(a) English as a Second Language (ESL) standards. The
standards identified in this section are targeted for classroom teachers
of English learners (ELs). The standards address the discipline associated
with the theory and practice of teaching students who have a primary
language other than English. The standards inform appropriate teaching
techniques, methods, and teacher actions, judgments, and decisions
by taking into consideration theories and research of language acquisition,
second language learning, understandings of the needs and strengths
of ELs, and the backgrounds and interests of individual students.
(b) Foundations of Language Acquisition. ESL teachers
know, understand, and use the major theories and research related
to the structure and language acquisition process to help ELs develop
language and literacy and achieve in the content areas. The ESL teacher
must:
(1) demonstrate and apply basic linguistic concepts,
such as structure, patterns, and conventions of written and spoken
English, that relate to instruction for ELs as they acquire the English
language and literacy to achieve in the content areas;
(2) apply a conscious knowledge of language as a system
to develop and accommodate instructional materials and to build understanding
of the foundations of English needed for content-based instruction
fostered through the English Language Proficiency Standards (ELPS)
in §74.4 of Part II of this title (relating to English Language
Proficiency Standards);
(3) use knowledge of interrelated aspects of listening,
speaking, reading, and writing as they support ELs' acquisition of
language and content knowledge;
(4) understand the ways in which languages are similar
and different by identifying linguistic structures that distinguish
written and spoken language forms as well as those representing social
and academic uses of language;
(5) build on similarities between English and the students'
primary language (L1) and anticipate common challenges that ELs may
have with English language concepts;
(6) apply knowledge of sociolinguistic concepts (e.g.,
dialect diversity in English; factors affecting language variation,
register, and style; language change);
(7) understand and apply theories, concepts, and research
in language acquisition in L1 and secondary language (L2) to support
ELs' language, literacy, and content area development;
(8) recognize and apply knowledge of the interrelatedness
of L1 and L2 acquisition, including similarities and differences between
L1 and L2 acquisition and L1 influence on L2;
(9) apply understanding of characteristics of various
stages of first- and second-language acquisition to select effective
and appropriate instructional methods that promote English language
development at various stages of language proficiency;
(10) apply understanding of cognitive processes involved
in internalizing language rules and learning vocabulary in a second
language (e.g., generalization, categorization, metacognition);
(11) apply understanding of the ELPS Proficiency Level
Descriptors (PLDs) and the relationship of the ELPS PLDs to the stages
of second language acquisition; and
(12) apply understanding of the interconnected development
of linguistic, cognitive, and academic processes through the interdependence
on social and cultural processes (affective variables).
(c) Culturally Responsive Teaching. ESL teachers know,
understand, and use major concepts, principles, theories, and research
related to the nature and role of culture and cultural groups to construct
mutually adaptive learning environments for ELs. The ESL teacher must:
(1) use knowledge of major theories and research related
to the nature and role of culture to design and select instructional
materials, methods, and delivery techniques that facilitate learning
for a multicultural, linguistically diverse classroom;
(2) build upon ELs' prior knowledge, experiences, and
academic background to connect new learning through effective culturally
responsive techniques;
(3) seek to understand and to value the surface and
deep aspects of culture, including values, beliefs, customs, and traditions;
(4) use knowledge of the stages of acculturation to
create a mutually adaptive learning environment;
(5) recognize that language and culture interact in
the formation of the students' cultural identities;
(6) apply the understanding that academic achievement
is positively impacted by valuing the cultural assets that ELs bring
to the classroom and integrating the students' cultural aspects into
classroom materials;
(7) recognize factors that contribute to cultural bias
(e.g., stereotyping, prejudice, ethnocentrism), demonstrate sensitivity
to students' diverse cultural and socioeconomic backgrounds, and apply
this knowledge to create a culturally responsive learning environment;
(8) understand that cultural and linguistic diversity
are not the only factors that may affect students' learning of academic
content (e.g., age, developmental characteristics, academic strengths
and needs, preferred learning styles, personality, sociocultural factors,
home environment, motivation, exceptionalities); and
(9) create an effective learning environment that addresses
the affective, linguistic, and cognitive needs of ELs through second
language acquisition methods.
(d) Effective Instruction and Assessment Across All
Content Areas and Disciplines. ESL teachers know, understand, and
use evidence-based practices and strategies related to planning and
implementing all content and language instruction. ESL teachers are
skilled in instructional methods for developing and integrating language
skills. ESL teachers purposefully and appropriately select, integrate,
and utilize technology and resources for their ELs. The ESL teacher
must:
(1) use knowledge of the required Texas Essential Knowledge
and Skills (TEKS) and the ELPS as the foundational curriculum;
(2) design and implement instruction that addresses
all language domains (listening, speaking, reading, and writing) through
authentic, meaningful practice with content material;
(3) know, adjust, and implement research-validated
instructional methods for ELs that make the content comprehensible
while supporting English language development (e.g., sheltered instruction,
content-based instruction);
(4) choose, adapt, and use a wide range of instructional
materials, resources, and technologies for the diverse needs of ELs
to support language and content knowledge acquisition while maintaining
rigor;
(5) integrate and foster critical thinking by providing
scaffolds needed for ELs to demonstrate their higher-order thinking
skills in English;
(6) establish safe, positive, supportive, interactive,
and empowering learning environments for ELs;
(7) implement effective classroom management methods
that support a culturally and linguistically diverse classroom;
(8) address the needs of ELs at all English language
proficiency levels as described in the ELPS PLDs through targeted
language instruction within content material;
(9) create multiple opportunities for authentic, meaningful
use of social and academic language;
(10) recognize the background factors that can affect
literacy development, such as students with interrupted formal education
(SIFE);
(11) understand and apply the interrelatedness of language
domains (listening, speaking, reading, and writing) for oral language
and literacy development;
(12) utilize a communicative approach that focuses
on meaning and communicative practice over error correction;
(13) recognize and apply the transfer of oral language
and literacy skills from L1 to L2;
(14) recognize the individual factors that require
focused, targeted, systematic language instruction in accordance with
the ELPS for ELs in Grade 3 and higher at beginning and intermediate
levels of English language proficiency, including recognizing the
specific needs and assets of newcomer ELs at various levels of English
language proficiency;
(15) provide appropriate feedback for ELs at all English
language proficiency levels;
(16) recognize and address the various factors that
affect reading comprehension and implement applicable methods of reading
instruction;
(17) utilize content-based instruction that is linguistically
accommodated using sheltered methods that are communicated, sequenced,
and scaffolded;
(18) ensure access to full content curriculum for all
ELs through the use of comprehensible input techniques and research-validated
learning strategies across content areas;
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