National Evaluation Series™ Profile: English Learners II (512)

Descriptive Statements:

Apply knowledge of phonology, including phonemes, stress, intonation, and rhythm, to promote English learners' language and literacy development.
Apply knowledge of morphology, including how word structure (e.g., roots, prefixes, suffixes), inflectional endings (e.g., -s, -ed, -ing, -er, -est), and derivational affixes (e.g., un-, dis-, -ly, -ment, -ion) affect a word's function and meaning, to promote English learners' language and literacy development.
Apply knowledge of syntax, including parts of speech (e.g., verbs, adverbs, nouns, pronouns, adjectives, prepositions, conjunctions) and the structure of phrases and sentences, to promote English learners' language and literacy development.
Apply knowledge of semantics, including word relationships (e.g., synonyms, antonyms, homonyms) and the distinction in meaning of words and idioms in various contexts, to promote English learners' language and literacy development.
Apply knowledge of discourse features of written and oral texts (e.g., speech acts, genres, discourse markers) to promote English learners' language and literacy development.
Apply knowledge of pragmatic features of language (e.g., nonverbal elements, formal and informal discourse), various discourse settings (e.g., classroom, social event), and language functions (e.g., narrating, informing, explaining, arguing, persuading), as well as factors (e.g., social norms, purpose, audience) that affect choice of pragmatic features, to promote English learners' language and literacy development.
Apply knowledge of the linguistic features of social, general-academic, and discipline-specific language (e.g., tiered vocabulary: Tier One—everyday speech words, Tier Two—general-academic words, Tier Three—discipline-specific words) to promote English learners' language and literacy development.
Apply knowledge of sociolinguistic concepts, including language variation (e.g., dialect diversity in English) and register (i.e., language particular to specific functions), to promote English learners' language and literacy development.
Apply knowledge of strategies for comparing English learners' home languages with English to identify potential transference between languages as well as aspects of English that may be challenging for English learners.
Apply knowledge of appropriate and sustainable strategies for engaging English learners in making connections and comparisons between language systems and using knowledge of language systems as an empowering tool for learning languages.

Sample Item:

An EL teacher introduces fourth-grade students to the following sets of words.

bake baker

work worker

teach teacher

drive driver

The teacher asks the students what they notice about the two sets of words. Students identify the morpheme -er and infer the meaning of the morpheme. This activity primarily fosters the students' English language development by:

promoting their linguistic awareness, which will support comprehension when they encounter unfamiliar words with the same morpheme.
scaffolding their transfer of morphological knowledge from their home language(s) into English.
providing them with options for circumlocution when they are trying to produce English words with newly learned morphemes.
teaching them how to isolate features of morphologically complex academic vocabulary words.

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

A. Because the students go through the process of examining a collection of morphologically similar words and deducing the function of the -er morpheme, they are likely to apply the knowledge they have gained to make meaning out of unfamiliar words with the same structure they encounter in the future.

Descriptive Statements:

Demonstrate knowledge of current theories and key concepts in new-language acquisition, including the importance of promoting and sustaining bilingualism/multilingualism as an asset and a goal for English learners.
Demonstrate understanding that English learners' home languages are an asset for learning English and influence English language learning (e.g., language and literacy skills transfer, interlanguage development, code-switching, translanguaging).
Demonstrate knowledge of cognitive, metacognitive, and metalinguistic processes and strategies involved in learning a new language (e.g., memorization, generalization, fossilization, self-monitoring, reflection, circumlocution, comparison), and apply knowledge of strategies for explicitly teaching English learners effective language-learning and self-monitoring strategies to promote their language development and engagement in self-directed learning.
Understand the role of comprehensible input and output in acquiring a new language and apply knowledge of strategies for using comprehensible input and output for scaffolding English learners' comprehension and use of English in social and academic contexts.
Demonstrate knowledge of stages and processes of new-language development, including the distinctions between the five levels of English language proficiency as defined in the TESOL Pre-K–12 English Language Proficiency Standards Framework (i.e., Level 1—starting, Level 2—emerging, Level 3—developing, Level 4—expanding, and Level 5—bridging).
Understand the role of feedback in language instruction and demonstrate knowledge of strategies for providing appropriate feedback (e.g., recasting, explicit correction) in various contexts.

Sample Item:

Use the information below to answer the question that follows.

An EL teacher engages a first-grade student in a conversation about a story following a whole-class read-aloud.

Teacher: What was your favorite part of the story?

Student: Bear! Bear say, "I not scared, you scared!"

Teacher: When Bear is feeling scared, he says, "I'm not scared, you're scared!"

Student: (laughing) Bear scared of everything!

Teacher: Let's look at this illustration. What is Bear scared of here?

Student: The bridge. Look! It is old. Bear scared to fall in.

Teacher: I would be scared just like Bear! Bear doesn't want to fall through the old, rickety bridge.

Student: I scare too! But look here! (points to the illustration) Bear save Rabbit from falling.

Teacher: Yes! Bear saved Rabbit when the bridge broke. Bear was scared, but he saved Rabbit.

The student's oral language production is most consistent with which stage of English proficiency?

responding to simple questions nonverbally and with single words
producing comprehensible sentences with some grammatical errors
communicating limited information using memorized and scripted phrases
incorporating content-specific academic vocabulary when expressing thoughts

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

B. The transcript of the conversation indicates that the student can produce a variety of original complete sentences that clearly convey their ideas. The sentences contain a few grammatical errors that do not interfere with meaning.

Descriptive Statements:

Demonstrate understanding of English learners' individual mitigating variables, such as age, affective filter, identities, self-esteem, and motivation, and how they affect language learning and inform instruction.
Demonstrate knowledge of societal factors and how they affect language learning and inform instruction.
Demonstrate knowledge of characteristics, assets, and challenges of English learners, including newcomers, long-term English learners, English learners with limited or interrupted formal education, English learners with disabilities, and English learners who are gifted.
Demonstrate knowledge of appropriate strategies for learning about English learners' interests, languages, educational backgrounds, background knowledge, and life experiences using a variety of resources, such as parent advisory committees, families, students, classroom observations, community organizations, surveys, community outreach, technology, or school records.

Sample Item:

EL teachers from several schools in a district collaborate with administrators and the families of English learners to establish a parent/caregiver advisory committee. The teachers can most effectively promote the academic success of English learners by establishing which primary action goal for the new committee?

recruiting teachers from varied backgrounds to work with students in EL programs
ensuring that translation services are available to English learners in the general education setting
building strategic partnerships between families, community members, and EL programs
establishing focus groups composed of family members and administrators to evaluate the effectiveness of teachers who work with English learners

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

C. Research has shown that students who are English learners benefit academically when a school district finds flexible and creative ways to involve parents and caregivers in their children's education. Cultivating meaningful relationships with relevant community organizations can enhance the connection between the students' heritage and parents/caregivers and the school environment while also extending student learning beyond the classroom.

Descriptive Statements:

Apply strategies for selecting and designing assessments (e.g., formal, informal, norm referenced, criterion referenced, language proficiency assessments, curriculum based, performance based) for English learners that are appropriate for the identified purpose(s).
Understand how to interpret results from assessments used with English learners for various purposes, such as diagnosis, placement, evaluation of language proficiency, evaluation of academic progress, or screening for giftedness or learning disabilities.
Recognize potential assumptions (e.g., unfamiliar test language, images, references, test formats) and psychological factors (e.g., limited test experience, text anxiety) associated with the assessment of English learners that may affect assessment validity, reliability, and access for all.
Demonstrate knowledge of appropriate and allowable testing accommodations and content modifications for English learners.
Recognize the importance of assessing English learners using various methods of assessment (e.g., formal, informal) that are appropriate and the importance of conducting ongoing assessment to inform and adjust instruction.
Recognize when the English language performance of an English learner falls outside the expected range for the student's English proficiency level and may indicate the need for classroom interventions, further testing, or additional services.
Demonstrate knowledge of strategies for communicating assessment results to stakeholders.

Sample Item:

Use the information below to answer the question that follows.

As part of the annual process for identifying and placing English learners, an EL teacher reviews data relevant to a newcomer fifth-grade student. An excerpt of the data is shown below.

Student Information
Name: StudentAge: 10Grade: 5

Parent/Guardian Questionnaire Response

What is the language most frequently spoken at home? English blank Other check

What language did your child learn when they began to talk? English blank Other check

What language does your child most frequently speak at home? English blank Other check

What language do you most frequently speak to your child? English blank Other check

Student Questionnaire Verbal Response

How many years were you in school before coming to the United States? In the United States? "Three years. I started school in the U.S. three years ago."

Can you read or write in your home language? "I know some words but not many. I can read and write more in English."

How much help do you need in English? "I can talk to my friends in English. That's easy! I have a hard time with science and history because I don't know the words."

Standardized Measure Score Interpretation

IDEA Oral Language Proficiency Test Level D—Intermediate

Student Information
Name: StudentAge: 10Grade: 5
Parent/Guardian Questionnaire	Response
What is the language most frequently spoken at home?	English	blank	Other	check
What language did your child learn when they began to talk?	English	blank	Other	check
What language does your child most frequently speak at home?	English	blank	Other	check
What language do you most frequently speak to your child?	English	blank	Other	check
Student Questionnaire	Verbal Response
How many years were you in school before coming to the United States? In the United States?	"Three years. I started school in the U.S. three years ago."
Can you read or write in your home language?	"I know some words but not many. I can read and write more in English."
How much help do you need in English?	"I can talk to my friends in English. That's easy! I have a hard time with science and history because I don't know the words."
Standardized Measure	Score Interpretation
IDEA Oral Language Proficiency Test	Level D—Intermediate

Which additional source of information should the EL teacher obtain to determine the most appropriate program placement for the student?

self-rating scale to identify interests, preferences, and areas of academic needs
criterion-referenced tests to quantify literacy skills in English and the home language(s)
performance on language assessments in comparison to grade-level peers in the same district
measurements of content-area knowledge in English and the home language(s)

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

B. The provided data include verbal responses from the student, the results of an oral proficiency assessment, and a subjective statement by the student about their literacy levels in English and the home language. The most important next step would be to determine to what extent the student can participate in print-based academic activities. This goal could best be achieved by gaining an objective measure of the student's literacy levels in both languages through a standards-based assessment.

Descriptive Statements:

Apply knowledge of appropriate and sustainable research-based methods and resources (e.g., leveraging students' home-language literacy skills; providing direct, explicit instruction to support students' individual learning goals; using visuals; building schemata and background knowledge; building on students' oral language to support literacy development) for appropriately differentiating and scaffolding English learners' instruction in foundational English literacy skills, including print concepts and letter recognition and formation, phonemic awareness, phonics and other word identification strategies, spelling, fluency, vocabulary, text comprehension, the writing process, and the writing conventions of English.
Apply knowledge of appropriate and sustainable research-based methods of effective vocabulary instruction, such as direct teaching of specific words; building background knowledge; promoting development of independent word-learning strategies (e.g., morphological or structural analysis, recognizing word origins and cognates, contextual analysis, consulting reference materials); developing students' word consciousness; building vocabulary knowledge related to specific texts; providing multiple, meaningful exposures to new words through listening and reading; and opportunities to use new words meaningfully in speaking and writing.
Apply knowledge of appropriate and sustainable strategies for promoting English learners' understanding and use of writing processes (e.g., prewriting to generate ideas and plan writing, producing drafts, revising to improve text, editing text, publishing text to share with an audience, adjusting writing process as necessary, setting goals for improvement).

Sample Item:

Use the information below to answer the question that follows.

As part of the annual process for identifying and placing English learners, an EL teacher reviews data relevant to a newcomer fifth-grade student. An excerpt of the data is shown below.

Student Information
Name: StudentAge: 10Grade: 5

Parent/Guardian Questionnaire Response

What is the language most frequently spoken at home? English blank Other check

What language did your child learn when they began to talk? English blank Other check

What language does your child most frequently speak at home? English blank Other check

What language do you most frequently speak to your child? English blank Other check

Student Questionnaire Verbal Response

How many years were you in school before coming to the United States? In the United States? "Three years. I started school in the U.S. three years ago."

Can you read or write in your home language? "I know some words but not many. I can read and write more in English."

How much help do you need in English? "I can talk to my friends in English. That's easy! I have a hard time with science and history because I don't know the words."

Standardized Measure Score Interpretation

IDEA Oral Language Proficiency Test Level D—Intermediate

Student Information
Name: StudentAge: 10Grade: 5
Parent/Guardian Questionnaire	Response
What is the language most frequently spoken at home?	English	blank	Other	check
What language did your child learn when they began to talk?	English	blank	Other	check
What language does your child most frequently speak at home?	English	blank	Other	check
What language do you most frequently speak to your child?	English	blank	Other	check
Student Questionnaire	Verbal Response
How many years were you in school before coming to the United States? In the United States?	"Three years. I started school in the U.S. three years ago."
Can you read or write in your home language?	"I know some words but not many. I can read and write more in English."
How much help do you need in English?	"I can talk to my friends in English. That's easy! I have a hard time with science and history because I don't know the words."
Standardized Measure	Score Interpretation
IDEA Oral Language Proficiency Test	Level D—Intermediate

Which strategy would most effectively foster the student's academic progress and English language development?

creating opportunities for the student to engage with content-specific vocabulary words in purposeful contexts
using the student's home-language literacy skills to expand reading and writing proficiency in English
promoting the student's facility in comprehending and responding to questions eliciting basic information
providing opportunities for the student to engage in informal discussions with friends and peers

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

A. The student has indicated that they are comfortable using English in social situations and finds talking about academic content challenging due to lack of familiarity with some vocabulary. The most effective strategy for promoting the student's academic progress would be to leverage their intermediate-level oral language skills to engage them in meaningful academic tasks incorporating content-specific vocabulary.

Descriptive Statements:

Apply knowledge of strategies for creating an appropriate and sustainable learning environment that empowers students intellectually, socially, emotionally, and politically and that leverages English learners' home languages, and funds of knowledge as valuable assets for learning and resources for teaching.
Recognize the role of heritage in the learning environment, including the influence of background differences, such as values and beliefs, educational background, approaches to learning (e.g., cooperative versus competitive, individual versus group), and stages of acclimation to a new learning environment (e.g., euphoria and silent period), that may affect English learners' language development and academic achievement.
Apply knowledge of strategies for creating and managing a safe, trauma-informed, respectful, and supportive student-centered learning environment that promotes English learners' participation, collaboration, and learning in a variety of settings (e.g., whole class, flexible grouping, independent learning, individualized instruction) and encourages students to be actively involved in learning, take risks, and extend their learning inside and outside the learning environment.
Apply knowledge of differences in communication styles (e.g., nonverbal elements, turn-taking conventions, role of silence, social distancing) and effective communication practices (e.g., providing clear directions, using a variety of questioning techniques) for facilitating interactions and communication within and across heritages.
Recognize the effects of social assumptions and apply strategies for discussing these issues purposefully with students with the goal of promoting a respectful learning environment for all.

Sample Item:

An EL teacher incorporates opportunities for students to teach one another greetings and salutations from their home language(s) and/or heritages into daily morning meetings. The teacher's strategy promotes students' academic success primarily by:

fostering meaningful relationships among students from multiple heritage and linguistic backgrounds.
cultivating students' curiosity about traditions beyond their own.
providing a venue for students to connect specific experiences to academic learning.
creating a classroom environment that celebrates students' heritages.

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

D. Ensuring that all students have the opportunity to share linguistic and heritage-based elements from their unique backgrounds in a school setting fosters respect for all heritages. Inclusion of this practice as a regular feature in a classroom routine also highlights the linguistic and heritage-based assets each student already possesses that are complementary to their progress in English language development and academic content learning.

Descriptive Statements:

Demonstrate knowledge of key court cases and key legislation and federal policies that affect the education of English learners (e.g., Lau v. Nichols, Castañeda v. Pickard, Plyler v. Doe, Title seven of the Elementary and Secondary Education Act of 1968 [Bilingual Education Act], Individuals with Disabilities Education Improvement Act of 2004 [IDEIA], Every Student Succeeds Act of 2015 [ESSA]).
Demonstrate knowledge of national requirements for identifying, placing, and exiting students from programs for English learners.
Demonstrate knowledge of the characteristics, goals, and effectiveness of various program models (e.g., two-way bilingual education; dual language education; sheltered English instruction; structured English immersion, pull-out and push-in instruction).
Demonstrate knowledge of strategies for advocating for the implementation of effective co-teaching models that promote integrated appropriate and sustainable English language and content teaching and learning.
Demonstrate knowledge of strategies for modeling effective and sustainable teaching and education practices for teachers, educators, and other stakeholders who work with English learners.
Understand how to use self-reflection and other approaches to inform and adjust instructional practices and professional behavior (e.g., prior experiences and potential assumptions on teaching practices; seeking feedback from stakeholders; conducting action research; using professional reflection to identify personal strengths and areas for improvement, including professional development) and to recognize how one's values and beliefs relate to the education of all English learners.
Demonstrate knowledge of strategies for sharing with educators and school staff an awareness of the influence that various heritages and personal assumptions, and backgrounds, can have on educational practices, and collaborate with educators and school staff to identify and prevent potential heritage-based misunderstandings, misconceptions, arbitrary requirements, inappropriate curricular expectations, and assessment assumptions that can negatively impact English learners' access to educational opportunities and academic success.
Demonstrate knowledge of effective strategies for building partnerships and collaborating with stakeholders (e.g., teachers, administrators, other educational staff, parents/caregivers, community partners) to raise an awareness of the importance of promoting and sustaining bilingualism/multilingualism as an asset and a goal for English learners and to facilitate English learners' language and literacy development, access to equitable education, and academic success.
Recognize the role of parents/caregivers in English learners' education; recognize that their practices and participation in the education of a child vary across backgrounds; and apply strategies for facilitating positive school/home interactions and developing opportunities for engagement and partnership.

Sample Item:

Which statement is most consistent with the pedagogical objective of two-way bilingual education?

Two-way bilingual education promotes bilingualism for all students through teaching content-area subjects in English and in another language of instruction.
Two-way bilingual education focuses on both comprehensible input and comprehensible output in developing students' English language skills.
Two-way bilingual education offers small-group language instruction in English to facilitate students' access to the general education curriculum.
Two-way bilingual education utilizes students' home language(s) as scaffolds for teaching both academic concepts and English language skills.

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

A. The goal of the two-way bilingual education model is to cultivate each student's proficiency in two target languages by using both of them primarily as vehicles for content learning.

National Evaluation Series™ Profile: English Learners II (512)

Content Domain I: Foundations of Instruction for English Learners

Competencies:

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