Download - TExES Review - SISD
TExES ReviewEnglish as a Second Langauge (ESL) Test #154
Prepared and presented by:
Dr. Carmen Olivas Graham
and Yvonne Vallejo
and Diana TorresBilingual Department Socorro ISD
TExES ReviewEnglish as a Second Langauge (ESL) Test #154
Session Objective
Help teachers prepare to
pass the ESL exam by
sharing what we know
about the structure and
content of the test, while
building on prior
knowledge
We are all learners, and
Teachers…we got this!
SOCORRO ISD
TEST REVIEW ACADEMY for ESL
REMEMBER…
We cannot direct the wind,
but we can adjust the sails Bertha Calloway
…and our attitude
Blessed are the flexible
for they never get bent out of shape!
Ice Breaker: What’s up?
As Assigned:
1. At your table discuss with your peers the
challenges of a learner-centered classroom
2. At your table discuss with your peers the successes of a learner-centered classroom
Learner-Centered Framework
What is it?
This Photo by Unknown Author is licensed under CC BY-SA-NC
This Photo by Unknown Author is licensed
under CC BY-SA
Learner-Centered Framework
Learner-Centered Framework
Second Language Acquisition Activity
• Read the passage given to you
• Discuss what you read with your table peers
Learner-Centered Framework
The test is organized into broad
areas of content called Domains
Each Domain covers one or more of
the educator standards
Within each Domain the content is
also defined by Competencies and
each has two major parts:
Competency Statement (what an entry level
educator should know in this field)
and
Descriptive Statements (describes in great
detail knowledge and skills eligible for testing)
Basic Information for the ESL Test:
Computer-administered test (CAT)
You must complete the exam in 5 hours
Test is a Multiple choice format
Approximately 80 questions
Three primary Domains will be tested
Passing score is 240 minimum points
Only correct answers count, and
There is no penalty for guessing
DOMAINS TESTED: (content covered by the test)
1. Language Concepts and Language Acquisition
will equal 25% of the test
2. ESL Instruction and Assessment
will equal 45% of the test
3. Foundations of ESL Education, Cultural
Awareness, Family & Community Involvement
will equal 30% of the test
DOMAIN: 1. Language Concepts & Language Acquisition (25% of test)
Competency 001:
The ESL teacher understands fundamental
language concepts and knows the structure
and conventions of the English Language
Language Proficiency Levels
What you need to know:
The proficiency levels in the Texas test align with Krashen and
Terrell’s five stages of L2 acquisition
Students progress through different stages based on many factors
such as formal education, family background, time in U.S., etc.
Theory Proficiency Level
2nd Language Acquisition Descriptors
Pre-Production & Early Production….............Beginning Stage
Speech Emergence Stage………………….......Intermediate
Intermediate Fluency Stage………………….…Advanced
Near Proficient Stage………………………........Advanced High
DOMAIN: 1. Language Concepts & Language Acquisition (25% of test)
Teacher understand basic concepts of language systems: Phonology
Morphology
Syntax
Lexicon
Semantics
Discourse
Pragmatics
Social vs Academic language (Explain difference between BICS & CALP)
Understands interrelatedness of listening, speaking, reading & writing
Knows structure of English language word formation, grammar,
vocabulary and syntax and helps students understand content-based
instruction and accelerate learning of English in accordance with
English Language Proficiency Standards (ELPS)
Teachers use this understanding
to facilitate student learning in
the ESL classroom
What is language:
• Language is an organized set of symbols used for communication
• A combination or the reception, integration, and expression
• Input: Reading and Listening
• Output: Writing and Speaking
Know that in this Session:• L1 refers to the “native language”
(Spanish or other than English)
• L2 refers to the “target language” (English)
Language Proficiency Levels Review
For Beginning Listening and Speaking
Theory Proficiency Level
2nd Language Acquisition Descriptors
Pre-Production Stage
Characteristics (Low Beginning)
Silent Period
Demonstrates comprehension physically (Explain TPR)
Comprehends key words only
Relies heavily on context
Responds in ways other than speaking
May respond with single words
Shows minimal comprehension
Language Proficiency Levels
For Beginning Listening and Speaking
Theory Proficiency Level
2nd Language Acquisition Descriptors
Early Production Stage
Characteristics (High Beginning)
Verbalizes key words heard
Relies heavily on context
Responds with one or two words or short phrases
Mimics frequently used expressions independently
Listens with greater comprehension
Demonstrates increased confidence
Language Proficiency Levels
Beginning Speaking
Theory Proficiency Level
2nd Language Acquisition Descriptors
Speech Emergence Stage
Characteristics (Beginning Listeners)
Mainly speak using single words or short phrases recently practiced,
memorized, or highly familiar material, they are hesitant to speak
Speak using limited bank of high-frequency, high need, concrete
vocabulary, including key words and expressions for basic
communication in academic and social settings
Lack knowledge of L2 grammar necessary to speak or connect ideas
Exhibit L2 acquisition errors that may hinder overall communication
Language Proficiency Levels
Beginning Listening
Theory Proficiency Level
2nd Language Acquisition Descriptors
Speech Emergence Stage
Characteristics (Beginning Listeners)
Struggles to understand simple conversations and discussions
needs linguistic supports (visuals, slower speech, gestures, cues)
Struggles to identify and distinguish individual words/phrases in
social and instructional interactions not modified for ELLs
May not seek clarification in English when failing to comprehend L2
and frequently remains silent and watches other for cues
Language Proficiency Levels
Intermediate Listening and Speaking
Theory Proficiency Level
2nd Language Acquisition Descriptors
Speech Emergence Stage (Intermediate Listening &
Characteristics Intermediate Speaking)
Produces whole sentences
Hears smaller elements of language
Shows good comprehension when given rich context
Functions at a social level
Speaks with less hesitation
Shows greater comprehension
Experiments with original language production
Language Proficiency Levels
Advanced ELLsTheory Proficiency Level
2nd Language Acquisition Descriptors
Listening: Comprehension Classroom Strategies
Listening for details
Integrated with writing
Lectures/note-taking helps follow lectures and organize learning
Provide graphic organizers and model how to use it
Provide an outline and teach them how to follow it
Model--explain, show samples, examples, dates, guidance, etc.
Provide think or processing time – pause during lectures, retell,
paraphrase, restate, rewrite definitions in their own words, etc.
Summarize key points and pose clarifying questions
Use notes in class activities to show purpose of note taking
Language Proficiency Levels
Advanced HIGH ELLsTheory Proficiency Level
2nd Language Acquisition Descriptors
Listening: Comprehension Classroom Strategies
May need occasional processing time
Comprehend content with little dependence on visuals, verbal
cues, and gestures
Some exceptions may exist when complex academic or highly
specialized language is used
Keep in mind that the meaning of gestures and body language
vary from culture to culture (ex. eye contact, calling teacher Miss)
Concepts of Language
Phonology = relationship among speech system of sounds -
Morphology
Syntax
Lexicon
Semantics
Discourse
Pragmatics
Understanding Language Proficiency in Social and Academic Settings
BICS
CALP
BICS
• Basic Interpersonal Communicative Skills
• Takes 1-2 years
• Social language
• Face to face communication
• Acquired from the environment
CALP
• Cognitive Academic Language Proficiency
• 5-7 years
• Associated with schooling
• Abstract language required for academic work
• Complex, conceptual
DOMAIN: 1. Language Concepts & Language Acquisition (25% of test)
Competency 002:
The ESL teacher understands the processes of
first language (L1) and second-language (L2)
acquisition and the interrelatedness
of L1 and L2 development
DOMAIN: 1. Language Concepts & Language Acquisition (25% of test)
The beginning ESL Teacher :
Knows theories, concepts and research related to L1
and L2 acquisition
Uses theories, concepts, and research to select
effective methods and strategies to promote English
development at various stages
Knows cognitive processes such as memorization,
categorization, generalization, metacognition involved
in synthesizing language rules for ELLs
Analyzes how first and second language acquisition
are interrelated and L1 may affect development of L2
Knows common difficulties such as idiomatic
expressions; L1 interferences in syntax, phonology,
and morphology) as students learn English and help to
overcome difficulties
Stages of First Language Development
Babbling
Holophrastic
Two-Word
Telegraphic
School Age
Learning strategies to increase CALP
Metacognitive –planning for learning, monitoring one’s own comprehension and
production, evaluating how well one has
achieved a learning objective.
Cognitive –manipulating material to be learned mentally or
physically .
Social/affective strategies- interacting
with another person to assist learning, asking for clarification, using
affective control to assist learning tasks.
Myths for discussion
Students can learn a language a quickly and easily.
Students automatically learn another language when immersed in an environment where everyone speaks that language.
All students learn a second language in the same way.
Students have acquired a second language once they can speak.
Students need to learn grammar and vocabulary before the can speak.
The first language significantly interferes with acquisition of a second language.
ESL students will lose proficiency in L2 if they continue to speak L1 at home
DOMAIN: 2. ESL Instruction and Assessment (45% of test)
Competency 003:
The ESL teacher understands ESL teaching
methods and uses this knowledge to plan
and implement effective, developmentally
appropriate instruction.
DOMAIN: 2. ESL Instruction and Assessment (45% of test) Competency 003:
Teacher knows applicable TEKS and English Language Proficiency
Standards (ELPS) and designs instruction addressing domains of
listening, speaking and reading and writing.
Knows effective instructional methods and techniques for ESL
Engages students in critical thinking and fosters communication
Integrates technology and resources in the instructional process
Applies effective classroom management and teaching strategies
for a variety of ESL situations in the learning environment
TEKS
ELLs are responsible for mastery of the same grade level content area TEKS as native English speaking students.
Teachers must teach all of the content area TEKS and develop higher order thinking skills for ALL students regardless of their language proficiency level.
Why the ELPS?
ELL’s benefit from content area instruction that is accommodated to their need for comprehensible input.
ELL’s benefit from academic language instruction integrated into content area instruction.
ELL’s benefit from programs that hold high expectations for students for academic success.
Language proficiency standards provide a common framework for integrating language and content instruction for English learners.
Maslow’s Hierarchy of Human Needs
• Need for safety and security• Assign buddies
• Establish predictable classroom routines and positive feedback
• Need for a sense of belonging• Make personal contact with
students • Greetings, smiles, eye
contact
Scaffolding
I do
We do
You do
Verbal Scaffolding
Procedural Scaffolding
What is Sheltered Instruction?
A means making grade-level
academic content more accessible for
English language learners while at the
same time promoting their English language
development.
The practice of highlighting key
language features and using
strategies that make content
comprehensible to students.
An approach that can extend the
time students have for getting
language support while giving them
a jump start on content subjects
needed for progress in school.
SIOP Model vs Sheltered English Instruction
SIOP- researched-based model of instruction used to improve academic language proficiency in English language learners.
Attention to content objectives, language objectives, background knowledge, interaction, meaningful activities.
CALLA Model(Chamot & O’Malley)
• Cognitive Academic Language Learning Approach
• Through carefully designed lesson plans tied to content curriculum, teachers explicitly teach learning strategies and have students apply them to instructional tasks.
• Plans are based on these assumptions:
1. Mentally active learners are better learners.
2. Strategies can be taught.
3. Learning strategies transfer to new tasks.
4. Academic language learning is more effective with learning strategies
Basic ESL strategies…
• Visuals –pictures, videos
• Vocabulary development –attention to teaching core vocabulary
• Active learning – process and apply new content and skills
• Interaction- use multiple grouping configurations
• Learning strategies – help students monitor their own learning
• Total Physical Response (TPR)
Teachers must…
Make content comprehensibleMake
Build academic languageBuild
Provide linguistic accommodations Provide
Teach higher order thinking skillsTeach
DOMAIN: 2. ESL Instruction and Assessment (45% of test)
Competency 004:
The ESL teacher understands how to
promote students’ communicative
language development in English
DOMAIN: 2. ESL Instruction and Assessment (45% of test) Competency 004:
Teacher knows applicable TEKS and English Language
Proficiency Standards (ELPS) and designs instruction to address
proficiency level for beginning, intermediate, advanced and
advanced-high levels in the listening and speaking domains
Understands linguistic environment and conversational support
with supported opportunities for communication in English
Selects effective strategies to develop oral language proficiency
Applies effective strategies to help ESL students transfer skills
In grades 3 or higher, apply knowledge of individual differences at
the beginning or intermediate level of English proficiency in
listening and/or speaking in accordance with the ELPS
Provide appropriate feedback in response to developing L2 skills
To develop competency in listening
and speaking
•Students need…
•Teachers who understand stages of language acquisition.
•Teachers who are tolerant of errors.
•Many opportunities to interact with others.
•Time
DOMAIN: 2. ESL Instruction and Assessment (45% of test)
Competency 005:
The ESL teacher understands how to
promote students’ literacy development
in English
DOMAIN: 2. ESL Instruction and Assessment (45% of test) Competency 005:
Teacher knows applicable TEKS and Skills (TEKS) and the ELPS to
design & implement appropriate instruction to address proficiency
for beginning, intermediate, advanced and advanced-high levels in
reading and writing domains
Understands interrelatedness of listening, speaking, reading and
writing to select and use effective strategies to develop L2 literacy
English is an alphabetic language and needs effective strategies to
develop phonological knowledge and skills (phonemic awareness,
letter-sound associations, English phonograms, sight-words
vocabularies, phonetically irregular words, & high-frequency words
Factors affecting reading comprehension such as vocabulary, text
structures, cultural refences, must facilitate comprehension in L2
Apply knowledge of effective strategies to transfer literacy
knowledge and skills from L1 to L2 (first language to English).
DOMAIN: 2. ESL Instruction and Assessment (45% of test) Competency 005:
Teacher applies knowledge of individual differences such as
developmental characteristics, cultural and language background,
academic strengths, and learning styles to select focused second
language acquisition instruction to ELLs
Teacher knows personal factors that affect ESL students’ English
literacy development such as interrupted schooling, literacy status
in primary language, prior literacy experiences, and applies
effective strategies for addressing those factors
Teachers should be aware:• In L1 oral language development occurs earlier than
written language development.
• In L2, younger learners develop this way but older L2
learners, who are literate in their native language, may
develop written L2 more fully before oral L2.
• English can be developed from written input as well as
oral if the input is comprehensible to the L2 learners
• L2 learners do not need to be fully proficient in oral
English before they start to read or write English.
Relationship between L1 and L2
Values and concepts of
literacy transfer (print represents a
systematic code and carries meaning)
Well developed
academic skills and strategies
transfer
Concept knowledge in content area
transfers
Background Knowledge
• Frees up working memory to make connections between new and previously learned information, and as a result readers/listeners can:
• Integrate sentences and paragraphs• Make inferences
• Develop deeper understanding• Allow for learning and transfer to
novel situations• Retain learned information: new
information lasts longer
Some Variables Affecting
Motivation & Development of
L2
Language learning environment
Age
Cognitive development
Cultures of home and school
Comprehensible input
Social interaction
NOTE: A language gap exists between
advantaged and disadvantaged students
Reading Process Key Considerations Readers use linguistic and background knowledge and have
automatic word recognition for comprehension
Students learn to read by reading, so time for reading is crucial. Patterns of graphophonicsare discovered, word meanings negotiated and confirmed, syntax acquired and reinforced.
Four components of an effective reading program:
• Large amounts of time for actual text reading
• Teacher-directed instruction in comprehension strategies
• Opportunities for peer and collaborative learning
• Occasions for students to talk about their responses to reading
Reading comprehension is best promoted by extensive exposure to meaningful and varied texts with some explicit phonemic awareness and phonics instruction as well as instruction that develops effective learning strategies for both decoding and comprehending text.
FluencyFluency is defined as the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently.
Strategies and Activities to Develop Fluency
Repeated Reading- fosters fluent word recognition through multiple exposures to words, and enhances comprehension
•Teacher-assisted Reading
•Tape – assisted Reading
•Computer-based Reading
•Partner Reading
•Readers’ Theater
Monitor Student Progress
Use graphs, audio taping, immediate feedback, show progress,
record, discuss, and interpret fluency data
L2 writing
1. L2 learners have limitations in vocabulary, syntax, idioms
2. 2. L2 learners may have less exposure to English print
3. L2 learners have confidence and skill gained in L1 writing
4. Opportunities for L2 students to write enhance L2 acquisition
5. Strategies effective in teaching L1 writing are effective when modified for L2 learners.
The Beginning ESL Writer Needs:
• Time to write
• To write about what he/she knows
• An authentic purpose for writing
• To learn spelling grammar, and mechanics in context
• Support in reaching beyond expectations
• Prompt feedback
• Models for writing
DOMAIN: 2. ESL Instruction and Assessment (45% of test)
Competency 006:
The ESL teacher understands how to
promote students’ content area learning,
academic-language development and
achievement across the curriclum
DOMAIN: 2. ESL Instruction and Assessment (45% of test) Competency 006:
Teacher applies knowledge of effective practices, resources, and
materials for content-based ESL instruction that is linguistically
accommodated (communicated, sequenced, and scaffolded to L2
levels; critical thinking; cognitive-academic language proficiency
Teacher employs practices effective in facilitating application of
various learning strategies such as pre-teaching key vocabulary;
helping students apply familiar concepts form their cultural
background and prior experiences; metacognition, hands-on, and
using other visual supports like graphic organizers to reinforce L2
Knowledge of individual differences/characteristics, cultural and
language background, academic strengths, learning styles, to
select instructional strategies & resources that facilitate cognitive
academic language development and content-area learning.
Knows personal factors that affect ESL students’ content-area
learning, familiar with specialized vocabulary, structure and uses of
textbooks and applies effective strategies to address those factors
Background Knowledge
What appears to be poor comprehension or memory skills may be lack of schema or cultural mismatch
Use what students do know as a starting place
Talk to them about the topicExplicitly point out how past learning is related to the new information
Use Visuals Relate topics to personal experiences
Comprehensible Input• Teachers must make choices of how to communicate
information so that it is comprehensible: • Oral language: slower rate of speech, repeat significant
information, clearly identify main ideas, model, demonstrations
• Written information – adapted texts, graphic organizers• Teach strategies- cognates, vocabulary, reading
Strategies
Teach learning strategies that are needed for your content
Discuss and model what it means to study for math, or science, or social studies
Teach how to get information from your textbook
Students get a lot of practice reading fiction, but that doesn’t prepare them for information texts
Teach how to take notes
ScaffoldProvide substantial assistance and support in early stages of new concepts
Divide tasks into smaller chunks
DOMAIN: 2. ESL Instruction and Assessment (45% of test)
Competency 007:
The ESL teacher understands formal
and informal assessment procedures and
instruments used in ESL programs and uses
assessment results to plan and adapt instruction
DOMAIN: 2. ESL Instruction and Assessment (45% of test) Competency 007:
Teacher knows basic concepts, issues and practices related to test
design, development/interpretation and uses this knowledge to
select, adapt and develop assessments for different purposes in
ESL such as diagnosis, program evaluation, and proficiency
Knowledge of ESL classroom formal and informal assessments
Knows Texas standardized tests used in ESL programs and how to
interpret their results
Knows state-mandated LEP polices, the role of the LPAC, and
procedures for implementing LPAC recommendations for LEP
identification, placement and exit
Understands relationships among state-mandated standards,
instruction and assessment in the ESL classroom
Uses assessment to plan instruction to address individual needs
ESL Program Components
Assess progress with
Telpas State Assessment
ESL Program should address affective, linguistic, and cognitive needs through TEKS based curriculum
including:
Oral language development
Literacy development
Grade-level content
Academic learning
strategies
Critical thinking
College & Career
Readiness
Every district must…
Identify
Identify LEP Students
Provide
Provide the required bilingual education and/or ESL program for identified students.
Seek
Seek certified bilingual and ESL teachers.
LPAC
Language Proficiency Assessment Committee must be set up and trained annually by the district.
Every LPAC must have:
Bilingual or ESL certified Teacher
A parent of an ESL or Bilingual student.
• Cannot be an employee of the school district
A campus administrator
LPAC required documentation:
Certificate of training
Oath of confidentiality
Minutes of meetings (decisions that were made)
LPAC Responsibilities
Review all pertinent information on all students whose home language survey indicates a language other than English
• HLS has two questions :
• What language is spoke at home?
• What language does the child speak most of the time?
Once HLS is received it initiates the process if another language other than English is stated
• Based on state criteria, determine whether or not the student is LEP
Recommend appropriate educational program (BE or ESL)
Determine accommodations and test exemptions
Notify parents and document notification
Notify PEIMS of any changes or updates
Responsibilities continued:
Annually evaluate each student’s progressEvaluate
Exit students from BE/ESL when they have met criteriaExit
Monitor exited students for 2 yearsMonitor
Parental Rights
District requests parental permission to place student in BE or ESL program
District must provide information describing benefits of the program
Parents must approve child’s placement within the program
Parents may deny the placement in a program
Students in grades 9-12 may sign their own home language survey (HLS)
ELLs with Parental
Denials TAC 101.1005
• An ELL whose parent or guardian has declined/ESL services required by state law is not eligible for special ELL assessment, accommodation, or accountability provisions
• No testing in Spanish
• No linguistic accommodations during testing
• No English I/II EOC special provisions
• No unschooled asylee/refugee provisions
Identification of BE/ESL Students
Note: identification and
Entry are two distinct steps.
Pre-K – 1:
• Testing TEA approved Oral Language Proficiency Test (OLPT) for each student who has a language other than English on the HLS
• If language is Spanish – they will be tested in English and Spanish
2nd – 12th:
• TEA approved OLPT
• AND Norm reference test from TEA (approved lists)
LPACUses of Assessment
Screening and identification
Placement
Exiting from program
Monitoring student progress
Program Evaluation
Accountability
Entry into BE/ESL Program
PK- 1
• Qualifies for program if student –
• Scored NES or LES on oral language test = LEP
• NES- Non-English Speaking
• LES- Limited English Speaking
• Student does not qualify if scores FES
• FES – Fluent English Speaker
2nd – 12th grade
• Qualifies for program if student
• Scores NES or LES on OLPT
• And scores below the 40th percentile on norm referenced test
• Does not qualify if student
• Scores FES on OLPT and above 40th percentile on norm referenced test
Exit from BE/ESL Program
No student can be exited at the PK and Kinder grade level
A student that is transferring from another district as bilingual or ESL continues as Bilingual or ESL
Grades 1-2
Score Fluent in OLPT
And score about 40th percentile on Norm reference test
Use agency approved writing test
Teacher recommendation
Grades 3-12 fluent on OLPT Passed state established English reading assessment
Passed state established English writing assessment
Exit from BE/ESL
Program
• All criteria for exit must be met –
1. Oral language fluency
2. Academic competency (reading)
3. Writing proficiency
4. Teacher recommendation
Note: exit cannot be based on TELPAS scores
TELPAS
• Texas English Language Proficiency Assessment System• Students are rated and
assessed annually on their proficiency of listening, speaking, reading, and writing
• 4 levels• Beginner• Intermediate• Advanced • Advanced high
This Photo by Unknown Author is licensed under CC
BY-NC
This Photo by Unknown Author is licensed under CC BY-SA-
NC
DOMAIN: 3. Foundations of ESL Education, Cultural
(30% of test) Awareness, and Family and Community
Involvement
Competency 008:
The ESL teacher understands the foundations of
ESL education and types of ESL programs
DOMAIN: 3. Foundations of ESL Education, Cultural
(30% of test) Awareness, and Family and Community Involvement
Competency 008:
Teacher knows historical, theoretical and policy foundations of ESL
education and uses knowledge to plan, and advocate for programs
Knows types of ESL programs such as self-contained, pull-out,
newcomer centers, dual language, immersion programs and their
characteristics, goals, and research on their effectiveness
Uses knowledge of ESL programs to make instructional decisions
Applies knowledge of research findings related to ESL education,
research on instructional and management practices to assist in
planning and implementing effective ESL programs
Important Landmark Cases
Lau vs Nichols (1974) equality of treatment
Castaneda vs Pickard (1981) compliance with Equal
Educational Opportunity Act
Plyler vs Doe (1982) Prohibits denial of education to
undocumented immigrant children
Brown vs Board of Education (1954) intentional
segregation is unequal
Lau Remedies (1975 ) provided guidelines for
Bilingual Education
Different Bilingual and ESL Programs
of Instruction
Maintenance Bilingual Program (late exit programs)
Transitional Bilingual Program (early exit)
Dual Language Programs (one way vs two way)
Immersion
ESL (pull out program and content area instruction)
DOMAIN: 3. Foundations of ESL Education, Cultural
(30% of test) Awareness, and Family and Community
Involvement
Competency 009:
The ESL teacher understands factors that
affect ESL students’ learning and implements
strategies for creating an effective multicultural
and multilingual learning environment
DOMAIN: 3. Foundations of ESL Education, Cultural
(30% of test) Awareness, and Family and Community Involvement
Competency 009:
Understands cultural and linguistic diversity in ESL classroom and
factors that may affect students’ learning of academic content,
language and culture such as age, developmental characteristics,
academic strengths and needs, learning styles, personality, socio-
cultural factors, home environment, attitude, and exceptionalities
Creates effective multicultural & multilingual learning environment
to address affective, linguistic, and cognitive needs that facilitate
students’ learning and language acquisition.
Knows factors that contribute to cultural bias prejudice stereo-
typing, ethnocentrism, & creates responsive learning environment
Sensitive of diverse cultural socioeconomic backgrounds and
shows respect for language differences
Creates awareness and respect for linguistic and cultural diversity
Culture
•Parent Welcoming and assistance with involvement
•Deep & Surface Culture (pinatas vs beliefs/values)
•Culture and School Environment
•Cultural Differences
•Support for students experiencing cultural change
•Assimilation vs Acculturation
•Factors contributing to Cultural Bias (stereotyping and prejudice)
•Effective Learning Environment
DOMAIN: 3. Foundations of ESL Education, Cultural
(30% of test) Awareness, and Family and Community
Involvement
Competency 010:
The ESL teacher knows how to serve as an
advocate for ESL students and facilitates
family and community involvement
in their education
DOMAIN: 3. Foundations of ESL Education, Cultural
(30% of test) Awareness, and Family and Community Involvement
Competency 010:
Applies knowledge of strategies to advocate for educational and
social equity (participates in LPAC, ARD meetings, SIT committees,
and as a resource for other teachers
Understands importance of family involvement in education of ESL
students and facilitates parent participation in school activities
Applies skills for communicating and collaborating effectively with
parents of ESL students in a variety of educational contexts
Knows how community members and resources can positively
affect student learning in the ESL program and is able to access
community resources to enhance the education of ESL students
What is most important?
Approaches to Answering
Multiple Choice Questions
What is most important to know?
Know the “Content” described in the test framework
Think critically, analyze info., make a judgment about it
Do not leave questions unanswered—they will be wrong
Out of the 80 questions only 60 will be scored
Test includes interactive types of questions
Read the directions carefully to know how to respond
Some questions include introductory information such as
map, table, graph, reading passage (stimulus)
Technology can help or hurt you!
Read the directions carefully!
What is most important to know?
List of options for selecting answers may ask:
• Select all that apply (all the options that answer the question)
• Typing in an entry box (numeric answer or calculator answer, etc.)
• Clicking check boxes (click instead of an oval on a map or chart etc.)
• Clicking parts of a graphic (click as opposed to choosing from list)
• Clicking on sentences (within the reading passage)
• Select options from drop-down menu (to complete a sentence)
• Drag and drop answers choice into “targets” on screen
by clicking check boxes (choose from list, drag to table/graphic, etc.)
What is most important to know?
Question Formats you may see:
1. Single Questions
2. Clustered Questions
Keep in mind that competency
statements on your sample test
booklet will not appear on the
actual test
ESL Test Review
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