| (10) understands and applies major language components
in both languages (e.g., phonics, phonology, morphology, syntactic
features, semantics, and pragmatics), methodologies and strategies
for integrating language and content instruction (Spanish and English)
using sheltered instruction techniques in Spanish and English; understands
and applies theoretical concepts such as instruction for biliteracy,
bi-directional transfer, use of cognates, contrastive analysis, and
translanguaging;
(11) understands and applies differentiated methodologies
and strategies for instructing a wide variety of linguistically diverse
learners (e.g., heritage language learners, simultaneous bilinguals,
recent arrivals, long-term English learners, and Spanish learners
in a two-way program) within different school-based configurations
and program models; and
(12) promotes critical-thinking, problem-solving, and
collaborative learning strategies to enhance bilingualism, biliteracy,
and content knowledge.
(f) Development and Assessment of Biliteracy. The bilingual
education teacher demonstrates a comprehensive knowledge of the development
and assessment of literacy in the bilingual learners' primary/partner
language and English and can design and deliver meaningful biliteracy
experiences for diverse bilingual learners. The bilingual teacher:
(1) understands the components of biliteracy and strategically
plans for language transfer and implements the ELAR TEKS, SLAR TEKS,
and the English Language Proficiency Standards (ELPS) to develop literacy
in both languages;
(2) utilizes assessments (formative and summative)
in strategic ways and analyzes the data to guide instruction;
(3) uses informal and formal assessments to measure
learners' bilingualism and proficiency level to guide instruction;
(4) uses knowledge of the connection between the ELPS
in §74.4 of Part II of this title (relating to English Language
Proficiency Standards) and the Texas English Language Proficiency
Assessment System (TELPAS) to evaluate and monitor the progress of
bilingual learners identified as English learners in their English
language proficiency when planning and delivering data-driven instruction;
(5) assesses and monitors learners' Spanish proficiency
level in listening, speaking, reading, and writing when planning and
delivering data-driven instruction;
(6) understands that assessment is recursive and the
need to use multiple data points to assess and monitor biliteracy
development across language domains when planning and delivering responsive
instruction and when providing opportunities to develop biliteracy
skills;
(7) understands and applies authentic methods for biliteracy
instruction that reflect the unique characteristics of English and
Spanish;
(8) recognizes implicit cultural and linguistic biases
in assessment and high-stakes testing;
(9) creates authentic and purposeful, measurable learning
activities and experiences in all content areas that promote bilingual
learners' development of concepts and skills in both languages and
recognizes the students' biliteracy trajectory; and
(10) identifies and/or develops assessments that are
linguistically and culturally authentic.
(g) Foundations of Bilingual Education. The bilingual
education teacher demonstrates an understanding of the historical
context of bilingual education in the United States and around the
world; bilingual education program models approved in Texas in accordance
with Chapter 89, Subchapter BB, of this title; the unique needs of
bilingual learners; laws pertaining to English learners in bilingual
education programs; the Office of Civil Rights and U.S. Department
of Justice guidelines; and the importance of advocacy and equity for
the bilingual learner. The bilingual teacher:
(1) knows and understands public issues and educational
policy that impact effective programming and equitable learning environments;
(2) is an advocate for equity for bilingual learners
and their equal access to all programs, resources, and materials;
(3) shares their knowledge of second language acquisition
with general-education, ESL-education, and content-area colleagues
and the school community to advocate for appropriate instruction and
assessment;
(4) demonstrates sensitivity to learners' diverse cultural
backgrounds and shows respect for regional language differences considering
the learner's entire linguistic repertoire;
(5) knows and understands the historical background,
effects of demographic changes, pertinent federal and state legislation
and significant court cases, (e.g., the Civil Rights Act of 1964,
the Bilingual Education Act (BEA), Chapter 89, Subchapter BB, of this
title, Lau vs. Nichols, Demetrio Rodriguez vs. San Antonio ISD, Plyer
vs. Doe, Santamaria vs. Dallas ISD);
(6) demonstrates awareness of the concept of bilingualism
throughout the world (e.g., Lycee de Francais, the language of the
global economy, language policy in Canada, South Africa, Switzerland,
and India);
(7) understands the models of bilingual education approved
in Texas in accordance with Chapter 89, Subchapter BB, of this title,
including the program model characteristics and goals; curriculum,
assessment, and accountability; research findings on the effectiveness
of the program models; and the critical components that contribute
to effective program model implementation (e.g., systems approach,
program model design, instructional methods, and family and community
engagement);
(8) makes appropriate instructional decisions based
on program model design, best practices according to research on language
acquisition and bilingual learners, knowledge of classroom and campus
diversity, and an understanding of linguistically and culturally appropriate
materials and methodologies;
(9) understands federal- and state-mandated policies
and statutes related to English learners, including the roles, responsibilities,
and processes for the Language Proficiency Assessment Committee (LPAC)
in the identification, serving, and reclassification as an English
learner in Texas;
(10) understands federal- and state-mandated policies
and statutes related to programs for English learners, including LPAC
guidelines for program placement, reclassification, and monitoring
in Texas;
(11) applies the appropriate state-mandated criteria
and LPAC procedures for identification, recommendation of program
services, reclassification, monitoring, and exit; and
(12) understands the role of the LPAC in coordinating
with other special programs (e.g., special education, Section 504,
dyslexia, gifted and talented) as applicable.
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