1. The Bilingual Supplemental Test (TEXES 164) Certification Exam: Implications for Teacher Candidates and Teacher Preparation Programs
LUIS A. ROSADO, ED.D.
DIRECTOR, CENTER FOR BILINGUAL EDUCATION
UNIVERSITY OF TEXAS AT ARLINGTON
TABE 2017: BILITERACY—CONSTRUYENDO PUENTES Y UNIENDO CULTURAS
Y SOBRE TODO EVITANDO LA CONSTRUCCIÓN DEL MURO

2. Objectives
1. To describe characteristics and challenges of the Bilingual Supplemental Test (TExES 164).
2. To share the connection between content and the types of questions presented on the test.
2. To introduce a new source to prepare teacher candidates for the Bilingual Supplemental exam (TExES 164).

3. TExES Examinations Tests Content Certification
1. TExES 190: Bilingual Target Language Proficiency Test—Spanish proficiency
Listening, speaking, reading and writing
Number of items: 4 sections Time:3.5hrs
BILINGUAL ONLY
2. TExES 291: Generalist EC-6 examination
ELA, mathematics,, social studies, science, fine arts, health, and PE.
Number of Items: 267 (15) Time: 4-5 Hrs
All Elementary Teacher Candidates
3. TExES 164: Bilingual Education Supplemental (4 Comp)—80 questions
First and Second Language Acquisition
Lang concept & language Acquisition
Dev & Assessment in L1 and bi-literacy
Content area instruction in L1 and L2
4. TExES 160: The Pedagogy and Professional Responsibilities Examination EC-12
Designing and implementing instruction, assessment, classroom management, and roles and responsibilities.
Number of Items: 90 (10) Time: 4-5 Hrs
5. TExES 154 ESL Supplemental (10 competencies—70 questions
1. Structure of language; 2. L1 & L2, 3. Teaching methods; 4. Communicative competence; 5. Literacy development; 6. Content area learning; 7. Assessment; 8. Foundations of ESL and Types of ESL Programs; 9. Multicultural issues; 10. Family involvement
ESL ONLY

4. Cardinal Principle of Bilingual Education
“We take it as axiomatic that every child of school age should attend school and that every child should be make literate. We take it as axiomatic, too, that the best medium for teaching is the mother tongue of the pupil” (UNESCO, 1953, P. 6).

5. State Average for TExES 164
Sample University
All Programs
Year
# students
% Pass
Average Score
Total State
Ave Scores
16-17 33
77%
257
2,273
70%
245

6. How can I get ready for this test?

7. Ask Google!—“Guguealo”
1. ETS Prepaparation
2. Bilingual Supplemental Flash Cards supplemental-164-flash-cards/
3. Mometrix Test Preparation TExES 164—Secrets Study Guide
4. Ed Publishing and Consulting—TExES d=275

8. Dr. Luis A. Rosado and Foreword with Dr. José Ruiz Escalante

9. Recommendations for test-takers
1. Identify the competencies for the test and develop a list of key vocabulary words or concepts mentioned in each of them.
Identify those concepts and words that your are not familiar with.
Review the literature to gather information about them.
Identify the courses where the competencies are delivered and consult faculty members in each of the courses .
2. While taking key courses in your teacher preparation program, identify the competencies covered in the courses, and those that have not.
Ask instructors to provide an overview of the competencies not covered in the course, or study them on your own
3. Study the practice Tests available on the ETS website and other sources used to prepare for the test. (
Read questions in each competency, try to find the answer. Check the answers and analyze the rationale for choosing it.
Select preparation materials that tell you not only the right answer, but why the other options are not.
Write a statement or two describing what you learned about that question. Use the internet to learn about concepts mentioned in the question.
Create a study group and ask them to do the same, then compare notesz. Use the collective information to prepare for the tes.

10. Begin with the Source.
Who developed the test?
Texas Legislature
State Board for Educator Certification
The Texas Education Agency
Education Testing Center (ETS) Princeton, NJ ***

11. Standards, Domains, Competencies, Descriptors What do I do with them?
Bilingual Education Standard II
The bilingual education teacher has knowledge of the foundations of bilingual education and the concepts of bilingualism and biculturalism.
Bilingual Education Standard III
The bilingual education teacher knows the process of first- and second-language acquisition and development.
Bilingual Education Standard IV
The bilingual education teacher has a comprehensive knowledge of the development and assessment of literacy in the primary language.
Bilingual Education Standard V
The bilingual education teacher has a comprehensive knowledge of the development and assessment of biliteracy.
Bilingual Education Standard VI
The bilingual education teacher has a comprehensive knowledge of content-area instruction in L1 and L2.

12. Domain I Bilingual Education
Is that all?

13. Competency 001: The beginning Bilingual Education teacher understands the foundations of Bilingual Education and the concepts of bilingualism and biculturalism and applies this knowledge to create an effective learning environment for students in the Bilingual Education program.
What else?

14. Competency 1—Description
The beginning teacher:
A. Understands the historical background of bilingual education in the United States, including pertinent federal and state legislation, significant court cases related to bilingual education and the effects of demographic changes on bilingual education.
B. Understands procedures (e.g., Language Proficiency Assessment Committee) for the identification, assessment and instructional placement of English-language learners, including identification of students’ English-language proficiency levels in the domains of listening, speaking, reading and writing. These proficiency levels are in accordance with the descriptors for the beginning, intermediate, advanced and advanced-high levels as described in the English Language Proficiency Standards (ELPS).
C. Demonstrates an awareness of global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived throughout the world.
D. Understands the importance of creating an additive educational program that reinforces a bicultural identity, including understanding the differences between acculturation and assimilation.
E. Uses knowledge of the historical, legal, legislative and global contexts of bilingual education to be an effective advocate for the bilingual education program and to advocate equity for bilingual students.
F. Understands convergent research related to bilingual education (e.g., best instructional practices as determined by student achievement) and applies convergent research when making instructional decisions.

15. Competency 1 Continuation
G. Knows models of bilingual education, including characteristics and goals of various types of bilingual education programs, research findings on the effectiveness of various models of bilingual education and factors that determine the nature of a bilingual program on a particular campus.
H. Uses knowledge of various bilingual education models to make appropriate instructional decisions based on program model and design, and selects appropriate instructional strategies and materials in relation to specific program models.
I. Knows how to create an effective bilingual and multicultural learning environment (e.g., by demonstrating sensitivity to students’ diverse cultural backgrounds and generational/acculturation differences, showing respect for regional language differences, incorporating the diversity of the home into the classroom setting, applying strategies to bridge the home and school cultural environments).
J. Knows how to create a learning environment that addresses bilingual students’ affective, linguistic and cognitive needs (e.g., by emphasizing the benefits of bilingualism and biculturalism, selecting linguistically and culturally appropriate instructional materials and methodologies).

16. 1. The beginning Bilingual Education teacher understands the foundations of Bilingual Education and the concepts of bilingualism and biculturalism and applies this knowledge to create an effective learning environment for students in the Bilingual Education program (TEA, 2015).
Key Components
1. Historical background of bilingual education
2. federal and state legislation, significant court cases
3. Language Proficiency Assessment Committee and ARD
4. English-language proficiency levels in all four domains
5. English Language Proficiency Standards (ELPS).
6. Global issues and perspectives related to bilingual education
7. Creating an additive educational program that reinforces a bicultural identity
8. Acculturation and assimilation issues.
9. Becoming advocates for the bilingual education program and equity for ELS
10. applies convergent research when making instructional decisions.
11. Models of bilingual and ESL education
12. Research findings on the effectiveness of various models of bilingual
13. Benefits of bilingualism and biculturalism
15. Selecting linguistically and culturally appropriate instructional materials and methods.

17. Competency 1—Chapter 3
Historical Development of Bilingual and ESL Education in the United States
The Native American Experience and Language Loss
Development of English as a second language programs
Title VI of the Civil Rights Act of 1964—non Discriminatory Clause—Prohibit institutions receiving federal funds from discriminating.
The Bilingual Education Act of 1968—Federal Senator Ralph Yarborough—Funding for bilingual education.
HEW Memorandum of 1970—ISDs responsibilities under Title VI of the CRA of 1965
The Equal Education Opportunity Act of 1974—
Keyes v. Denver—Segregation case
Lau v. Nichols—Quality of Education
Reauthorization of the ESEA of 1984—Broke away from the compensatory nature of bilingual Education.
Reauthorization of the ESEA of 1993—Participation of non ELs children—2-way dual language
NCLB 2001—Main emphasis—English language development
Every Student Succeeds Act (ESSA)—2 years follow up, ELs, move accountability to Ch. 1, ELPS…

18. Terminology—Routes to Bilingualism
There are two main types of bilingual people, those identified as simultaneous bilingual, and those identified as sequential bilinguals.
Simultaneous bilinguals are exposed to the two languages concurrently.
Sequential bilinguals acquire the native language first, and then at a given point, they add the second language.

19. How are these topics presented in questions?
History of Bilingual Education
17th –19th Centuries
During the 17th–19th centuries, multiple languages were used for instruction in U.S. schools. German schools operated in Philadelphia as early as 1694 (Crawford 2004). In 1890, about 600,000 children were being taught in German in Pennsylvania, Maryland, Ohio, Indiana, Illinois, Missouri, Nebraska, Colorado, and Oregon. Swedish, Norwegian, and Danish were also used then as the language of instruction in Wisconsin, Illinois, Minnesota, Iowa, the Dakotas, Nebraska, and Washington. Polish and Italian were used in schools in Wisconsin, Dutch in Michigan, French in Louisiana, Czech and Spanish in Texas, and Spanish in the Southwest.

20. The Annexation of Texas and the War with Mexico (1945-1948)
Because of the 1836 Texas revolution, this former Mexican province became a free nation. For almost 10 years ( ) Texas functioned as a sovereign nation. However, the Mexican government never recognized Texas independence. The economic challenges of the new nation spurred its citizens – to seek U.S. support, which came in the form of an invitation to join the country. In December 1845, U.S. President John Tyler signed the legislation to annex Texas, and Texas became the 28th state. Technically, the process to become a state ended a few months later in 1846 under President James K. Polk.
When President Tyler signed the legislation to annex Texas, the war with Mexico began. The conflict ended in 1848 with the Treaty of Guadalupe Hidalgo. This treaty gave the United States official control over Texas and the territory today known as the American Southwest. With this e annexation, a large number of non-English-speaking people, including those of Native American nations, found themselves living in an English-speaking country.

21. The Spanish-American War
After the war with Mexico, the United States engaged in its last war of the 19th century—the Spanish American War of 1898, a conflict that ended the Spanish colonial period in America. Because of the war, Spain ceded to the United States several non-English-speaking territories—Puerto Rico, Guam, Cuba, and the Philippines. Cuba and the Philippines obtained their independence later, but Puerto Rico and Guam became territories of the U.S. Today, residents of Puerto Rico and Guam are American citizens.
With the annexation of Mexican territory, the United States became a natural immigration destination for millions of Mexicans. The annexation of Puerto Rico and Guam also resulted in the migration of Spanish and Chamorro speakers (Guam) to the United States. The influx of these groups made bilingual education a need for these new non-English speakers. However, during the late 19th and early 20th centuries, speaking a language other than English was considered a deficiency. Bilingual education thus was compensatory and not viewed as the enriching additive that bilingualism had been during the 17th and 18th centuries.

22. B. The annexation of the American Southwest
Identify the key single event that added the largest number of non-English speaking minorities to the United States.
A. The Human Rights Act
B. The annexation of the American Southwest
C. The Spanish-American War of 1898
D. Options A and C
Answer B. The annexation of Texas, California and the rest of the American Southwest added large numbers of Spanish speakers as well as large numbers of Native-American tribes with their own languages living in the region. Human rights legislation did not directly affect the number of non-English speaking minorities in the country. Ruling out option (A) also rules out option (D) because it includes option A (A and C). (C) by itself is a strong distractor since as a result of the Spanish-American War of 1898, the Spanish government ceded the territories of Puerto Rico and Guam to the U.S. (Competency 001: Foundations of Bilingual Education).

23. What did I learn from this question?
The Human Rights movement of the 60s did not bring new language groups to the nation.
The annexation of the American Southwest came as a result of the Mexico-US war of As a result of the Guadalupe Hidalgo Treaty, Mexico ceded Texas, California, New Mexico, Arizona, Nevada, Utah, Wyoming, Colorado, and all the Native American tribes living within the area.
In the Spanish-American War the U.S. obtained Cuba, Philippines, Puerto Rico and Guam. Cuba and Philippines became free nations.

24. More Information Colonial Period
The American colonization officially began with Jamestown in Most American colonists spoke English, but people from multiple language backgrounds also joined the colonization effort. With the arrival of speakers of European languages, the colonization effort brought more languages to the more than 200 tribal languages already spoken in America.
The first official census of the new nation was taken in 1790, and it showed that half of the population of the colonies was composed of English speakers. It also recorded a large number of European languages from such colonists as Scots, German, Dutch, Irish, Swedish, Welsh, and French (U.S. Census, n.d.). Because of this diversity, linguistic tolerance and multilingualism were typical of colonial America. As part of this tradition, some documents during the Revolutionary War were printed in more than one language (Crawford, 2004). This linguistic diversity played an important role in the decision to leave the identification of the official language of the nation out of the Constitution. This decision and the Tenth Amendment of the U.S. Constitution, relegated language and educational issues to the state legislatures. When the first schools were established, the state and/or local government thus made decisions about the language used for instruction.

25. A. The American revolutionary war.
Linguistic diversity characterized the life of the 13th American colonists. But later, linguistic diversity was perceived as a threat to national security and led to English-only legislation. Identify the primary event or document that guided Americans to embrace English-only legislation.
A. The American revolutionary war.
B. The 10th Amendment of the U.S. Constitution
C. The Vietnam War
D. World War I (WWI)
Answer D. Before WWI, German was commonly used in public school in the United States. As a result of the participation of Germany during WWI and the xenophobia that follow, multiple states legislature, including Texas, adopted English-only legislation. This legislation prohibited the use of languages other than English in school. Option A is incorrect because linguistic diversity was common among the colonists. However, the colonist were unified against England. Option C is incorrect because 10th Amendment of the U.S. Constitution states that the power not directly allocated to the central government, are automatically given to the states. Since the U.S. Constitution did not mention education or the official language of the Nation, these two components became the responsibilities of the state government. The Vietnam War (option C) did not have a direct impact the enactment of English-only legislation. Actually, during this war, states like Texas eliminated English-only legislation, and began experimenting with bilingual education.

26. Reflection: What did I learn from this question?
The American colonist spoke different languages. Linguistic diversity was part of the experience of the colonists and it did not play a vital role during the Revolutionary War.
Why did English become the language of the nation?
The issue of language was not addressed in the US Constitution—maybe because the linguistic diversity prevalent in the colonies.
Bilingual education was common during the 19th century. We had large numbers of German-English schools.
Germany was one the principal enemies during WWI—we developed animosity against German speakers and non-English speaking people.
The Vietnam War was fought in the 70s. I see no connection with English-only Legislation.
What is the purpose of English-only legislation? We speak English in the U.S.
How the 10th Amendment of the U.S. Constitution relates to this question?
How was Texas affected by the xenophobic reaction to WWI?
Is Texas an English-only State?

27. Court Cases Brown v. Topeka (1954)—desegregation of schools
Diana v. California State Board of Education (1970)—Special Education
Keys v. School District 1, Denver, Colorado (1973)—racially segregated schools
Serna v. Portales (1972 and 1974)—Education of language minority students
Lau v. Nichols (1974)—Chinese students in San Francisco
A.S.P.I.R.A. v. New York (1974)—Bilingual education
Rios v. Reed (1978)—Implementation of effective bilingual programs
Castañeda v. Pickard (1981) )—Quality bilingual programs
U.S. v. the State of Texas (1981)—Judge William Wayne Justice--…the school system has “vilified” the
language and culture of Mexican children

28. Identify the main contribution of the landmark case of Lau Vs Nichols.
It mandated the creation of a bilingual education program in San Francisco.
It empowered the Office of Civil Rights (OCR) to force school districts to provide better education to linguistic minority students.
It forced other states to develop bilingual education programs.
It resulted in the signing of federal legislation mandating bilingual education in the United States.
Answer B. The Lau ruling did not mandate bilingual education (A) in San Francisco or create a federal law (D) mandating bilingual education. The court indicated that the San Francisco School District must take affirmative steps to improve the education of ELs. The OCR used the ruling as a foundation for the development and implementation of programs to address the needs of ELs. The ruling made districts aware of the need to develop better programs for ELs, but it did not force (C) states to develop a specific program. (Competency 001: Foundations of Bilingual Education).

29. As a result of language loss, large number of Native American languages have disappeared. However, as a result of resurgence of bilingual education programs in the Nation, some of these language have experience language revitalization and currently have over 100,000 speakers. The group that best represent this language revitalization is the:
Cherokee
Navajo
Choctaw
Apache
Answer B. The Navajos have the largest number of speakers in the Nation, around 150,000. It is estimated that over 155 Native American languages are still spoken in American; however, a large number are endangered or have fewer than 10,000 speakers. The Cherokee and the Apache have under 23,000, the Choctaw have under 10,000. Thus, options A, C and D are incorrect

30. The federal ESSA and Texas legislation require school districts to integrate English Language Proficiency Standards (ELPS) when providing instruction in English to ELs. To comply with ELPS implementation teachers are required to
provide content area instruction based on the English proficiency levels of the students.
decrease the rigor and intensity of content instruction to make content comprehensible to ELs.
provide linguistic accommodations to make the content comprehensible to ELs.
Options A and C.
Answer D. The ELPS legislation requires school districts to deliver content area instruction to the level and rigor required of native English speakers. However, districts must adjust the delivery to make it comprehensible to ELs. To make content accessible to ELs, teachers can segment (chunking) instruction and implement multiple linguistic accommodation to improve comprehension. (B) is incorrect under any circumstances because the curriculum cannot be modified to remove the rigor required of all students. (Competency 001: Foundations of Bilingual Education).

31. The United Nation (UNESCO) proclamation of 1953
Identify the event or events that promoted the revival of bilingual education in of the 20th century in American public schools.
The United Nation (UNESCO) proclamation of 1953
The Cuban Revolution of 1959
Court challenges led by linguistic minority groups
All the above
Answer D. All the events led to the rebirth of bilingual education in the ‘60s. In 1953, the United Nations Educational, Scientific and Cultural Organization (UNESCO) issued a proclamation supporting the use of native language instruction to teach children. The Cuban Revolution forced large number of Cubans to immigrate to the United States. With the use of funds to support refugees, Dade County school district established a dual language program in the Miami area. This program became a national model. Multiple court cases, including Lau v. Nichols and Serna v. Portales, forced school districts nationwide to offer programs to meet the educational needs of linguistic minorities. (Competency 001: Foundations of Bilingual Education).

32. the No Child Left Behind legislation of 2001.
The reauthorization of the ESEA of 1984 moved away from the compensatory nature of bilingual education and helped in the implementation of dual language programs. However, the actual legislation that made possible the implementation of today’s multiple dual language programs in the nation was:
the No Child Left Behind legislation of 2001.
the Elementary and Education Act of 1994.
the Every Student Succeeds Act (ESSA).
Options A and C.
Answer B. The ESEA of 1994 under President Bill Clinton allowed the development of dual language programs. The legislation allowed the participation of native English speakers, which resulted in the development of the two-way dual language programs. (A) is incorrect because the emphasis of NCLB was English language development, not dual language. The ESSA began implementation in 2016, and it is too early to determine its impact. Based on the explanation provided, (D) is incorrect. (Competency 001: Foundations of Bilingual Education).

33. Public speech and right to vote Free public education
New executive orders and future immigration policies of the Trump administration cannot take away the following rights of undocumented children:
Public speech and right to vote
Free public education
Free or reduced-cost lunch
Free access to public health services
Answer B. The Plyler v. Doe (1982) prohibited school districts from denying free public education to children of undocumented parents. Since this is a decision of the federal Fifth Court of Appeals, it cannot be taken away by executive order, nor with executive policies. The right to vote (B) is restricted to American citizens. The rest of the options are not guaranteed and thus can be removed at any time. (Competency 001: Foundations of Bilingual Education).

34. language goals of the programs. academic goals of the programs.
The key distinction between the one-way and the two-way dual language program is the
language goals of the programs.
academic goals of the programs.
student population served.
percentage of language distribution in the programs.
Answer C. The one-way, also known as developmental bilingual education, serves language minority students (e.g., Spanish-speaking students), while the two-way serves both language minority and language majority students (e.g., Spanish-speaking and native English speakers). The language (A) and academic (B) goals of both programs are the same: to perform well academically and to maintain both languages. Both programs also follow a similar format for the distribution of L1 and L2 (D). (Competency 001: Foundations of Bilingual Education).

35. Competency 2: The beginning Bilingual Education teacher understands processes of first- and second-language acquisition and development and applies this knowledge to promote students’ language proficiency in their first language (L1) and second language (L2).
Key Components
1. Language variation and change dialects, idiolect, registers, code-switching…
2. Language components (e.g., phonetics, phonology, morphology, syntactic features, semantics,
pragmatics).
3. Stages of first-and second-language development
4. Theories/models of first- and second-language development (e.g., behaviorist, cognitive)
4. Instructional implications of these stages and theories/models.
5. Linguistically and developmentally appropriate instructional methods strategies and materials for
teaching L1 and L2.
6. Interrelatedness and interdependence of first- and second language acquisition
7. Cross-linguistic connection (e.g., using cognates, noting similarities and differences).
8. Developmentally appropriate methodologies and strategies for teaching ESL
9. English-language proficiency in listening, speaking, reading and/or writing—TEKS
10. Cognitive, linguistic, social and affective factors affecting second-language acquisition (e.g.,
academic background, length of time in the United States, language status, age, self-esteem,
inhibition, motivation, home/school/community environment, literacy background)

36. The Question
Identify the choice that best describe the number and types of morphemes present in the word—preconceived.
two derivational morphemes and a root word
three inflectional morphemes and the root of the word
a free morpheme and two inflectional morphemes
one derivational morpheme, one inflectional morpheme, and a root word.
(D) is the correct answer. The word, preconceived, has three morphemes—the prefix (pre) which is a derivational morpheme, the root word (conceiv), and the inflectional ending (ed).
Based on this explanation, options (A), (B), and (C) are incorrect.

37. Lexicon and Semantics
Lexicon refers to the vocabulary of the language. It is also the most changeable component of language.
Semantics describes the meaning system of a language. Language represents the meaning system based on the culture and context of the conversation. It uses literal or implied meaning to achieve this goal.
Denotation refers to the literal meaning of words and ideas. A sign that reads “Dog Bites” seems obvious since all dogs have that capability (literal meaning). However, pragmatics of communication will guide people to go beyond literal meaning and understand the intended meaning of the statement—the dog is aggressive and might attack.
Connotation refers to the implied meaning of words and ideas. Idiomatic expressions frequently use implied meaning as a communication tool; thus, speakers need to know the cultural framework implied to understand them. English language learners might have problems getting the meaning intended in the statements like: “passing the buck.” They might know the two meanings of the word “buck”—male dear or a dollar—and still unable to understand the implied meaning, i.e., passing the responsibility to someone else.
Lexicon refers to the vocabulary of the language. It is also the most changeable component of language. Words can change meaning based on context. For example the word, hot can have different meanings based on the speech act, for example the word hot can refer to temperature, to imply fashionable, or lucky.
Semantics describes the meaning system of a language. Language represents the meaning system based on the culture and context of the conversation. It uses literal or implied meaning to achieve this goal.
Denotation refers to the literal meaning of words and ideas. A sign that reads “Dog Bites” seems obvious since all dogs have that capability (literal meaning). However, pragmatics of communication will guide people to go beyond literal meaning and understand the intended meaning of the statement—the dog is aggressive and might attack.
Connotation refers to the implied meaning of words and ideas. Idiomatic expressions frequently use implied meaning as a communication tool; thus, speakers need to know the cultural framework implied to understand them. English language learners might have problems getting the meaning intended in the statements like: “passing the buck.” They might know the two meanings of the word “buck”—male dear or a dollar—and still unable to understand the implied meaning, i.e., passing the responsibility to someone else.

38. The Question
Karina is a six grade student having difficulties with American idioms. She often gets confused with statements like “keep an eye on the ball” and “keep your nose clean”. Karina is having problems with:
Academic English
Denotative language
Connotative language
Metaphors and similes
(C) is the correct answer. Idiomatic expressions rely on
culture referents and connotative or implied meaning. That
is why ELLs experience difficulties understanding them.
(A) is incorrect because idioms are part of social language,
as opposed to academic English.
(B) is incorrect because denotative language refers to the
literal meaning of the words and obviously idioms have
implied meaning.
(D) is incorrect because idioms do not necessarily have direct
(metaphor) or indirect comparisons (simile).

39. Theories of first language acquisition
There are three main theories of first language acquisition—the Behaviorist, Innatist, and Interactionist
The Behaviorists believe children are born with a clean slate— tabula rasa—and language is added through imitation of parents and caregivers.
Learning is a process based on stimulus, response, and reinforcement.
This theory explains the initial stages of first language acquisition but fail to explain the linguistic creativity typical of children beyond the initial state.
Theories of first language acquisition
There are three main theories of first language acquisition—the Behaviorist, Innatist, and Interactionist (Peregoy & Boyle, 2005). The Behaviorists believe children are born with a clean slate—tabula rasa—and language is added through imitation of parents and caregivers. Specifically, children add information to the “tabula rasa” through the process of stimulus, response, and reinforcement. That is, children hear a word, link the word to a concept, imitate the pronunciation of the word, and get rewarded for their effort. This theory explains the initial stages of first language acquisition but fail to explain the linguistic creativity typical of children beyond the initial state. When a parent tells a three-year old boy, “You stink” and the child replies by saying “I stink” , the response shows that the child is not merely repeating or mimicking the speech of the adult, instead, he/she is processing and hypothesizing language rules.

40. Innatist or Nativist theory
Children are born with innate abilities to learn languages—Language acquisition Device (LAD)
The LAD allows children the ability to acquire language
Hypothesis testing—in daily situations
Adults provide the cultural component of the language—rules for usage.
Innatist or Nativist theory takes an opposing view; children are born with innate capabilities for language learning. They believe that children are born with what Noam Chomsky called a language acquisition device (LAD). The LAD is equipped with a grammar template or universal grammar which allows children the capability to construct the grammar of their native language through the process of hypothesis testing. According to Chomsky, children develop the rules of their language with minimal support from the parents. The role of adults in this theory is restricted to building the lexicon of the language and teaching rules to develop sociolinguistic competence.

41. Interactionist
This theory emphasizes the importance of both nature and nurture as vital components for language mastery.
They conceptualize the existence of the LAD but believe that the role of parents and caregivers in the Innatist theory is too narrow in scope.
Interactionist believe that caregivers play a vital role in adjusting language to facilitate language acquisition
Interactionist on the other hand, reemphasize the importance of both nature and nurture as vital components for language mastery. They conceptualize the existence of the LAD but believe that the role of parents and caregivers in the Innatist theory is too narrow in scope. Interactionist believe that caregivers play a vital role in adjusting language to facilitate language acquisition. Parents and caregivers become sympathetic listeners and provide needed language support through conversational scaffolding. Parents scaffold conversation by repeating and modeling the words that the child produces, checking for understanding by prompting questions at the end of the child’s statements, and by making the child feel confident in his/her ability to communicate. The Interactionist Theory is currently the prevailing theory used to explain the process of first language acquisition.

42. The Question
First language acquisition and especially oral language development appear to be the result of:
imitation and stimulus from the environment and practice
innate abilities, imitation and memorization
environmental influences, practice and memorization
innate mechanism, imitation and environmental influences
(D) is the correct answer. Current research suggests that language development is the result of innate abilities, imitation of parents and caregivers, and stimulus from the linguistic community.
(A) is incorrect because it does not mention the most important component of the process, the role of nature.
(B) is incorrect because memorization does not play an important role in the process of first language acquisition.
(C) is incorrect because practice and memorization do not play an important role in the process.

43. The Threshold Hypothesis
Jim Cummins believes that language learners should arrive at a given academic and literacy level in L1 in order to transfer elements from L1 to L2.
This age-appropriate threshold is generally reached after 4-5 years of effective L1 instruction.
Students in the late exit program can arrive at the threshold level.
Students in the early exit TBE may have more difficulties academically than students in the late exit program.
The Threshold Hypothesis
Jim Cummins believes that language learners should arrive at a given academic and literacy level in L1 in order to transfer elements from L1 to L2. This age-appropriate threshold is generally reached after 4-5 years of effective L1 instruction. This theory explains why ELLs taught in L2 only may experience academic difficulties in school while ELLs who received services through an late-exit program may have cognitive advantage over monolingual students (Baker & Jones, 1998)

44. The Question
Students who arrive at the threshold level of L1 have the following advantages:
They have developed the positive self-esteem needed to acquire a second language.
They have a deep understanding of culture and its implications for the acquisition of L2.
They possess the linguistic knowledge-base in L1 needed to transfer to L2.
They can apply contrastive analysis theory to the acquisition of L2
(C) is the correct answer. The threshold level is defined as an advanced level of literacy development in a given language. Students who arrive at this level possess a solid foundation in language and can easily transfer those skills to the second language.
(A) is incorrect because there is no guarantee that student who have arrived at the threshold level will develop the positive self-esteem needed to acquire a second language;
(B) is incorrect because there is no indication to suggesting that the mastery of L1 will lead to an understanding of culture and its implications for the acquisition of a second language.
The Contrastive Analysis Theory alluded in (D) requires students to have a deep understanding of L1 and L2, which most ELLs obviously do not have.

45. Linguistic terms Inter language
A transitional construction students develop in the process of mastering a second language.
It is usually caused by language interference or by the complexity of the structure of the language— [espeak].
Language Interference—Errors caused by the interference of L1 over the structures of the new language. For example, since Spanish does not have the voiced alveolar sound /z/, they substitute the sound with its equivalent in Spanish /s/--Sue for Zoo
Inter language
An inter language describes a transitional construction students develop in the process of mastering a second language. It is usually caused by language interference or by the complexity of the structure of the language. Inter languages are developmental in nature and generally disappear once complete mastery in L2 is achieved. If the non standard structures persist, then we say that the structures have been fossilized. For example, ELLs of Spanish background might use features of Spanish as a foundation for pronouncing English, creating, non-standard constructions like—[espeak] and [estring].
Language Interference - Errors caused by the interference of L1 over the structures of the new language. For example, since Spanish does not have the voiced alveolar sound /z/, they substitute the sound with its equivalent in Spanish /s/. This substitution can result in the creation of non standard homonyms when speakers replace the /z/ for /s/, creating confusion with words like zoo which can be pronounced as Sue.
Language Transfer
Positive transfer occurs when structures of L1 helps in the acquisition of structures of a second language. For example, most concepts related to Spanish writing transfer to English. Children don’t have to learn to read again; instead, they need to learn the vocabulary, and the syntactic and semantic features of the language to obtain meaning.
Code switching
Code switching describes the process of alternating the use of two languages within a sentence (intra sentential) or across sentences (inter sentential). For example, sentence one (1) below uses two languages within a sentence—intrasentential. Sentences in number two (2) uses English in the first sentence and Spanish in the second—intersential.

46. Cross-linguistic Transfer
Positive transfer occurs when structures of L1 helps in the acquisition of structures of a second language.
For example, most concepts related to Spanish writing transfer to English.
Code switching
Code switching describes the process of alternating the use of two languages within a sentence (intra sentential) or across sentences (inter sentential).
Dialects
A mutually intelligible variation of a language or official variety.
Dialects can be identified as regional and social. Physical and social isolation promotes the development of dialects.

47. Second Language Acquisition
In the area of second language acquisition, an inter-language
is a:
a transitional construction that individual ELs go through in process of language mastery.
B. traditional approach for the teaching of a second language.
combination of fricative and stop sounds produced when the tip of the tongue is placed between the upper and lower teeth.
combination of two languages within one sentence.
(A) Is the correct answer

48. Identify the two key features of inflectional morphemes:
They come from the Latin and the Greek, and they do not change the syntactic classification of the word.
They are native of English and they can change the syntactic classification of the words.
They are native of English and they always occur at the end of the word.
They can precede or follow a derivational morphemes, and they come from the Greek and the Latin languages.

49. Competency 3. The beginning Bilingual Education teacher has comprehensive knowledge of the development and assessment of literacy in L1 and the development and assessment of biliteracy.
Key Components
1. Stages of literacy development in L1
2. Formal and informal literacy assessments in L1
3. State educator certification standards in reading/language arts in grades EC–12
standards for English and for L1
4. Differences between teaching English and Spanish reading
5. Promoting bilingual students’ literacy development in L1.
5. Spanish language arts and reading curriculum for grades EC–6
6. ESL standards for middle and high school
7. Texas Essential Knowledge and Skills (TEKS)-Spanish
8. Cross-linguistic transfer literacy from L1 to L2
9. Phonemic awareness, decoding skills, comprehension strategies comprehensible input)
10. Integrate ESL techniques in reading instruction to promote the development of L2 literacy.

50. Key Differences between English and Spanish
Key Components
English
Spanish
Consonant Digraphs
Multiple examples: Kn-know, school, church, psychology
Three-five consonant digraphs only:
CH—Choza, Conchita
LL—Calle, llorar
RR—carro, perro
Qu—Quito
Gu—Guerra
Initial consonant clusters/blend wit S
Multiple examples: speak, spring, street, splash slate, plate, smoke, snow, scream
These clusters happened only in medial position, preceded by the vowel E—espero, esprimir, escuela
Letters of the Alphabet/ Number of Phonemes
26 letter/44 sounds
27 letters/27 sounds
Letters to Represent Vowel Sounds
5 letters/12-15 sounds
Long v. Short Sounds
5 letters/5 sounds
No Long sounds
Diphthongs and Hiatus
Three identified with multiple diphthongized sounds
Boy (oi), cow (au), and buy (ai)
Large number of diphthongs and hiatus: Diphthongs: agua, ciudad, cuidado, auto; Hiatus: aéreo, peor, pelear…

51. Key Differences between English and Spanish
Key Components
English
Spanish
Consonant and Vowel Diagraphs
Vowel: cool, book, and feet
Consonant: Think, sing, brought
Does not have this concept. Spanish uses diphthong—ciudad, causa—or a hiatus—aéreo (a-e-re-o).
Contractions
English has multiple contractions in English and these are optional: I’ll, I’ve,
Spanish has only two contractions and they are required : a e (al) de el (del)
Prepositions to show location
In, on, at
Simplified (en)
Sight Words
Commonly used in reading
Not as common
Onset and Rimes
Extensively used in English spelling
(spelling similarities)
The concept is not used in Spanish
Word families—barco, barquito, barcote, barcaza (Semantic families)

52. Vocabulary: Academic English and Spanish connection
English Words
Spanish Equivalent
Linkage to Regular Spanish words
Amiable or amicable
Amigable
Amigo (friend)
Amorous
Amoroso
Amor (love)
Aquarium and aquatic
Acuario or acuático
Aqua o agua (water)
Aviary
Aviario
Aves (birds)
Cerebral
Cerebro (brain)
Clarification
Clarificación
Claro (clear)
Labio-dental
Labios (lips) and dentadura (teeth)
Defunct
Difunto
Difunto (dead)
Granary
Granero
Granos (grains)
Solar and lunar
Sol (sun) and Luna (moon)
Maternal and paternal
Maternal y paternal
Madre (mother) Padre (father)
Veracious
Verdadero
Verdad (the truth)
Gratis
Gratis (free)
Gratuitous
Gratuito

53. The student must understand that a tiebreaker ends a game.
Identify problems ELs may have when interpreting the following sentences:
In a historical event on Capitol Hill today, Vice President Mike Pence broke a tie. This tiebreaker is historical because it is the only time a vice president cast the tiebreaking vote to approve a cabinet nominee.
What literacy concepts does the student need to decipher the intended message?
The student must understand that a tiebreaker ends a game.
The student must understand the concept of humor in writing.
The student must understand the concept of homonyms and how they affect meaning.
The student must understand that the use of ties is not always appropriate in Capitol Hill.
Answer C. Homonyms refer to two words with the same spelling (homograph) or pronunciation (homophones) but different meanings. In this case the word “tie” or “tiebreaker” can refer to a clothing item or the action of breaking an even score or vote. The information does not support the possibility of implying humor (B) or the development of a new trend in fashion (D). (Competency 003: Development and Assessment of Literacy and Biliteracy).

54. Silent Letters in English—Teaching reading & Pronunciation
Examples H
Echo, cholera, ache, monarch, school L
Calm, palm, salmon, half, walk, chalk, calf, could B
Lamb, tomb, bomb, womb, climb C
Scene, scissors, disciple, fascinating, conscious P
Pseudo, pneumonia, receipt, psychology, T
Castle, whistle, Nestle, hustle, listen N
Autumn, column, condemn, solemn, hymn

55. Identify the most appropriate evaluation techniques that promote self-directed learning for ESL students.
In the writing samples of beginner ELs, discuss the source of the problem and allow students time to determine the necessary correction(s).
In activities designed to polish the English pronunciation of advanced students, record their speech electronically and allow enough time for them to evaluate their own performance.
In communication activities, provide immediate and specific feedback, emphasizing the areas in which improvement is needed.
In communication activities, provide direct feedback and guide students to produce Standard English.  
Answer B. The question calls for activities that promote self-directed learning. Advanced students have enough knowledge about the language to analyze the source of the errors and make their own corrections. Students at the beginning stage of second language acquisition might not have enough knowledge to do that. Thus, (A) is incorrect. In communication activities (C), ESL teachers do not provide direct corrective feedback but instead are encouraged to provide indirect feedback by modeling the structures in question. The same principle applies to (D) because direct corrections are not the best tool during communication activities. However, teachers can note the grammatical problems and design a grammar lesson to teach the concepts. (Competency 003: Development and Assessment of Literacy and Biliteracy).

56. Competency 4. The beginning Bilingual Education teacher has comprehensive knowledge of content area instruction in L1 and L2 and uses this knowledge to promote bilingual students’ academic achievement across the curriculum.
Key Components
Knows how to assess bilingual students’ development of cognitive-academic language proficiency and content-area concepts and skills in both L1 and L2
Linguistically accommodated (communicated, sequenced, scaffolded) to the students’ levels of English language proficiency
Development of cognitive-academic language proficiency and content-area concepts and skills as defined in the state educator certification standards and the statewide curriculum (TEKS)
Foundation of English-language vocabulary, grammar, syntax
English mechanics necessary to understand content-based instruction and accelerated learning of Incorporation of ELPS in lesson planning.
The Integration of language arts skills in L1 and L2 into all content areas
Using content-area instruction in L1 and L2 to promote students’ cognitive and linguistic development.
Delivering comprehensible content-area instruction in L2
Sheltered English approaches, reciprocal teaching…
Using prior knowledge, metacognition, and graphic organizers) across content areas.
Differentiate content-area instruction based on student needs and language proficiency levels in L2.

57. Bilingual students use the cumulative knowledge and skills acquired in and through both languages as a mechanism to solve problems and to cope with linguistic and academic challenges. When they encounter new concepts, they use this cumulative knowledge as a framework to understand new information. Identify the term that best describes this capability unique to bilingual people.
Language transfer
Bilingualism
Translanguaging
Code switching.
Answer (C). The term translanguaging has been coined to describe the cumulative experience and skills that bilingual students use to address new linguistic and cognitive challenges. This cumulative knowledge acquired through two different languages goes beyond language transfer (A) and codeswitching (D). Translanguaging goes beyond being bilingual (B) and encompasses the knowledge, experiences and skills developed when facing challenges in two languages and two cultural milieus. (Competency 004: Content Area Instruction).

58. English and L1 is used at the start of instruction.
The preview-review is a traditional strategy to ensure comprehension in the content areas. Identify the statement that best describes this strategy.
English and L1 is used at the start of instruction.
Translation is used as a teaching tool.
L1 is used to introduce the content and to sum instruction delivered in L2.
L1 and L2 are separated throughout instruction.
Answer C. Preview-review is a traditional bilingual education strategy designed to teach content using two languages. The content is introduced in L1, and the technical vocabulary and the lesson are presented in L2, and L1 is then used again to review the content. The use of both languages at the start of instruction (A) is incorrect because it fails to specify the order and indicate that L1 is used again at the end. (B) is incorrect because translation is not used in this strategy. The concept of language separation (D) is probably maintained in the preview-review strategy, but it is not the strategy’s key characteristic. (Competency 004: Content Area Instruction).

59. strategies to improve the performance of English learners.
Annette Torres developed a science test in English for ELs in her fourth grade class. The test contains illustrations to improve students’ comprehension. For beginner ESL children, she also read the questions to be sure the language did not interfere with assessment. These testing modifications are examples of
formative evaluation.
strategies to improve the performance of English learners.
strategies to support English learners.
linguistic accommodation.
Answer D. When the purpose is to test content area information, teachers must be sure that language does not interfere with assessment. Using visuals and reading the questions for ELs can minimize the impact of language in assessing content mastery. The information presented does not provide information to determine whether the test was formative (A) or summative. The linguistic accommodations was not designed to improve or support the performance of ELs (B) and (C), but to promote equity and fairness in the assessment. (Competency 004: Content Area Instruction)

60. asking a question about the main idea
Which of the following strategies are commonly used to implement the instructional activity of reciprocal teaching?
asking a question about the main idea
clarifying difficult parts of the content
predicting what comes next
all the above
Answer D. Reciprocal teaching requires students to participate in cooperative learning groups in which each student has a role in discussing the text by posing questions, clarifying confusing sections, and making predictions. (Competency 004: Content Area Instruction).

61. Programmatic Implications: Recommendations for Adm.
Update the alignment of courses in the program with the competencies and standards of the test. I included the teachers’ standards because TEA requires us to use these standards in the syllabi.
Modify existing syllabi to assign competencies with each course in the program. This will require collaboration from regular faculty members and adjuncts.
Develop a practice/screening test to provide meaningful review sessions to students. To accomplish this, request from each faculty member in the program develop a set of multiple choice questions addressing the competencies covered in each of the courses.
Develop a module for each of the four competencies of the test or for the whole test.
Develop a comprehensive test for key courses in the program. That is, if you have several sections of the same course, faculty member will meet to develop a comprehensive common exam for the course.
Study test results make programmatic changes based on data.
Learn about your students—conduct a study of the students.

62. TEA Required Intervention for Unsuccessful Students
If a candidate fails a test, (or a subtest of TExES 291 only), he/she must comply with the following steps, prior to receiving permission to retake it. See our intervention for the TExES 291
1. Intervention 1—Candidates meet with program coordinator to analyze assess their performance. Based on test results, students will be required to complete a module in the areas of need—801,802, 803, 804, 805(visual arts, theater, health, PE
2. Intervention 2—Candidates meet with the Program Coordinator and identify the competencies of the subtest(s) they have failed. Candidates will read the detailed description of each competencies in the subtest, and conduct an analysis…
3. Intervention 3—Students will go through Intervention 2 again, depending of the subtest where they need support.
4. Intervention 4 and 5—Candidates are advised to seek additional support using commercially-based programs like the 240 Tutoring or any other entity that can support their growth.

63. References and Resources
1. Rosado, L. (2018). TExES Bilingual Education Supplemental (164). Piscataway, NJ: Research and Education Association.
2. ETS (n.d.) TExES Test Preparation Manual. Retrieved from ets.org/texes/prepmaterials/texes-preparation-manuals/