships to graduating Maryland seniors to
assist with attending college.
Chesapeake Multicultural Resource Center (ChesMRC)
Easton, MD
The Chesapeake Multicultural Resource Center (ChesMRC) is committed to empowering the vibrant multicultural
communities of the Eastern Shore to be economically productive, politically engaged, and socially committed.
ChesMRC offers numerous services that focus on helping immigrant populations to successfully integrate into the
community by connecting them with the existing network of public and private service providers. Some of the
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Maryland TESOL Handbook for Teachers of English Learners
programs available include youth development as well as adult education, and information, referrals, and/or direct
services are provided for legal, immigration, and health services, English classes, and family support among several
others.
Family Services, Inc. (FSI): Thriving Germantown
Germantown, MD
Thriving Germantown is another Community & Family Services program that offers broad multi-generational and
multi-tiered case management and care coordination to help reduce the impact of poverty for families in
Germantown, particularly those in the Captain James E. Daly Elementary School community. The focus of the
Thriving Germantown program is on improving health outcomes of children and their families, improving
children’s academic achievement, and ensuring safe, stable, and nurturing relationships and environments for
children and their families.
Judith P. Hoyer Center Early Learning Hubs (Judy Centers)
Throughout Maryland
Judy Centers focus on preparing children from Birth to Kindergarten to be ready for entering elementary school.
These Centers are connected to Title I Schools throughout the state. They provide health and developmental
screenings, child care assistance, family engagement activities, parenting classes, play groups, and case management.
In addition, with the increase of English learners throughout the K to 12 public school system in Maryland over the
last ten years (refer back to Part 2), more English language support is being provided at the Centers.
La Clínica del Pueblo
Washington, D.C., Montgomery County and Prince George’s County, MD
This organization addresses the health and wellness needs of the Central American Latino community in D.C.,
Montgomery County, and Prince George’s County. Their main goal has been to overcome cultural, linguistic, and
economic barriers that these immigrant communities face in order to provide access to all forms of health care
services. This includes medical interpretations in over 8 languages (including Indigenous languages throughout
Central America) as well as in American Sign Language.
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Community Organizations that Support and Help English Learners and their Families in Maryland
Liberty’s Promise (LP)
Baltimore, MD and Washington, D.C.
Liberty’s Promise offers three after-school programs that provide basic support and the means for young
newcomers and low-income youth ages 15-21 to become actively involved in civic life, pursue higher education, and
meaningful careers.
Maryland Office for Refugees and Asylees (MORA)
Baltimore, MD
MORA, through the Maryland Department of Human Services (DHS), supports programs that stabilize newly
arrived refugees (federally recognized), eases their integration into American society, and prepares them for
productive lives in their new country. MORA typically serves refugees, asylees, Special Immigrant Visa (SIV)
holders, certified Victims of Trafficking (VOTs), Cuban and Hatian entrants, and certain Amerasians. While MORA
does not provide direct services to eligible clients, through its Public-Private-Partnership model, it contracts
program partners to provide a wide range of services such as financial and health assistance, employment and
educational services, and targeted outreach and case management.
Refugee Youth Project (RYP)
Baltimore, MD
The Refugee Youth Project (RYP) is part of the services offered by the Baltimore City Community College. RYP’s
mission is to improve the lives of young, school-aged refugees by providing a safe and supportive environment to
improve their literacy skills, enhance their knowledge of American culture, and to engage in enriching
extracurricular activities.
Resources for Immigrant Support and Empowerment (RISE) Coalition of Western Maryland
Western Maryland
The mission of the R.I.S.E. Coalition of Western Maryland is to serve, elevate and empower the immigrant
community in Western Maryland. The Coalition will accomplish this by helping to further unite current efforts on
the ground amongst diverse immigrant communities and their allied neighbors.
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Maryland TESOL Handbook for Teachers of English Learners
Soccer Without Borders (SWB)
Baltimore, MD
Soccer Without Borders Maryland serves newcomer refugee and immigrant youth in Baltimore City and Baltimore
County. Through soccer, education, and community-based activities, SWB provides the support needed to help
young newcomers meet their full potential. The participants receive an athletic outlet, camaraderie, academic
tutoring, ESOL training, and social advice.
University of Maryland Support, Advocacy, Freedom, and Empowerment (SAFE) Center
College Park, MD
The SAFE Center provides services for survivors of human trafficking to empower themselves in ways that allow
them to heal and reclaim their own lives. The Center provides assistance in creating a safety plan for those in
immediate danger, as well legal services, mental health services, crisis interventions services, and economic
empowerment services. The SAFE Center provides all of these services in English and Spanish through their
bilingual staff. Additionally, the SAFE Center provides varying levels of ESL services to help survivors enter the
workforce.
75
Photo credit: PGCPS.org
PART 6
FURTHER CHANNELS
FOR TESOL
PROFESSIONAL
DEVELOPMENT
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Maryland TESOL Handbook for Teachers of English Learners
PART 6: FURTHER CHANNELS FOR
TESOL PROFESSIONAL DEVELOPMENT
Objective: To provide resources for teachers to do further professional development within the field of TESOL.
Introduction
In this final Part of the Handbook, we provide additional resources for professional development for educators
across Maryland working with English learners of all grade levels, ages, backgrounds, and life experiences. The
information presented here covers a wide range of topics pertinent to working with English learners in 2020 and
beyond, though it by no means represents an exhaustive list of resources in our field. Part 6 is broken into two
sections: (1) resources for further professional development and (2) programs for further professional development.
Resources for Further Professional Development
The type of sources we are including in this section are books, journal articles from practitioner-oriented
publications, online publications, movies, and professional publications from organizations applicable for educators
of English learners in Maryland. In each category, we include four to six resources that practitioners can use.
Culturally Responsive and Sustaining Pedagogy
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
• Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among
culturally and linguistically diverse students. Corwin.
• Haynes, J. (2015, October 8). 4 pathways to a culturally responsive classroom. http://blog.tesol.org/4pathways-to-a-culturally-responsive-classroom-2/
• Kidwell, T., & Pentón Herrera, L. J. (2019). Culturally sustaining pedagogy in action: Views from Indonesia
and the United States. Kappa Delta Pi Record, 55(2), 60-65. https://doi.org/10.1080/00228958.2019.1580982
• Verner Chappell, S., & Faltis, C. (2013). The arts and emergent bilingual youth: Building culturally responsive, critical and
creative education in school and community contexts. Routledge.
77
Recommended Resources for Professional Development
Cultures and Languages
• Egbert, J., & Ernst-Slavit, G. (Eds.). (2018). Views from inside: Languages, cultures, and schooling for K-12 educators.
Information Age Publishing.
• Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
• Nieto, S. (2018). Language, culture, and teaching: Critical perspectives (3rd ed.). Routledge.
• Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th edition).
Pearson.
• PBS. (2005). Do you speak American? https://www.pbs.org/speak/
• Rivera, R. (2018, June 6). Making connections that count. Language Magazine. https://
www.languagemagazine.com/2018/06/06/making-connections-that-count/
English Learners with Exceptionalities
• Colorín Colorado. (n.d.). ELLs in gifted/talented programs. https://www.colorincolorado.org/schoolsupport/programs-success/ells-giftedtalented-programs
• Echevarría, J., Richards-Tutor, C., & Vogt, M.E. (2015). Response to intervention (RTI) and English learners: Using the
SIOP model (2nd edition). Pearson.
• Fagan, D. S. (2016). Special education or second language acquisition: Consideration for differentiating the two. Presentation
given at the District of Columbia Office of the State Superintendent of Education’s annual Multilingual
Learner Conference, Washington, DC.
• Hamayan, E. V., Marler, B., Lopez, C. S., & Damico, J. (2013). Special education considerations for English language
learners: Delivering a continuum of services. Caslon Publishing.
Immigrant Experiences
• Maryland State Department of Education (2020). A guide to school for families of English learners (English
version). MSDE.
• Maryland State Department of Education (2020). A guide to school for families of English learners (Spanish
version). MSDE.
• Nazario, S. (2007). Enrique’s journey: The story of a boy’s dangerous odyssey to reunite with his mother. Random House
Publisher.
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Maryland TESOL Handbook for Teachers of English Learners
• PBS. (2017). The Chinese Exclusion Act (documentary).
• Riggen, P. (2007). Under the same moon (movie).
• Thorpe, H. (2017). The newcomers: Finding refuge, friendship, and hope in an American classroom. Scribner.
Methods, Evaluations, and Assessments
• Echevarría, J., Vogt, M., & Short, D. (2016). Making content comprehensible for English learners: The SIOP model (5th
ed.). Pearson.
• Helman, A. B., Harris, K., & Wilbur, A. (2019). The 6 principles for exemplary teaching of English learners: Adult
education and workforce development. TESOL Press.
• Johnson, M., Bashay, M., & Bergson-Shilcock, A. (2020). The roadmap for racial equity: An imperative for workforce
development advocates. Special edition: Immigrants and English learners. National Skills Coalition.
• Maryland Department of Labor. (2020). Digital literacy framework for adult learners. Maryland Department of
Labor’s Adult Education.
• Maryland State Department of Education. (MSDE). (2017). Maryland assessment, accessibility, & accommodations
policy manual. MSDE.
• TESOL International Association. (2020). The 6 principles for exemplary teaching of English learners. TESOL Press.
Policies and Standards
• National Skills Coalition. (n.d.). Middle-skill credentials and immigrant workers: Maryland’s untapped assets. A fact sheet.
National Skills Coalition.
• Teaching Tolerance. (2018). Social justice standards: The teaching tolerance anti-bias framework. The Southern Poverty
Law Center.
• TESOL International Association. (2008). Standards for ESL/EFL teachers of adults. TESOL Press.
• TESOL International Association. (2016). English learners and ESSA: What educators need to know. A TESOL
resource toolkit. TESOL Press.
• TESOL International Association. (2017). English learners and WIOA: What educators need to know. A TESOL
resource kit. TESOL Press.
• WIDA Consortium (2020). English language development standards. WIDA.
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Recommended Resources for Professional Development
Social and Emotional Support
• Colorín Colorado. (n.d.). Social and emotional support for ELLs and immigrant students.
• Greater Good in Education. (2019). SEL for adults: Self-awareness and self-management.
• Pentón Herrera, L. J. (2020). Social-Emotional Learning in TESOL: What, why, and how. Journal of English
Learner Education, 10(1), 1-16. https://stars.library.ucf.edu/jele/vol10/iss1/1/
• Srinivasan, M. (2018, October 4). Social-emotional learning starts with adults. ASCD Express, 14(4). http://
www.ascd.org/ascd-express/vol14/num04/Social-Emotional-Learning-Starts-with-Adults.aspx
• The Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). SEL: What are the core
competence areas and where are they promoted?
• U.S. Department of Education (2017). How do we support newcomers’ social-emotional needs? (Chapter 4)
in Newcomer Toolkit. https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/chap4.pdf
Programs for Professional Development
Professional Development Programs through Institutions of Higher Education
Throughout the state, institutions of higher education (IHEs) offer programs specifically designed for those who
are currently practicing teachers (for those who are not yet practicing teachers, refer back to the information in Part
3 on becoming an ESOL/ESL teacher). While these programs may be open for teachers of all age levels (children
and adults), they tend to focus on teachers in K to 12 settings who want to take courses that prepare them to
address English learners’ academic, language, and cultural needs across disciplines (check with the specific IHE to
learn about the teacher populations for their professional development programs). Usually, these are graduate-level,
credit-bearing programs, though that may not always be the case. If you are looking specifically for graduate-level
and/or credit-bearing courses, check with the IHE with whom you are interested in working.
There are two types of programs offered through IHEs: (1) those that are open cohort programs, meaning they are
open to anyone who meets the IHE’s specific admissions criteria for the professional development program; (2)
those that are closed cohort programs, meaning that they are part of a formal legal partnership with specific local
school systems and are only open to already-practicing teachers within those local school systems who meet specific
admissions criteria laid out jointly by the school district and the IHE. Regardless of which type of program is
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Maryland TESOL Handbook for Teachers of English Learners
offered, they are usually for those who have no prior formal post-secondary-level education in TESOL and want to
“get their feet wet” in the field as opposed to getting a full degree in TESOL or formally getting their ESOL
certification from MSDE. The student population for these programs usually include:
• Non-ESOL teachers across the disciplines and grade levels who want to learn how to work with English
learners within their specific classroom setting without becoming ESOL teachers themselves (e.g., in science,
math, the arts);
• Specialists who want to know more about meeting English learners’ needs as they relate to their specific
interactions with them (e.g., special education, reading recovery, gifted and talented, etc.);
• ESOL teachers who received their add-on endorsements in ESOL by virtue of only taking and passing the
ESOL Praxis test but have not taken any formal credit-bearing coursework.
Examples of such programs are the 12-credit Post-Baccalaureate Certificate (PBC) Programs offered by the
University of Maryland, College Park (UMD). UMD has both open and closed cohort PBC Programs for in-service
teachers throughout Maryland. Their online open cohort program allows teachers from all across the state (and
beyond) and across age levels (children and adults) to engage with others while learning how to meet their English
learners’ ever-evolving needs. At the same time, UMD, as of Spring 2021, offers closed cohort programs in
partnership with Prince George’s County Public Schools and Anne Arundel County Public Schools to help address
the specific needs of K to 12 teachers within those local school systems working with their specific English learner
populations.
To see if your local school system offers professional development programs in TESOL through a partnership
program with an IHE (i.e., a closed cohort program), contact the ESOL Office/Supervisor for your local school
system (refer back to Part 2 for contact information). Alternatively, check with different IHEs throughout the state
to see if they offer open cohort professional development programs that are not linked to any specific local school
system. IHEs that have such programs currently or have had such programs in the past include:
• Johns Hopkins University
• McDaniel College
• Montgomery College
• Notre Dame of Maryland University
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Recommended Resources for Professional Development
• Salisbury University
• Towson University
• University of Maryland, Baltimore County
• University of Maryland, College Park
Please check their websites to see if they currently have such programs available. Also, more programs may become
available at other IHEs following this publication.
Continuing Professional Development Courses through the Local School Systems
Another professional development option for in-service K to 12 public school teachers is to take continuing
professional development (CPD) courses in ESOL offered through their individual local school systems. While
these courses do not offer higher education-level credit, they do provide district-level credits that are needed for
teachers to renew their certification or, in some cases, to receive increases in salary or to work towards promotion
(check with your individual local school system for more information). Note that CPDs are only for current
teachers in the public school system.
A sampling of ESOL-specific course topics that have been offered in different local school system CPDs include:
• Understanding and Using the Sheltered Instruction Observation Protocol (SIOP)
• Literacy for English learners (specific courses for different age-groups across K to 12)
• Second Language Acquisition
• Cross-Cultural Communication
• Working with Newcomer English Learners
• Teaching Dually Identified Learners (those with ESOL and Exceptional needs)
To find out which CPD ESOL-focused courses are offered in your specific local school system, it is recommended
that you contact the ESOL Office or Supervisor in your district (refer back to Part 2 for contact information).
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About Maryland TESOL Association
Maryland TESOL. Maryland TESOL is a 501(c)(3) organization dedicated to the improvement and
advancement of teaching English to speakers of other languages. Maryland TESOL is an affiliate
of TESOL, the international organization of professionals interested in teaching English to
speakers of other languages.
©2021 Maryland TESOL. All Rights Reserved.
Join: http://marylandtesol.wildapricot.org/
Follow:
@mdtesol
Sherry Lyons
Luis Javier Pentón Herrera