ESL Instruction and Assessment

Question 1

Domain 2 : ESL Standards

Answer 1

Standard I. The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.

Standard II. The ESL teacher has knowledge of the foundations of ESL education and factors that contribute to an effective multicultural and multilingual learning environment.

Standard III. The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students’ language development in English.

Standard IV. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction.

Standard V. The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture.

Standard VI. The ESL teacher 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.

Question 2

Domain 2 Competency 3

Answer 2

The ESL teacher understands ESL teaching methods and use this knowledge to plan and implement effective, developmentally appropriate instruction.

Question 3

CALLA

Answer 3

The Cognitive Academic Language Learning Approach (CALLA) Model uses carefully designed lesson plans tied to content curriculum, teachers explicitly teach learning strategies and have students apply them to instructional tasks.

Question 4

Communicative Competence

Answer 4

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Question 5

GLAD

Guided Language Acquisition Design Model

Answer 5

The Guided Language Acquisition Design (GLAD) Model is an instructional approach that incorporates a variety of strategies to support English learners in simultaneously learning content and acquiring language. GLAD is grounded in research related to second language acquisition and sheltered instruction.

The GLAD model provides 5 components:

Focus/Motivation
Comprehensible Input
Guided Oral Practice 
Reading/Writing 
Closure

Question 6

Immersion

Answer 6

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Question 7

QTEL

Quality Teaching for English Learners Model

Answer 7

The Quality Teaching for English Learners (QTEL) Model of teaching is based on sociocultural and sociolinguistic theories of learning and the central role of language in the learning process. The professional development initiative provides educators with the tools they need to help all students, specifically English learners, achieve college and career readiness.

The QTEL principles that guide and reflect quality instruction are:

Academic Rigor
High Expectations
Quality Interactions
Language Focus
Quality Curriculum

Question 8

Sheltered Instruction

Answer 8

Sheltered Instruction is a teaching method developed to facilitate high quality instruction for ELs in content area teaching. It infuses language acquisition strategies within content area instruction to make content comprehensible for ELs while developing their academic language.

Question 9

SIOP

Answer 9

The Sheltered Instruction Observation Protocol (SIOP) Model was developed to facilitate high quality instruction for ELs in content area teaching. It is used in hundreds of schools across the U.S. as well as in several other countries.

Total Physical Response (TPR) is a tool used in SIOP for comprehensive input. It uses body movement to accelerate language acquisition. Teacher gives command and models the action: open your book; stand up; walk to the window. Students follow the directions.

Question 10

Stages of Language Proficiency

Answer 10

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Question 11

TPR

Answer 11

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Question 12

6 Step Process for teaching vocabulary

Answer 12

Step 1: The teacher will give a description, explanation, or example of the new term. (Direct Instruction)

Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words. (Direct Instruction)

Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. (Direct Instruction)

Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks. (Practice & Reinforcement)

Step 5: The learner will discuss the term with other learners. (Practice & Reinforcement)

Step 6: The learner will participate in games that provide more reinforcement of the new term. (Practice & Reinforcement)

Question 13

SIOP Model

Answer 13

The SIOP Model consists of eight interrelated components:

Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment

Question 14

Total Physical Response (TPR)

Answer 14

TPR teaches language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress. It helps build neural pathways in the brain for language using movement.

Teachers have student use body movement to accelerate language acquisition. The teacher gives a command and models the action: open your book; stand up; walk to the window. Students follow the directions.

Question 15

CALLA Model

The Cognitive Academic Language Learning Approach

Answer 15

(CALLA) is an instructional model for second and foreign language learners based on cognitive theory. The cognitive model of learning is used to help students to comprehend and retain language skills and concepts of the content being taught. CALLA integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks.

The 5 parts of CALLA: preparation, presentation, practice, self-evaluation, and expansion

The CALLA method contains three elements:
(a) important content topics,

(b) development of academic language within content areas, and

(c) explicit instruction in strategies that help students develop language and content
knowledge.

Question 16

Texas Administrative Code (TAC) Chapter 89

Answer 16

Regulations for teaching English Language Learners

Question 17

BILINGUAL

Districts with 20 or more limited English proficient (LEP) students in any language classification in the same grade level district-wide shall offer bilingual education for LEP students prekindergarten through elementary grades who speak that language.

Answer 17

Transitional:

Early Exit - A bilingual program that serves students identified as LEP in both English and Spanish and transfers a student to English-only instruction not earlier than two (2) years or later than five (5) years after the student enrolls in school.
Late Exit - A bilingual program that serves students identified as LEP in both English and Spanish and transfers a student to English-only instruction not earlier than six (6) years or later than seven (7) years after the student enrolls in school.

Dual Language Immersion:

One-Way - A biliteracy program that serves only students identified as LEP in both English and Spanish and transfers a student to English-only instruction not earlier than six (6) or later than seven (7) years after the student enrolls in school.
Two-Way - A biliteracy program that integrates students proficient in English and students identified as LEP in both English and Spanish and transfers a student identified as LEP to English-only instruction not earlier than six (6) years or later than seven (7) years after the student enrolls in school.

Question 18

ESL (English as a Second Language)

All LEP students for whom a district is not require to offer a bilingual education program shall be provided English as a second language program, regardless of the students’ grade level and home language, and regardless of the number of such students. Districts may join with other districts to provide bilingual education or English as a second language program.

Answer 18

Content-Based -

An English program that serves students identified as LEP in English only by providing a full-time teacher certified under Section 29.061© to provide supplementary instruction for all content area instruction.

Pull-Out -

An English program that serves students identified as LEP in English only by providing a part-time teacher certified under Section 29.061© to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.

Question 19

sink-or-swim

Answer 19

The approach known as “sink-or-swim” was outlawed by the U.S. Supreme Court as a violation of minority children’s civil rights in Lau v. Nichols.

Question 20

Communicative Competence

Answer 20

The ability to use language appropriately in a variety of contexts. This involves using the appropriate forms of language and knowing the social rules of language.

Question 21

Four Components of Communicative Competency

Answer 21

1. Linguistic competence: The knowledge of the English linguistic code, including lexical items, rules of morphology, syntax, sentence-grammar semantics, and phonology. Often times ESL students may thoroughly understand all of the rules of the English language but may be unable to apply them to oral communication.
   Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?
2. Discourse competence: The ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
   Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?
3. Socio-linguistic competence: The knowledge of the sociocultural rules of language and of discourse. Sociolinguistic competence includes being culturally sensitive to social rules such as taboos and politeness. Sociolinguistic competence is culturally specific.
   Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?
4. Strategic competence: The verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence. Some examples of strategic competence are asking questions, taking turns, using gestures, role playing, etc.
   Strategic competence asks: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?

In conclusion, it is important to understand the relationship between these components in order to truly attain actual language competency. The role of ESL teachers is extremely vital in facilitating equal flow between these components in order to produce competent ESL students.