ESL TExES Review/Preparation

1. ESL TExESReview/Preparation Dr. Irma Guadarrama, Associate Professor, University of Houston, College of Education Email: iguadarrama@uh.edu

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

3. TEST FRAMEWORK • DOMAIN II: ESL Instruction and Assessment • TESLT understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction • TESLT has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture; • TESLT 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.

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

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

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

7. Teaching Strategies • Collaborative/cooperative learning • Student interest • Previous experience or prior knowledge • Variety • Integration of subject matter • Supportive climate • Graphic organizers

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

9. Exemplary Practices • Provide adequate amounts of comprehensible input. • Develop language across all areas of the curriculum. • Plan thematic units that span the curriculum and are built from student interests and background experiences. • Use quality literature containing positive multicultural perspectives and images to provide the basis of instruction.

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

11. Components of Language • Phonology - System of sounds • Morphology - System of how words are built • Semantics - Study of meanings of words and Sentences • Syntax - Systematic arrangement of words and sentences • Pragmatics - System of the use of language in social contexts

12. Theoretical Bases • Nativist • Empiricist

13. ESL Methods • Grammar/Translation • Direct Method • Reading Method • Audio-lingual • Notional Functional • Silent Way • Suggestopedia • Community Language Learning • Total Physical Response • Natural Approach • ESL in the Content Areas

14. Krashen’s Hypotheses • Comprehensible Input • Affective Filter • Natural Order • Optimal Monitor

15. A. Social & Contextualized B. Social & Decontextualized C. Academic & Contextualized D. Academic & Decontextualized BICS & CALPBASIC INTERPERSONAL COMMUNICATION SKILLS & COGNITIVE ACADEMIC LINGUISTIC PROFICIENCY

16. Comprehension Fluency Vocabulary Pronunciation Grammar Level 1: Pre-production Level 2:Early Production I Level 3:EarlyProduction 2 Level 4: Speech Emergence Level 5: Intermediate Fluency Language ProficiencySample assessment: SOLOM, Student OralLanguage Observation Matrix

17. CALLA: Cognitive Academic Language Learning Approach • Cognitive/academic skills • Language objective • Learning strategies (independent learning)

18. Culture: Stages of Acculturation • Euphoria • Culture Shock • Recovery • Stabilization • Enculturation, Assimilation, Acculturation

19. Legal Requirements & Responsibilities • Every student participates • Affective, linguistic, cognitive areas • Proficiency in comprehension, speaking, reading, and writing in L2 • Pre-K to 5th: students receive same amount of ESL as regular language arts • 7-12th: students receive varied amounts from 1/3 to total immersion • LPAC: language proficiency assessment committee