English as a Second Language (Grades K–12) Subtest 1
Subarea II. Foundations of ESL Instruction, Communication, and Assessment
0004
Understand various ESL program models and instructional approaches and methods suitable for meeting the language and learning needs of English learners.
- demonstrating knowledge of purposes and characteristics of and research bases for various English learner program models (e.g.,
co-teaching, blended, sheltered, pull-out)
- demonstrating knowledge of characteristics of and research bases for past and current ESL teaching approaches
- recognizing the importance of using instructional approaches with English learners that are research based, student centered, and interactive
- recognizing the range of individual variation among English learners and the importance of planning and adjusting instruction based on critical reflection of student performance and levels of English language proficiency
- recognizing the range of individual variation among English learners and selecting learning materials, teaching strategies, and scaffolding appropriate to students' backgrounds and experiences, learning styles, and performance modes
- demonstrating knowledge of key components of effective language and content instruction for English learners (e.g., clearly articulating learning goals and progressions to students; providing explicit explanations and modeling; providing students with opportunities for teacher-guided and independent practice and application, including interactive and responsive practice with peers; incorporating both oral and written language activities into lessons)
- demonstrating knowledge of scaffolding techniques that can be used to support English learners' achievement of various language and content standards, such as visual scaffolding, verbal scaffolding (e.g., prompting, questioning, elaborating), instructional scaffolding (e.g., using graphic organizers), and metacognitive scaffolding (e.g., involving students in planning, monitoring, regulating, and evaluating their own learning)
- recognizing differentiation strategies in various instructional contexts that are appropriate for English learners at different English language proficiency levels
- demonstrating knowledge of how to meet the language and learning needs of individual English learners, including students with limited interrupted formal education (SLIFE), have special needs, are gifted and talented, and/or have mental health needs
0005
Understand schools as organizations within the larger community context and how to communicate and collaborate successfully with families of English learners, colleagues, and community members.
- recognizing how various influences (e.g., immigration factors, racism, cultural practices, community systems, family circumstances, health and socioeconomic conditions) in English learners' environment may influence their families' involvement in the school community and how to use knowledge of students and their communities to support effective outreach to students' families
- demonstrating knowledge of the importance of recognizing English learners' linguistic and cultural funds of knowledge as assets and their families as valued partners in their children's education
- demonstrating knowledge of how to communicate with English learners' families within the larger sociocultural framework and how to create a welcoming classroom/school environment for students' families
- demonstrating knowledge of how to communicate and collaborate with other professionals in the school setting to provide English learners with high-quality educational services and effective instruction
- demonstrating knowledge of how to communicate and collaborate with other professionals in the community to support English learners and their families
0006
Understand assessment concepts and techniques as they relate to English learners.
- demonstrating knowledge of the characteristics of formal and informal assessments and their uses in English learner programs and classrooms (e.g., determining readiness to enter and exit English learner programs; determining appropriate language program placement; evaluating progress; identifying and placing students in various academic programs, such as gifted and talented and special education programs)
- demonstrating knowledge of distinctions between formative, summative, and diagnostic assessments as they relate to the assessment of English learners
- demonstrating knowledge of the advantages and limitations of various traditional and alternative assessment techniques (e.g., standardized assessments, curriculum-based assessments, observation checklists, interviews, analysis of student work samples, family member questionnaires) as they relate to the assessment of English learners
- demonstrating knowledge of item- and test-construction methods and concepts (e.g., validity, reliability, linguistic bias, cultural bias) as they relate to the assessment of English learners
- demonstrating knowledge of how to interpret the results of various standardized assessments to English learners and how to explain these results to various stakeholders (e.g., students and their families, administrators, colleagues) in ways that will be perceived as constructive and nonthreatening
- demonstrating knowledge of formative assessment practices that involve students in monitoring their own learning progress
- applying knowledge of appropriate scaffolds and state-approved accommodations for English learners in various assessment contexts (e.g., ESL classroom, content-area classroom, standardized state assessment), including appropriate scaffolds for English learners at different English language proficiency levels
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