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TExES 154 ESL Supplemental Domain III

Terms in this set (67)

Domain III
AFFECTIVE. Foundation of ESL education, types of programs, factors that affect learning, Cultural Awareness, Family and Community Involvement.
Competency 008
FOUNDATION. The ESL teacher understands the foundation of ESL Education and types of ESL Programs (self-contained, pull-out, newcomer centers, dual language, immersion). (Pull-out programs are the least effective model).
Competency 009
MULTICULTURAL. The ESL teacher understands factors that affect ESL students learning (age, developmental characteristics, academic strengths and needs, preferred learning styles, personality, sociocultural factors, home environment, attitde, exceptionalities), and implements strategies for creating effective multicultural and multilingual learning environment. Knows factors that contribute to cultural bias (stereotyping, prejudice, ethnocentrism). Demonstrates sensitivity to students diverse cultural and socioeconomic backgrounds and shows respect for language differences. Creates student awareness of and respect for linguistic and cultural diversity.
Competency 010
INVOLVEMENT. The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education. Applies knowledge of strategies advocating educational and social equity for ESL students (participating in LPAC and Admission, Review and Dismissal (ARD) meetings, serving on Site-Based Decision Making committees, serving as a resource for teachers). Understands the importance of family involvement, communicates effectively with the parents/guardians and knows how community members and resources can positively affect learning and is able to access those resources.
When is an English as a Second Language (ESL) Program required?
All LEP students for whom a district is not required to offer a Bilingual education program shall be provided an ESL program, regardless of the students' grade levels and home language, and regardless of the number of students.
When is a Bilingual Program required?
Each school district which has an enrollment of 20 or more limited English proficient students (LEP) of the same language classification in the same grade level district-wide shall offer a bilingual education program for LEP students in Pre-K to grade 5. Grade 6 shall be included when clustered with the elementary grades.
Title III
Requires instruction to be based on research. Requires ongoing professional development for all teachers who work with English language learners. Allows districts to use the students' native language to facilitate their academic achievement. Requires gains in student achievement within four years or districts must revamp their programs.
Composition of the LPAC
A campus administrator, professional bilingual educator, a professional transtional language educator (a bilingual teacher or ESL teacher), a parent of a limited English proficient student or representative (not employed by the school district or charter school). Must have at least 4 members at the meeting.
Bilingual Program
This program utilizes the native language for content area instruction while the child is also learning English. The native language is used to make content comprehensible to the student.
ESL Program
This program utilizes methodology and instructional strategies and use English as the primary language of instruction. Multiple language groups can be instructed in this environment due to the use of English as the common language of instruction. All models use the ESL language arts TEKS to develop oral language and academic skills through special methodologies and strategies by ESL certified teachers. Mastery of English listening, reading and writing is required.
Bilingual Program Models
Two-Way Dual Language Program (additive-adding another language), Developmental (late exit) Bilingual Education (semi-additive), Transitional (early exit) (subtractive-taking away to soon).
Pull-out ESL
Least effective. Students leave their English only classroom to spend part of the day with ESL instruction.
English to Speakers of Other Languages (ESOL) I and II
For immigrants as a substitute for I and II in High School (these students must also take and pass English III and IV for graduation credit).
Sheltered Instruction
An approach to instruction and classroom management that teachers can use to help English language learners acquire and learn English and content area knowledge and skills.
Characteristics of Sheltered Language
Comprehensible input, affective environments, high levels of student interaction, including small group and cooperative learning, student-centered, more hands-on task, careful comprehensive planning.
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