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Texes English As a Second Language (ESL) Supplemental #154 Preparation Manual

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Texes English As a Second Language (ESL) Supplemental #154 Preparation Manual TExES English as a Second Language (ESL) Supplemental #154 Preparation Manual Texas Education Agency Austin, Texas September 2019 TExES English as a Second Language (ESL) Supplemental #154 Preparation Manual © 2019 by the Texas Education Agency Copyright © Notice. The Materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions: 1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA. 2. Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only, without obtaining written permission of TEA. 3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way. 4. No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non- educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty. For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-7004; email: [email protected]. i Dedication This manual is dedicated to Texas educators who are seeking appropriate English as a second language (ESL) certification necessary for instructing in an ESL program. Specifically, this resource equips Texas educators who desire to increase capacity in their districts and to enhance their existing ESL programs beyond minimum compliance standard. For questions regarding this manual or the implementation of ESL programs, contact the TEA English Leaner Support Division at [email protected]. To register for the TExES ESL Supplemental #154 exam and for other preparation resources, go to www.tx.nesinc.com. ii This page intentionally left blank. iii TExES English as a Second Language (ESL) Supplemental #154 Preparation Manual i Dedication ............................................................................................................................................. ii Foreword ............................................................................................................................................... v Acknowledgments ................................................................................................................................ vi Preface ................................................................................................................................................ vii Acronyms ............................................................................................................................................. ix Domain III ..................................................................................................................... 1 Competency 8: The ESL teacher understands the foundations of ESL education and types of ESL programs. .............................................................................................................................................. 1 Competency 9: The ESL teacher understands factors that affect ESL students’ learning and implements strategies for creating a multicultural and multilingual learning environment. .................. 21 Competency 10: The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education. ........................................................................ 43 Domain I ..................................................................................................................... 52 Competency 1: The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. ............................................................................ 52 Competency 2: The ESL teacher understands the process of first language (L1) and second language (L2) acquisition and the interrelatedness of L1 and L2 development. ................................. 71 Domain II .................................................................................................................... 95 Competency 3 – 6 Combined Components ........................................................................................ 96 Competency 3: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction. ........................................... 142 Competency 4: The ESL teacher understands how to promote students’ communicative language development in English. .................................................................................................................... 146 Competency 5: The ESL teacher understands how to promote students’ literacy development in English. ............................................................................................................................................. 152 Competency 6: The ESL teacher understands how to promote students’ content- area learning, academic-language development and achievement across the curriculum. ..................................... 159 Competency 7: The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction. ..... 162 References ............................................................................................................... 190 Appendix ................................................................................................................... 214 List of Tables and Figures ......................................................................................... 218 iv Foreword The purpose of this guide is to provide supplemental information on Domains I, II and III of the TExES English as a Second Language (ESL) Supplemental #154 exam. The guide will explain in context the significance of ESL education in public schools in Texas, as well as the historical background across the United States, and specifically define terminology within each competency’s descriptive statements or components. The sequencing of the domains and competencies will provide foundational information on ESL education (Domain III) prior to reviewing language concepts/language acquisition (Domain I) and ESL instruction/assessment (Domain II) as demonstrated below: Domain Competencies Standards Assessed* III. Foundations of ESL Education, Cultural English as a Second 8, 9, & 10 Awareness, and Community Involvement Language II, VII I. Language Concepts and Language English as a Second 1 & 2 Acquisition Language I, III English as a Second II. ESL Instruction and Assessment 3, 4, 5, 6, & 7 Language I, III-VI *Standards described on p.5 of TExES™ Program Preparation Manual linked in title above. In order to understand ESL education, it is vital to understand the historical context of its development, recognize the transitions of ESL programming over the past century, and acknowledge the legislative impact on ESL education during the 21st century. Additionally, the guide will familiarize examinees with the competencies to be tested, exam question formats, and appropriate study resources. v Acknowledgments The TEA English Learner Support Division has worked in partnership with Region 10 Education Service Center (ESC) to develop this preparation manual. The dedication of Region 10 ESC to ensure quality of research-based information and their tireless efforts to the organization of this valuable resource is greatly appreciated. vi Preface Who are English Learners (ELs)? An English learner is any student who has a primary language or home language other than English and who is in the process of acquiring English language proficiency. This includes students at different stages of English language development that need varying levels of linguistic accommodations that are communicated, sequenced, and scaffolded to effectively access content in English instruction as they acquire the English language according to Title 19 of the Texas Administrative Code (TAC), Chapter 74, Subchapter A, Section §74.4(b)(2). Why ESL Education? Texas currently has 1,055,172 identified English learners enrolled as of Spring 2019, making up 20% of the total student population or 1 in 5 students in Texas. Of those students, 464,888 (44%) are participating in a bilingual program, while 545,597 (52%) are participating in an ESL Program. Over 130 languages are represented in Texas schools. Nearly 89% of the identified English learners in Texas have a primary language of Spanish. The next nine prominent language backgrounds of English learners in Texas are: Vietnamese (1.6%), Arabic (1.2%), Urdu (0.5%), Mandarin (0.5%), and Burmese (0.3%) Telugu (0.3%), Korean (0.3%), French (0.3%), and Swahili (0.3%) (TEA, personal communication,
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