English as a Second Language (Grades K–12) Subtest 2
Subarea I.1. English Learners in Context
0007
Understand variables that can affect ESL learning and teaching.
- applying knowledge of physical and cognitive variables (e.g., age, disability, cognitive learning styles and strategies) that can affect an English learner's English language development
- applying knowledge of social and emotional variables (e.g., students' family values and expectations, personality, motivation, mental health) that can affect an English learner's English language development
- applying knowledge of educational variables (e.g., students' and their families' educational backgrounds and level of English proficiency, teacher expectations, classroom environment, equitable access to school programs and resources) that can affect an English learner's English language development and academic achievement
- applying knowledge of the influence of various language disorders and learning disabilities on English learners' English language development
- demonstrating knowledge of techniques for making language learning meaningful for English learners (e.g., connecting students' school experiences to everyday life, involving community members in the classroom, incorporating cocurricular and extracurricular activities into the teaching and learning process)
- applying knowledge of strategies for advocating for English learners and their families in school and district settings and for helping them develop self-advocacy skills
- recognizing the importance of engaging in continual professional reflection with respect to students' learning (e.g., by evaluating the effectiveness of instruction based on students' performance and growth, by participating in professional development) in order to improve teaching practices to better address students' language and learning needs
0008
Understand how to plan and manage ESL instruction.
- applying knowledge of strategies for creating a supportive, inclusive learning environment that takes into account key variables that influence English learners' English language development and content learning
- recognizing the importance of learning about individual English learners' unique characteristics (e.g., prior educational history, language and literacy skills in the home language, academic strengths and challenges, participation in cocurricular and extracurricular activities, learning preferences, personal interests) and using this knowledge to help support effective instructional planning and improved student performance
- demonstrating knowledge of principles of ESL curricular planning, including aligning instruction with state, district, school, and department goals and standards and developing curricular goals and objectives based on the central concepts of second-language teaching
- applying knowledge of culturally responsive criteria for selecting and designing appropriate teaching materials and activities that support English learners' language development and academic achievement
- applying knowledge of techniques for adapting and using teaching materials and activities with English learners for a variety of instructional purposes
- applying knowledge of strategies for using relevant technology and digital resources effectively with English learners to individualize learning, provide opportunities for authentic problem solving, and connect instruction to students' personal interests
- demonstrating knowledge of principles of classroom management as applied to the ESL classroom (e.g., building cross-cultural understandings; mediating cross-cultural conflicts; using flexible grouping; ensuring equitable access to school resources, including various technology and digital tools)
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