English as a Second Language (Grades K–12) Subtest 1
Subarea I.1. Linguistic and Cultural Foundations of ESL
0001
Understand linguistics as applied to ESL instruction.
- demonstrating knowledge of basic linguistic concepts (e.g., changeability of language systems; nature of language variation, including dialect and register; characteristics of written and spoken discourse)
- applying knowledge of key features of English phonology to promote English learners' English language development, including how the phonological features of English relate to those of other languages
- applying knowledge of key features of English morphology to promote English learners' English language development, including how the morphological features of English relate to those of other languages
- applying knowledge of key features of English syntax to promote English learners' English language development, including how the syntactic features of English relate to those of other languages
- applying knowledge of key features of English semantics to promote English learners' English language development, including how the semantic features of English relate to those of other languages
- applying knowledge of key features of English discourse and pragmatics to promote English learners' English language development in both social and academic settings
- demonstrating knowledge of key aspects of the history and development of the English language
0002
Understand fundamentals of first- and second-language acquisition and literacy development as applied to ESL instruction.
- demonstrating knowledge of theories and research in language acquisition as applied to first- and second-language acquisition
- demonstrating knowledge of similarities and differences between first- and second-language acquisition processes (e.g., language transfer, nature of bilingualism/multilingualism)
- demonstrating knowledge of strategies for building on English learners' home language(s) and encouraging students' home-language use to promote their language development and learning in English
- demonstrating knowledge of processes of second-language acquisition (e.g., interlanguage development, overgeneralization, social- and academic-language development, translanguaging or code-switching), including similarities and differences between child, adolescent, and adult second-language acquisition
- recognizing the role of communicative competence (i.e., grammar, sociolinguistics, discourse, and strategic competence) in learning a new language, including the importance of meaningful interaction in the development of communicative competence
- recognizing the role of comprehensible input and appropriate feedback in learning a new language
- demonstrating knowledge of cognitive, metacognitive, and social/communicative strategies that support language learning
- demonstrating knowledge of first- and second-language literacy development, including similarities and differences between literacy development in the home language and in additional languages (e.g., influence of oral proficiency on literacy development, transfer of literacy skills and strategies)
- demonstrating knowledge of distinctions between the six levels of English language proficiency as defined in the WIDA English Language Development (ELD) Standards (i.e., entering, emerging, developing, expanding, bridging, and reaching)
0003
Understand cultural, historical, and sociopolitical influences on the education of English learners in the United States.
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demonstrating knowledge of cross-cultural differences in internal and external elements of culture and the nature of cultural pluralism in the United States
- demonstrating knowledge of sociocultural dynamics of U.S. cultures (e.g., factors related to acculturation and cultural identity; effects of power on racism, stereotyping, and discrimination)
- recognizing the impact of our cultural understandings and personal biases (e.g., teachers, students, staff, administration, families, communities), including one's own, on the education of English learners
- demonstrating knowledge of the influence of historical and sociopolitical factors, including significant legal decisions and federal legislation, on the education of English learners and on their rights as public school students
- applying knowledge of how culturally influenced differences in approaches to learning affect second-language instruction
- applying knowledge of how cultural, linguistic, ethnic, regional, and gender differences (e.g., differences in nonverbal elements of communication) affect communication in the classroom
- demonstrating knowledge of strategies for incorporating elements from English learners' home cultures and cultural communities into instruction to promote students' motivation, engagement, language development, and content learning
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