ELL Training

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

• 3A: The ESL teacher knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the domains of listening, speaking, reading, and writing. 
• 3B: The ESL teacher knows effective instructional methods, resources, and materials appropriate for addressing specific instructional goals and promoting learning in students with diverse characteristics and needs. 
• 3C: The ESL teacher applies knowledge of effective practices, resources, and materials for providing content-based ESL instruction, engaging students in critical thinking, and fostering students’ communicative competence. 
• 3D: The ESL teacher knows how to integrate technology tools and resources into the instructional process to facilitate and enhance student learning. 
• 3E: The ESL teacher applies effective classroom management and teaching strategies for a variety of ESL environments and situations. 

The ESL teacher understands the process of first language (L1) and second language (L2) acquisition and the interrelatedness of L1 and L2 development. 

• 4A: The ESL teacher knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the proficiency level descriptors for the beginning, intermediate, advanced, and advanced-high levels in the listening and speaking domains.
• 4B: The ESL teacher understands the role of the linguistic environment and conversational support in second-language development and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English.
• 4C: The ESL teacher applies knowledge of practices, resources, and materials that are effective in promoting students’ communicative competence in English.
• 4D: The ESL teacher understands the interrelatedness of listening, speaking, reading, and writing and uses this knowledge to select and use effective strategies for developing students’ oral language proficiency in English. 
• 4E: The ESL teacher applies knowledge of effective strategies for helping students transfer language skills from L1 to L2. 
• 4F: The ESL teacher applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select focused, targeted, and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in listening and/or speaking in accordance with the ELPS. 
• 4G: The ESL teacher knows how to provide appropriate feedback in response to students’ developing English skills. 

The ESL teacher understands how to promote students’ literacy development in English. 

• 5A: The ESL teacher knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the proficiency level descriptors for the beginning, intermediate, advanced, and advanced-high levels in the reading and writing domains.
• 5B: The ESL teacher understands the interrelatedness of listening, speaking, reading, and writing and uses this knowledge to select and use effective strategies for developing students’ literacy in English.
• 5C: The ESL teacher understands that English is an alphabetic language and applies effective strategies for developing English learners’ phonological awareness and skills (e.g., phonemic awareness, knowledge of common English phonograms) and sight word vocabularies.
• 5D: The ESL teacher knows factors that affect ESL students’ reading comprehension (vocabulary, text structures, and cultural references) and applies effective strategies for facilitating ESL students’ reading comprehension in English. 
• 5E: The ESL teacher applies knowledge of effective strategies for helping students transfer literacy knowledge and skills from L1 to L2. 
• 5F: The ESL teacher applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select focused, targeted, and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in reading and/or writing in accordance with the ELPS. 
• 5G: Knows personal factors that affect students’ English literacy development (e.g., interrupted schooling, literacy status in the primary language (L1), prior literacy experiences) and applies effective strategies for addressing those factors. 

The ESL teacher understands how to promote students’ content- area learning, academic-language development and achievement across the curriculum. 

• 6B: The ESL teacher knows instructional delivery practices that are effective in facilitating ESL students’ application of various learning strategies (e.g., pre-teaching key vocabulary; helping students apply familiar concepts from their cultural backgrounds and prior experiences to new learning; using metacognition, using hands-on and other experiential learning strategies; using realia, media and other visual supports [graphic organizers] to introduce and/or reinforce concepts) across content areas. 
• 6C: The ESL teacher applies knowledge of individual differences (e.g., developmental characteristics, cultural and language backgrounds, academic strengths, learning styles) to select instructional strategies and resources that facilitate ESL students’ cognitive-academic language development and content area learning.
• 6D: Knows personal factors that affect students’ content-area learning (e.g., prior learning experiences, familiarity with specialized language and vocabulary, familiarity with the structure and uses of textbooks and other print resources) and applies effective strategies for addressing those factors.

The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction. 

• 7A: The ESL teacher knows basic concepts, issues, and practices related to test design, development, and interpretation and uses this knowledge to select, adapt, and develop assessments for different purposes in the ESL program (e.g., diagnosis, program evaluation, proficiency).
• 7B: The ESL teacher applies knowledge of formal and informal assessments used in the ESL classroom and knows their characteristics, uses, and limitations. 
• 7C: The ESL teacher knows standardized tests commonly used in ESL programs in Texas and knows how to interpret their results. 
• 7D: The ESL teacher knows state-mandated Limited English Proficient (LEP) policies, including the role of the Language Proficiency Assessment Committee (LPAC), and procedures for implementing LPAC recommendations for LEP identification, placement, and exit.
• 7E: The ESL teacher understands relationships among state-mandated standards, instruction, and assessment in the ESL classroom.
• 7F: The ESL teacher knows how to use ongoing assessment to plan and adjust instruction that addresses individual student needs and enables ESL students to achieve learning goals.