ESL TExES Review/Preparation Dr. Irma Guadarrama, Associate Professor, University of Houston, College of Education

TEST FRAMEWORK zDOMAIN 1: Language concepts and language acquisition zThe ESL teacher (TESLT)understands fundamental language concepts and knows the structure and conventions of the English language; zTESLT understands the processes of first and second language acquisition and uses this knowledge to promote students’ language development in English.

TEST FRAMEWORK zDOMAIN II: ESL Instruction and Assessment zTESLT understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction zTESLT has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture; zTESLT understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs and uses assessment results to plan and adapt instruction.

TEST FRAMEWORK zDOMAIN III: Foundations of ESL Education, Cultural Awareness, and Family and Community Involvement zTESLT has knowledge of the foundations of ESL education and factors that contribute to an effective multicultural and multilingual learning environment; zTESLT knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

Language and Culture zBecoming bilingual is also a process of becoming bicultural. Language and culture are inseparable. zTo speak a second language fluently is to become a member of the target group. zLearning a second language is a transformational process that is arduous and complex and time-consuming. It takes 3-7 years to master the language.

Language and Culture zLearning a second language requires a whole brain function: an individual uses linguistic and thinking capabilities as well as emotions and feelings. zResearch studies have concluded that bilingualism does not result in negative consequences, and does not adversely affect the learner’s linguistic, academic, or intellectual development.

Teaching Strategies zCollaborative/cooperative learning zStudent interest zPrevious experience or prior knowledge zVariety zIntegration of subject matter zSupportive climate zGraphic organizers

Exemplary Practices zCreate a curriculum that is meaningful and child- centered. zCreate an environment where the social nature of language is respected and provided for. zEstablish use of cooperative and flexible learning groups. zProvide for all levels of English language proficiencies and learning styles.

Exemplary Practices zProvide adequate amounts of comprehensible input. zDevelop language across all areas of the curriculum. zPlan thematic units that span the curriculum and are built from student interests and background experiences. zUse quality literature containing positive multicultural perspectives and images to provide the basis of instruction.

Exemplary Practices zMake available to children materials that enhances literacy. zUse authentic assessment that focuses on children’s strengths. zAccept close approximations in children’s oral and written miscues providing guidance as children progress toward conventions. zAccept music, literature, drama, and art as expressions and valid interpretations of meaning and understanding. zKeep evaluation in perspective, and use information gained to plan for future instruction.

Components of Language zPhonology - System of sounds zMorphology - System of how words are built zSemantics - Study of meanings of words and Sentences zSyntax - Systematic arrangement of words and sentences zPragmatics - System of the use of language in social contexts

Theoretical Bases zNativist zEmpiricist

ESL Methods zGrammar/Translation zDirect Method zReading Method zAudio-lingual zNotional Functional zSilent Way zSuggestopedia zCommunity Language Learning zTotal Physical Response zNatural Approach zESL in the Content Areas

Krashen’s Hypotheses zComprehensible Input zAffective Filter zNatural Order zOptimal Monitor

BICS & CALP BASIC INTERPERSONAL COMMUNICATION SKILLS & COGNITIVE ACADEMIC LINGUISTIC PROFICIENCY zA. Social & Contextualized zB. Social & Decontextualized zC. Academic & Contextualized zD. Academic & Decontextualized

Language Proficiency Sample assessment: SOLOM, Student Oral Language Observation Matrix zComprehension zFluency zVocabulary zPronunciation zGrammar zLevel 1: Pre-production zLevel 2:Early Production I zLevel 3:EarlyProduction 2 zLevel 4: Speech Emergence zLevel 5: Intermediate Fluency

CALLA: Cognitive Academic Language Learning Approach zCognitive/academic skills zLanguage objective zLearning strategies (independent learning)

Culture: Stages of Acculturation zEuphoria zCulture Shock zRecovery zStabilization zEnculturation, Assimilation, Acculturation

Legal Requirements & Responsibilities zEvery student participates zAffective, linguistic, cognitive areas zProficiency in comprehension, speaking, reading, and writing in L2 zPre-K to 5th: students receive same amount of ESL as regular language arts z7-12th: students receive varied amounts from 1/3 to total immersion zLPAC: language proficiency assessment committee