Standard 1: Language as a System: Candidates demonstrate knowledge of language as a system, including phonology, morphology, syntax, pragmatics and semantics, in order to support ELLs as they acquire receptive and productive skills, English language proficiency and literacy in the content areas.
Function 1: Candidates demonstrate knowledge of the phonological system.
Function 2: Candidates demonstrate knowledge of the morphological system.
Function 3: Candidates demonstrate knowledge of the semantic system.
Function 4: Candidates demonstrate knowledge of the syntactic structure of the English language.
Function 5: Knowledge of the pragmatic and sociolinguistics of the English Language.
Standard 2: Language Acquisition and Development: Candidates know theories and research in language acquisition, including the role native literacy plays in SLA, and apply appropriate instructional strategies for effectively increasing English language proficiency and literacy in the content areas.
Function 1: Candidates know major First and Second Language Acquisition (SLA) theories.
Function 2: Candidates understand the role of native language literacy in SLA.
Function 3: Candidates know the stages of second language acquisition.
Standard 3: Role of Culture in Student Learning: Candidates demonstrate knowledge of the cultural dynamics of themselves, individual learners, school, and community and their influence on classroom practice and learning.
Function 1: Candidates know the cultural pluralism of the United States and can identify similarities and differences within those cultures.
Function 2: Candidates know how the cultural dynamics of themselves, individual learners, school, and community influence teaching and learning.
Standard 4: Planning Instruction: Candidates have knowledge and understanding of research-based pedagogy for the differentiation of classroom instruction in order to meet grade-level content and language standards.
Function 1: The candidate remains current on research-based practices and strategies to accelerate language and academic learning.
Function 2: Candidates reflect on the language proficiency of the EL and how they will meet the objective and core content standards.
Function 3: Creation of supportive social and academic classroom ecology (the structure, arrangement and events that influence the action and reactions in the classroom).
Function 4: Acquire appropriate resources to facilitate student learning and mastery of grade level content and language standards.
Standard 5: Implementing Instruction: Candidates know and effectively implement a variety of research-based pedagogy for the differentiation of classroom instruction in order to meet grade-level content and language standards.
Function 1: Knowledge and use of a broad range of core content and ESOL research-based instructional approaches, methods, strategies and techniques to develop students’ critical thinking skills.
Function 2: Reflect on instruction to determine the effective implementation of research-based pedagogy for the differentiation of classroom instruction in order to meet grade-level content and language standards.
Function 3: Candidates are familiar with technology and other instructional resources.
Standard 6: Language Proficiency and Content-Based Assessments: Candidates demonstrate understanding of language proficiency and content-based assessments. They know and can use a variety of language proficiency instruments and content-based assessments to evaluate language and academic growth, to guide instruction and communicate results. Candidates demonstrate understanding of assessment issues impacting ELs.
Function 1: Candidates know a variety of language proficiency instruments and can use the results to determine the level of English language proficiency and determine appropriate instructional strategies.
Function 2: Candidates can assess learners’ content-area achievement independently from their language ability
Function 3: Candidates impact the flow of events on decisions that may lead to EL students’ placement in special education.
Standard 7: Professionalism: Candidates demonstrate knowledge of history, educational public policy and current research in the field of ESOL. Candidates are involved in professional growth opportunities and apply knowledge gained to inform teaching and learning.
Function 1: Candidates are familiar with the history of ESL instruction and current research, approaches, methods, strategies and techniques used in the field.
Function 2 : Candidates are involved in professional growth opportunities and apply knowledge gained to impact teaching and learning
Function 3 : Candidates advocate for ELs and their families.