Texas Administrative Code › Title 19 - EDUCATION › Part 7 - STATE BOARD FOR EDUCATOR CERTIFICATION › Chapter 235 - CLASSROOM TEACHER CERTIFICATION STANDARDS › Subchapter F - SUPPLEMENTAL CERTIFICATE STANDARDS › Section 235.115 - English as a Second Language Standards

Current through Reg. 49, No. 28; July 12, 2024
(a) English as a Second Language (ESL)
				  standards. The standards identified in this section are targeted for classroom
				  teachers of English learners (ELs). The standards address the discipline
				  associated with the theory and practice of teaching students who have a primary
				  language other than English. The standards inform appropriate teaching
				  techniques, methods, and teacher actions, judgments, and decisions by taking
				  into consideration theories and research of language acquisition, second
				  language learning, understandings of the needs and strengths of ELs, and the
				  backgrounds and interests of individual students.
(b) Foundations of Language Acquisition. ESL
				  teachers know, understand, and use the major theories and research related to
				  the structure and language acquisition process to help ELs develop language and
				  literacy and achieve in the content areas. The ESL teacher must:
(1) demonstrate and apply basic linguistic
				  concepts, such as structure, patterns, and conventions of written and spoken
				  English, that relate to instruction for ELs as they acquire the English
				  language and literacy to achieve in the content areas;
(2) apply a conscious knowledge of language
				  as a system to develop and accommodate instructional materials and to build
				  understanding of the foundations of English needed for content-based
				  instruction fostered through the English Language Proficiency Standards (ELPS)
				  in §74.4 of Part II of this title (relating to English Language
				  Proficiency Standards);
(3) use
				  knowledge of interrelated aspects of listening, speaking, reading, and writing
				  as they support ELs' acquisition of language and content knowledge;
(4) understand the ways in which languages
				  are similar and different by identifying linguistic structures that distinguish
				  written and spoken language forms as well as those representing social and
				  academic uses of language;
(5)
				  build on similarities between English and the students' primary language (L1)
				  and anticipate common challenges that ELs may have with English language
				  concepts;
(6) apply knowledge of
				  sociolinguistic concepts (e.g., dialect diversity in English; factors affecting
				  language variation, register, and style; language change);
(7) understand and apply theories, concepts,
				  and research in language acquisition in L1 and secondary language (L2) to
				  support ELs' language, literacy, and content area development;
(8) recognize and apply knowledge of the
				  interrelatedness of L1 and L2 acquisition, including similarities and
				  differences between L1 and L2 acquisition and L1 influence on L2;
(9) apply understanding of characteristics of
				  various stages of first- and second-language acquisition to select effective
				  and appropriate instructional methods that promote English language development
				  at various stages of language proficiency;
(10) apply understanding of cognitive
				  processes involved in internalizing language rules and learning vocabulary in a
				  second language (e.g., generalization, categorization, metacognition);
(11) apply understanding of the
				  ELPS Proficiency Level Descriptors (PLDs) and the relationship of the ELPS PLDs
				  to the stages of second language acquisition; and
(12) apply understanding of the
				  interconnected development of linguistic, cognitive, and academic processes
				  through the interdependence on social and cultural processes (affective
				  variables).