| (a) General requirements. Students shall be awarded
one credit for successful completion of this course. Recommended corequisite:
English Language Development and Acquisition (ELDA).
(1) The essential knowledge and skills for English
I for Speakers of Other Languages (ESOL I) are described in §74.4
of this title (relating to English Language Proficiency Standards)
as well as subsection (b) of this section and are aligned to the knowledge
and skills and student expectations in Chapter 110 of this title (relating
to Texas Essential Knowledge and Skills for English Language Arts
and Reading) with additional expectations for English language learners
(ELLs).
(2) ESOL I may be substituted for English I as provided
by Chapter 74, Subchapter B, of this title (relating to Graduation
Requirements). All expectations apply to ESOL I students; however,
it is imperative to recognize critical processes and features of second
language acquisition and to provide appropriate instruction to enable
students to meet these standards.
(b) Introduction.
(1) The ESOL Texas Essential Knowledge and Skills (TEKS)
embody the interconnected nature of listening, speaking, reading,
writing, and thinking through the seven integrated strands of developing
and sustaining foundational language skills; comprehension; response;
multiple genres; author's purpose and craft; composition; and inquiry
and research. The strands focus on academic oracy (proficiency in
oral expression and comprehension), authentic reading, and reflective
writing to ensure a literate Texas. They are integrated and progressive
with students continuing to develop knowledge and skills with increased
complexity and nuance in order to think critically and adapt to the
ever-evolving nature of language and literacy.
(2) The seven strands of this course mirror the essential
knowledge and skills for English language arts and reading, which
are intended to be integrated for instructional purposes and are recursive
in nature. Strands include the four domains of language (listening,
speaking, reading, and writing) and their application in order to
accelerate the acquisition of language skills so that students develop
high levels of social and academic language proficiency. Although
some strands may require more instructional time, each strand is of
equal value, may be presented in any order, and should be integrated
throughout the year. Additionally, students should engage in academic
conversations, write, read, and be read to on a daily basis with opportunities
for cross-curricular content and student choice.
(3) Text complexity increases with challenging vocabulary,
sophisticated sentence structures, nuanced text features, cognitively
demanding content, and subtle relationships among ideas (Texas Education
Agency, STAAR Performance Level Descriptors, 2013). As skills and
knowledge are obtained in each of the seven strands, students will
continue to apply earlier standards with greater depth to increasingly
complex texts in multiple genres as they become self-directed, critical
learners who work collaboratively while continuously using metacognitive
skills.
(4) ELLs are expected to meet standards in a second
language; however, their proficiency in English influences the ability
to meet these standards. To demonstrate this knowledge throughout
the stages of English language acquisition, comprehension of text
requires additional scaffolds such as adapted text, translations,
native language support, cognates, summaries, pictures, realia, glossaries,
bilingual dictionaries, thesauri, and other modes of comprehensible
input. ELLs can and should be encouraged to use knowledge of their
first language to enhance vocabulary development; vocabulary needs
to be in the context of connected discourse so that it is meaningful.
Strategic use of the student's first language is important to ensure
linguistic, affective, cognitive, and academic development in English.
(5) Current research stresses the importance of effectively
integrating second language acquisition with quality content area
education in order to ensure that ELLs acquire social and academic
language proficiency in English, learn the knowledge and skills, and
reach their full academic potential. Instruction must be linguistically
accommodated in accordance with the English Language Proficiency Standards
(ELPS) and the student's English language proficiency levels to ensure
the mastery of knowledge and skills in the required curriculum is
accessible. For a further understanding of second language acquisition
needs, refer to the ELPS and proficiency-level descriptors adopted
in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).
(6) Oral language proficiency holds a pivotal role
in school success; verbal engagement must be maximized across grade
levels (Kinsella, 2010). In order for students to become thinkers
and proficient speakers in science, social studies, mathematics, fine
arts, language arts and reading, and career and technical education,
they must have multiple opportunities to practice and apply the academic
language of each discipline (Fisher, Frey, & Rothenberg, 2008).
(7) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Developing and sustaining foundational language
skills: listening, speaking, discussion, and thinking--oral language.
The student develops oral language through listening, speaking, and
discussion. Based on the student's language proficiency level, and
with appropriately provided English language development scaffolding,
the student is expected to:
(A) engage in meaningful and respectful discourse by
listening actively, responding appropriately, and adjusting communication
to audiences and purposes;
(B) share prior knowledge with peers and others to
facilitate communication;
(C) follow, restate, and give complex oral instructions
to perform specific tasks, answer questions, or solve problems and
complex processes;
(D) give a presentation using informal, formal, and
technical language effectively to meet the needs of audience, purpose,
and occasion, employing eye contact, speaking rate such as pauses
for effect, volume, enunciation, purposeful gestures, and increasing
mastery of conventions of language to communicate ideas effectively;
(E) participate collaboratively, building on the ideas
of others, contributing relevant information, developing a plan for
consensus building, and setting ground rules for decision making;
(F) develop social communication and produce oral language
in contextualized and purposeful ways; and
(G) conduct an interview, including social and informative.
(2) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--beginning
reading and writing. The student develops word structure knowledge
through phonological awareness, print concepts, phonics, and morphology
to communicate, decode, and spell. Based on the student's language
proficiency level, and with appropriately provided English language
development scaffolding, the student is expected to:
(A) acquire, demonstrate, and apply phonetic knowledge;
and
(B) write complete words, thoughts, and answers legibly.
(3) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--vocabulary.
The student uses newly acquired vocabulary expressively. Based on
the student's language proficiency level, and with appropriately provided
English language development scaffolding, the student is expected
to:
(A) use print or digital resources such as glossaries
or technical dictionaries to clarify and validate understanding of
the precise and appropriate meaning of technical or discipline-based
vocabulary;
(B) discuss and analyze context and use cognates to
distinguish between the denotative and connotative meanings of words
and phrases;
(C) determine the meaning of foreign words or phrases
used frequently in English such as bona fide, caveat, carte blanche,
tête-à-tête, bon appétit, and quid pro quo;
(D) identify and use words that name actions, directions,
positions, sequences, and locations;
(E) identify, understand, and use multiple-meaning
words, homographs, homophones, and commonly confused terms correctly;
and
(F) investigate expressions such as idioms and word
relationships such as antonyms, synonyms, and analogies.
(4) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension.
Based on the student's language proficiency level, and with appropriately
provided English language development scaffolding, the student is
expected to adjust fluency when reading grade-level and language proficiency-level
text based on the reading purpose.
Cont'd... |
