Section 27.420 English as a New Language (ENL), English as a Second Language (ESL), and Bilingual Education

Section 27.420

English as a New Language (ENL),

English as a Second Language (ESL), and Bilingual Education

By October 1, 2024, all candidates for an endorsement in

English as a New Language, English as a Second Language, or Bilingual Education

will be required to complete a program aligned to the standards for initial

Teachers of English to Speakers of Other Languages (TESOL) Pre-K-12 Teacher

Preparation Programs (2018), published by the TESOL International Association,

1925 Ballenger Avenue, Suite 550, Alexandria VA 22314, and available at

http://www.tesol.org/advance-the-field/standards/tesol-caep-standards-for-p-12-teacher-education-programs.

(No later amendments to or editions of these guidelines are incorporated.)  The

standards effective until September 30, 2024 are as follows:

a)         English as a New Language (ENL). As used in this Section

"ENL teacher" refers to bilingual education teachers and teachers of

English as a second language.

1)         Content Knowledge – The competent ENL teacher has a

comprehensive command of the language of instruction, subject matter, methods

of inquiry, and structure of the disciplines and creates learning experiences

that make the content meaningful to all students while building on the

students' linguistic and cultural diversity.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands the main concepts, assumptions, debates,

principles and theories central to the teaching of students for whom English is

a new language.

ii)         understands how students' conceptual frameworks and previous

experiences relate to a domain of knowledge and can influence their learning.

iii)        understands the relationship between content-area domains and

instruction for ENL learners.

iv)        understands the process involved in second language

acquisition and in learning content through a second language (ESL and

bilingual teachers) and in learning content through a non-English language

(bilingual teacher)

late to a domain of knowledge and can influence their learning.

iii)        understands the relationship between content-area domains and

instruction for ENL learners.

iv)        understands the process involved in second language

acquisition and in learning content through a second language (ESL and

bilingual teachers) and in learning content through a non-English language

(bilingual teacher).

v)         understands the relationship between proficiency in English

and the non-English language to life and career applications.

vi)        understands the structure of the English language (ESL and

bilingual teachers) and the structure of the non-English language (bilingual

teachers).

B)        Performance Indicators – The competent ENL teacher:

i)          evaluates teaching resources and curriculum materials for

their comprehensibility, inclusivity, accuracy and appropriateness for students

for whom English is a new language.

ii)         uses differing viewpoints, theories, "ways of

knowing," methods of inquiry, complexities of language and choices of

language (bilingual teacher) in teaching subject matter concepts.

iii)        engages students in generating and testing knowledge using a

variety of methods that are appropriate for students for whom English is a new

language.

iv)        designs learning experiences to promote students' skills in

the use of appropriate technologies in all areas of study.

v)         anticipates and adjusts instruction to facilitate optimal

learning for all students, deliberately attempting to challenge all students

and holding them to high expectations.

vi)        uses a variety of instructional strategies, including language

scaffolding and various modalities of learning to help students develop

in-depth conceptual understanding and applications of subject matter.

vii)       facilitates learning experiences that make connections to

English, students' proficiency in two or more languages, other content areas

and life and career experiences

s.

vi)        uses a variety of instructional strategies, including language

scaffolding and various modalities of learning to help students develop

in-depth conceptual understanding and applications of subject matter.

vii)       facilitates learning experiences that make connections to

English, students' proficiency in two or more languages, other content areas

and life and career experiences.

viii)      considers the students' native language, prior knowledge and

educational background in the design, planning and delivery of instruction for

ENL learners.

ix)        facilitates students' transfer of knowledge and strategies

from one language to another.

2)         Human Development – The competent ENL teacher understands how

individuals grow, develop, and learn and provides effective learning

opportunities that support the intellectual, social, linguistic and personal

development of all students.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands that students construct knowledge, acquire skills

and develop habits of mind through the use of their native language and through

a second language.

ii)         understands that factors such as the students' cultures,

socioeconomic status, previous experiences and emotional and cognitive

development can influence learning.

iii)        understands that human development, the neural system and the

range of individual variation within each domain are mediated by language and

culture.

iv)        understands how the acculturation process affects students'

development.

v)         understands that educational systems vary and that differences

in approaches to learning and performance interact with development.

vi)        understands how to include student development factors and the

students' social, cultural and educational backgrounds in order to make

appropriate instructional decisions and promote a multicultural school climate

fects students'

development.

v)         understands that educational systems vary and that differences

in approaches to learning and performance interact with development.

vi)        understands how to include student development factors and the

students' social, cultural and educational backgrounds in order to make

appropriate instructional decisions and promote a multicultural school climate.

B)        Performance Indicators – The competent ENL teacher:

i)          analyzes individual and group performance in order to design

instruction that meets learners' current needs.

ii)         provides opportunities for students to reflect and build upon

their prior knowledge to gain in-depth academic knowledge, concepts, skills, cultural

competence and language proficiency in English and the non-English language.

iii)        introduces concepts and principles at different levels of

competency, taking into consideration language and culture so that the concepts

and principles are meaningful to students at their varying levels of

development and need.

iv)        incorporates students' home language and culture in the

design, planning, and implementation of a multicultural school climate.

3)         Diversity – The competent ENL teacher understands how students

differ in their approaches to learning based on their cultural backgrounds and

individual experiences and creates instructional opportunities that are adapted

to diverse learners.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands various disabilities as they may affect the

learning of students from culturally diverse backgrounds.

ii)         understands how individual experiences, talents, prior

knowledge, language, culture and family and community values influence

students' learning.

iii)        understands differences in approaches to learning and

performance, including different learning styles, multiple intelligences and

performance modes

hey may affect the

learning of students from culturally diverse backgrounds.

ii)         understands how individual experiences, talents, prior

knowledge, language, culture and family and community values influence

students' learning.

iii)        understands differences in approaches to learning and

performance, including different learning styles, multiple intelligences and

performance modes.

iv)        understands cultural dynamics and community diversity through

a well-grounded framework.

v)         understands the process of acculturation and the instructional

strategies that can be used to facilitate the learning of culture for all

students.

B)        Performance Indicators – The competent ENL teacher:

i)          creates a learning community in which individual and cultural

differences are respected and celebrated.

ii)         uses multiple cultural perspectives and individual students'

experiences to inform and enrich instruction.

iii)        makes appropriate provisions (in terms of time and

circumstances for work, tasks assigned, communication, and response modes) for

all students based on their individual learning differences or needs.

iv)        seeks and uses information about students' families, culture

and communities as a basis for connecting instruction to students' experiences.

v)         identifies when and how to access appropriate services or

resources to assist students with exceptional learning needs.

vi)        uses strategies to mediate cross-cultural conflicts and teach

collaborative skills to students.

vii)       evaluates and uses appropriate materials that feature multiple

perspectives and authentic information and that are free of bias.

viii)      implements instructional experiences that facilitate students'

adaptation to U.S. society while validating and maintaining the students' own

cultures

uses strategies to mediate cross-cultural conflicts and teach

collaborative skills to students.

vii)       evaluates and uses appropriate materials that feature multiple

perspectives and authentic information and that are free of bias.

viii)      implements instructional experiences that facilitate students'

adaptation to U.S. society while validating and maintaining the students' own

cultures.

4)         Planning and Instruction – The competent ENL teacher

understands instructional planning and designs instruction based upon knowledge

of the discipline, educational materials, technology, diversity of the

community and curriculum goals.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands the Illinois Learning Standards (see 23 Ill. Adm.

Code 1.Appendix D), curriculum development, subject-area content, learning

theory, language acquisition and student development and knows how to

incorporate this knowledge in planning and instruction.

ii)         understands how to develop short- and long-range plans

consistent with curriculum goals, learners' diversity (including linguistic and

cultural aspects) and learning theory.

iii)        understands how to take into account the students' language

proficiency, interests and career needs in planning instruction.

iv)        understands when and how to adjust plans based on students'

responses and other contingencies, such as prior content-area knowledge and

level of English proficiency.

v)         understands how to integrate technology into classroom

instruction and student assessment.

vi)        understands how to review and evaluate instructional

materials.

vii)       understands that a student's native language is a valuable

tool for advancing learning.

viii)      understands how to use the student's native language to

advance learning (bilingual teacher)

ish proficiency.

v)         understands how to integrate technology into classroom

instruction and student assessment.

vi)        understands how to review and evaluate instructional

materials.

vii)       understands that a student's native language is a valuable

tool for advancing learning.

viii)      understands how to use the student's native language to

advance learning (bilingual teacher).

B)        Performance Indicators – The competent ENL teacher:

i)          establishes high expectations for students' learning in

content areas, in English (ESL and bilingual teacher) and in the non-English

language (bilingual teacher).

ii)         applies principles of scope and sequence when planning

curriculum and instruction.

iii)        creates short- and long-term plans to achieve expectations

for student learning.

iv)        creates multiple learning activities that allow for variation

in students' learning styles, performance modes and levels of English language

proficiency.

v)         incorporates students' multicultural experiences into

instructional practices that relate to the students' current life experiences

and to future career and work experiences.

vi)        creates approaches to learning that are interdisciplinary and

address various modalities of learning.

vii)       develops plans based on students' responses and provides for

different pathways based on students' needs.

viii)      uses teaching resources and materials that are inclusive and

non-biased and that have been evaluated for accuracy and usefulness.

ix)        accesses and uses a wide range of information, instructional

technologies, and approaches in assessment and instruction.

x)         creates the opportunity for meaningful communication that

allows students to interact with subject matter while building proficiency in

English (ESL and bilingual teachers) and the non-English language (bilingual

teachers).

xi)        uses content as a means for language learning and language

development

ion, instructional

technologies, and approaches in assessment and instruction.

x)         creates the opportunity for meaningful communication that

allows students to interact with subject matter while building proficiency in

English (ESL and bilingual teachers) and the non-English language (bilingual

teachers).

xi)        uses content as a means for language learning and language

development.

xii)       creates real-world experiences for students.

xiii)      provides meaningful classroom experiences that are

developmentally appropriate for ENL students who have exceptional needs.

5)         Learning Environment – The competent ENL teacher understands

the use of individual and group motivation and behavior to establish a caring,

inclusive, safe and linguistically and culturally rich community of learning.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands principles of and strategies for effective

classroom management by minimizing inter- and intra-group friction and

fostering understanding and respect among all cultural groups.

ii)         understands how individuals influence groups and how groups function

in a multicultural environment.

iii)        understands how to help students work cooperatively and

productively in groups so that all students feel empowered.

iv)        understands cultural and linguistic factors that influence

motivation and engagement in the learning process to help students become

self-motivated.

B)        Performance Indicators – The competent ENL teacher:

i)          creates an atmosphere where students from linguistically and

culturally diverse backgrounds feel welcomed, valued, respected, confident and

challenged

empowered.

iv)        understands cultural and linguistic factors that influence

motivation and engagement in the learning process to help students become

self-motivated.

B)        Performance Indicators – The competent ENL teacher:

i)          creates an atmosphere where students from linguistically and

culturally diverse backgrounds feel welcomed, valued, respected, confident and

challenged.

ii)         uses strategies to create a smoothly functioning learning

community in which culturally and linguistically diverse students assume

responsibility for themselves and one another, participate in decision making,

work collaboratively and independently, use appropriate technology, and engage

in purposeful learning activities.

iii)        analyzes the classroom environment to enhance social

relationships, students' motivation, mutual respect, cooperation and support

for students from linguistically and culturally diverse backgrounds.

iv)        organizes, allocates, and manages time, materials, and

physical space in order to engage all students in productive tasks.

6)         Instructional Delivery – The competent ENL teacher understands

and uses a variety of instructional strategies to encourage students'

development of critical thinking, problem solving and performance skills in the

learning of both content and languages.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands the cognitive processes associated with various

kinds of learning and how these processes can be encouraged in students for

whom English is a new language.

ii)         understands principles, advantages and limitations of various

instructional strategies as applied to all content areas and learning styles.

iii)        understands how to facilitate learning through the use of a

wide variety of materials as well as human and technological resources for ENL

students

ow these processes can be encouraged in students for

whom English is a new language.

ii)         understands principles, advantages and limitations of various

instructional strategies as applied to all content areas and learning styles.

iii)        understands how to facilitate learning through the use of a

wide variety of materials as well as human and technological resources for ENL

students.

iv)        understands the disciplinary and interdisciplinary approaches

to learning as applied to individual instruction and how they relate to life

and career experiences for ENL students.

B)        Performance Indicators – The competent ENL teacher:

i)          evaluates how to achieve learning goals and make

instructional modifications to meet students' needs.

ii)         uses appropriate teaching and learning strategies in English

(ESL and bilingual teacher) and the students' native language (bilingual

teacher) to engage students in active learning opportunities that promote the

development of critical thinking, problem solving and performance capabilities

that help students assume responsibility for identifying and using learning

resources.

iii)        monitors and adjusts strategies in response to learners'

feedback.

iv)        varies his/her role in the instructional process as

instructor, facilitator, coach or audience in relation to the content and

purposes of instruction and the needs of students.

v)         diversifies instruction to meet the needs of a culturally and

linguistically diverse student body.

vi)        uses a wide range of appropriate technologies to enhance

students' learning and to build students' competencies and confidence in the

use of these devices.

vii)       develops curriculum that demonstrates an interconnection among

subject areas, English proficiency and students' bilingualism that reflects

life and career possibilities

turally and

linguistically diverse student body.

vi)        uses a wide range of appropriate technologies to enhance

students' learning and to build students' competencies and confidence in the

use of these devices.

vii)       develops curriculum that demonstrates an interconnection among

subject areas, English proficiency and students' bilingualism that reflects

life and career possibilities.

7)         Communications – The competent ENL teacher uses knowledge of

effective written, verbal, nonverbal and visual communication techniques to

foster active inquiry, collaboration and supportive interaction in the

classroom.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands communication theory, language development and

the role of language learning as it pertains to first and second language

acquisition.

ii)         understands how cultural and gender differences can affect

communication in the classroom.

iii)        understands the social, intellectual and political

implications of language use.

iv)        understands the importance of audience and purpose when

selecting ways to communicate appropriately in both academic and social

settings.

v)         understands that literacy is a developmental process and a

necessary aspect of first and second language learning.

vi)        understands approaches, methodologies and strategies that

promote first and second language acquisition.

vii)       understands that language acquisition is a constructive

process and that language learning is an interactive process.

B)        Performance Indicators – The competent ENL teacher:

i)          models accurate, effective communication when conveying ideas

and information and when asking questions and responding to students in the

language of instruction.

ii)         develops and effectively uses appropriate levels of

instruction.

iii)        uses effective questioning techniques and stimulates

discussion using the language of instruction for specific instructional

purposes

models accurate, effective communication when conveying ideas

and information and when asking questions and responding to students in the

language of instruction.

ii)         develops and effectively uses appropriate levels of

instruction.

iii)        uses effective questioning techniques and stimulates

discussion using the language of instruction for specific instructional

purposes.

iv)        creates and modifies the learning environment to enable

linguistically diverse students to use effective written, verbal, nonverbal and

visual communication in English (ESL and bilingual teacher) and the non-English

language (bilingual teacher).

v)         models culturally sensitive behavior when practicing effective

listening, conflict resolution and group-facilitation skills.

vi)        uses a variety of communicative tools to make language

comprehensible and to lower anxiety when eliciting student expression.

vii)       provides learning experiences that use conventional and

technological means of communication.

8)         Assessment – The competent ENL teacher understands various

formal and informal assessment strategies and uses them to support the

continuous development of all students.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands how to assess how well students are meeting the

Illinois Learning Standards (see 23 Ill. Adm. Code 1.Appendix D).

ii)         understands the purposes, characteristics and limitations of

different kinds of assessments for students for whom English is a new language.

iii)        understands measurement theory and assessment-related issues

such as validity, reliability, bias and scoring.

iv)        understands how to use assessment results to reflect on and

modify teaching.

v)         understands how to select, construct and use assessment strategies

and instruments for diagnosis and evaluation of learning and instruction in

English (ESL and bilingual teacher) and the non-English language (bilingual

teacher)

ment-related issues

such as validity, reliability, bias and scoring.

iv)        understands how to use assessment results to reflect on and

modify teaching.

v)         understands how to select, construct and use assessment strategies

and instruments for diagnosis and evaluation of learning and instruction in

English (ESL and bilingual teacher) and the non-English language (bilingual

teacher).

B)        Performance Indicators – The competent ENL teacher:

i)          appropriately uses assessment results to diagnose learning

difficulties and design teaching strategies to meet the learning needs of

students for whom English is a new language.

ii)         uses a variety of formal and informal assessments to evaluate

the understanding, progress and performance of the individual student and the

class as a whole.

iii)        involves students in self-assessment activities to help them

become aware of their strengths and needs and encourage them to establish goals

for learning.

iv)        maintains useful and accurate records of students' work and

performance and communicates students' progress knowledgeably and responsibly

to students, parents and colleagues.

v)         uses appropriate technologies to monitor and assess students'

progress.

vi)        involves students in appropriate instructional activities that

allow for the assessment and development of social skills.

9)         Collaborative Relationships – The competent ENL teacher

understands the role of the community in education and develops and maintains

collaborative relationships with colleagues, parents/guardians, and the

community to support students' learning and well-being.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands the community the school serves to better communicate

with parents.

ii          understands the benefits, barriers and techniques involved in

establishing and fostering relationships with parents/families

ionships with colleagues, parents/guardians, and the

community to support students' learning and well-being.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands the community the school serves to better communicate

with parents.

ii          understands the benefits, barriers and techniques involved in

establishing and fostering relationships with parents/families.

iii)        understands school- and work-based learning environments and

the need for collaboration with community businesses and agencies to promote

cooperation among educational partners.

iv)        understands collaborative skills that are necessary to

interact on behalf of students.

B)        Performance Indicators – The competent ENL teacher:

i)          fosters collaboration with others who affect the ways the

system meets students' needs.

ii)         creates forums and two-way communication vehicles to foster

home and school links that build effective learning climates for ENL students

and their families.

iii)        seeks opportunities and develops relationships with parents,

guardians, and extended family to acquire an understanding of the students'

lives and culture.

iv)        joins collaborative groups that form partnerships with local

businesses and agencies to seek equitable learning opportunities for students.

v)         uses a variety of means to communicate educational goals,

standards and implications of instructional activities and student assessment

results to parents, students, colleagues, collaborative partners, and the

educational community at large.

vi)        works with colleagues in an interdisciplinary manner to

develop an integrative, pluralistic learning environment that values the

background of all students

y of means to communicate educational goals,

standards and implications of instructional activities and student assessment

results to parents, students, colleagues, collaborative partners, and the

educational community at large.

vi)        works with colleagues in an interdisciplinary manner to

develop an integrative, pluralistic learning environment that values the

background of all students.

10)       Reflection and Professional Growth – The competent ENL teacher

is a reflective practitioner who continually evaluates how his/her choices and

actions affect culturally and linguistically diverse students and their parents

and therefore seeks opportunities to grow professionally from interactions with

students, their parents and other professionals.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands that reflection is an integral part of

professional growth and improvement of instruction.

ii)         understands how his/her own philosophy, culture and

experiences affect the instruction of culturally and linguistically diverse

learners.

iii)        understands a variety of self-assessment strategies.

iv)        understands the research in the field of ESL and bilingual

education on language learning and on the cognitive/academic development of ENL

learners.

v)         understands where to find resources for professional

development in the field.

vi)        understands the need to continually analyze, evaluate, and use

research-based best practices.

B)        Performance Indicators – The competent ENL teacher:

i)          uses classroom observation, ongoing assessment, pedagogical

knowledge and research as sources for reflection, evaluation and revision of

practice.

ii)         examines and evaluates his/her own strengths and weaknesses

and employs that knowledge in planning for instruction.

iii)        analyzes varied perspectives and keeps abreast of significant

developments and debates in the field of teaching ENL learners

observation, ongoing assessment, pedagogical

knowledge and research as sources for reflection, evaluation and revision of

practice.

ii)         examines and evaluates his/her own strengths and weaknesses

and employs that knowledge in planning for instruction.

iii)        analyzes varied perspectives and keeps abreast of significant

developments and debates in the field of teaching ENL learners.

iv)        interacts with other professionals, explores new resources,

studies the professional literature, participates in advanced educational

programs, and contributes to the advancement of the profession of teaching ENL

learners.

11)       Professional Conduct and Leadership – The competent ENL teacher

understands education as a profession, maintains standards of professional

conduct, and provides leadership to improve the learning and well-being of

students for whom English is a new language.

A)        Knowledge Indicators – The competent ENL teacher:

i)          understands the unique characteristics of the bilingual/ESL

education profession and the ethical considerations that apply to educators.

ii)         understands the goals of diverse programs and services, how

they are organized and how they operate within the local school context for ENL

students.

iii)        understands school and district policies and procedures for

serving ENL students.

iv)        understands the Illinois mandate for assessing and providing

services to ENL learners.

v)         understands the importance of active participation and

leadership in professional education organizations.

B)        Performance Indicators – The competent ENL teacher:

i)          provides leadership to administrators and instructional staff

on ways to meet the needs of ENL learners for academic success and comfort in

their new educational and social setting.

ii)         espouses the value of multilingualism and serves as an

advocate for the appropriate use of the non-English language in the school

setting

Performance Indicators – The competent ENL teacher:

i)          provides leadership to administrators and instructional staff

on ways to meet the needs of ENL learners for academic success and comfort in

their new educational and social setting.

ii)         espouses the value of multilingualism and serves as an

advocate for the appropriate use of the non-English language in the school

setting.

iii)        seeks to ensure that proper identification, assessment,

placement, referral and reclassification procedures are followed and that ENL

students receive appropriate and equitable services and meaningful instruction.

iv)        advocates for equal access to extracurricular and enrichment

activities for ENL learners and participates in and leads student

organizations.

v)         engages families of ENL learners in ways that enable and

empower them to advocate on their own behalf.

vi)        reviews existing structures and policies; challenges ideas,

requirements, and curricular assumptions that may inhibit effectiveness,

equity, school quality, and learning; and initiates and develops curricular and

staff development projects and programs that enhance learning for ENL students.

vii)       contributes knowledge and expertise about teaching ENL

learners to the profession and actively influences norms in the school,

encouraging collaboration and professionalism within a multicultural context.

viii)      meets with local education agencies, professional

organizations, and/or community organizations to advocate for ENL learners.

ix)        follows codes of professional conduct, school policy and

procedures, respecting the boundaries of professional responsibilities when

working with students, families, colleagues and community organizations.

b)         English

as a Second Language (ESL) (Beginning September 1, 2018)

tion agencies, professional

organizations, and/or community organizations to advocate for ENL learners.

ix)        follows codes of professional conduct, school policy and

procedures, respecting the boundaries of professional responsibilities when

working with students, families, colleagues and community organizations.

b)         English

as a Second Language (ESL) (Beginning September 1, 2018).  No later than

September 1, 2018, all approved teacher preparation programs that offer

coursework and clinical experiences leading to the receipt of an ESL/bilingual

education endorsement shall submit the course of study for ESL and/or bilingual

education with evidence that the program's or course's content is congruent

with the standards identified in this Section.  An application for approval of

a new preparation program or course of study submitted on or after September 1,

2018 shall provide evidence of congruence with the standards identified in this

Section. The standards set forth in this subsection (a) shall apply to ESL.

1)         ESL

Language and Literacy Domain

A)        Language

as a System – The competent ESL teacher:

i)          demonstrates

an understanding of social and academic language to support English Learners

(ELs) in their acquisition of English language and literacy across the content

areas.

ii)         demonstrates

understanding of language as a system, including phonology, morphology,

semantics, syntax, discourse and pragmatics.

B)        Language

Acquisition and Development – The competent ESL teacher understands and applies

theories and research in first and second language acquisition to support  his

or her ELs' English language and literacy development across content areas.

C)        Language

in Society – The competent ESL teacher is reflective and responsive regarding

both his or her own beliefs and common assumptions about how policies and power

shape and mutually interact with language use, attitudes and societal norms,

and ultimately affect education for ELs

quisition to support  his

or her ELs' English language and literacy development across content areas.

C)        Language

in Society – The competent ESL teacher is reflective and responsive regarding

both his or her own beliefs and common assumptions about how policies and power

shape and mutually interact with language use, attitudes and societal norms,

and ultimately affect education for ELs.

2)         ESL

Culture Domain

A)        Culture

Research and Theory – The competent ESL teacher demonstrates and applies

knowledge of current research, principles and theories of culture applied to

the context of teaching and learning.

B)        Cultural

Awareness – The competent ESL teacher demonstrates an awareness of and reflects

on his or her personal beliefs, socioeconomic and cultural background, and

intercultural experiences.

C)        Cultural

Responsive Instruction – The competent ESL teacher understands the differences

between home and school cultures and builds connections between them by

implementing culturally and linguistically responsive strategies to support

student achievement.

D)        Culture

and Language – The competent ESL teacher continually learns about his or her

students' languages and the language variations and builds instruction on the

cultural assets and backgrounds that students bring from their homes and

communities.

E)        Effects

of Discrimination – The competent ESL teacher demonstrates and applies

knowledge about the negative effects of prejudice, stereotyping and

discrimination on teaching and learning.

3)         ESL

Instruction Domain

A)        Planning

for Standards-based ESL and Content Instruction – The competent ESL teacher:

i)          demonstrates

knowledge of and applies concepts, research and best practices to plan

classroom instruction in a supportive learning environment for ELs.

ii)         demonstrates

understanding of diverse international approaches to teaching language and

content

ESL

Instruction Domain

A)        Planning

for Standards-based ESL and Content Instruction – The competent ESL teacher:

i)          demonstrates

knowledge of and applies concepts, research and best practices to plan

classroom instruction in a supportive learning environment for ELs.

ii)         demonstrates

understanding of diverse international approaches to teaching language and

content.

iii)        plans

age appropriate instruction for classrooms with students of various language

proficiency levels and diverse cultural and academic backgrounds.

iv)        utilizes

appropriate pedagogy to plan instruction for students.

v)         demonstrates

how to access and incorporate students' prior knowledge and experiences,

including students' primary language, for instructional purposes.

B)        Implementing

and Managing Standards-based ESL and Content – The competent ESL teacher:

i)          Implements

a variety of second language teaching strategies and approaches (guided by

national and State ESL language learning standards) for developing and

integrating academic English language in the listening, speaking, reading and

writing domains.

ii)         Understands

and provides access to the core curriculum, including through the use of the

student's primary language.

C)        Using

Resources Effectively in ESL Instruction – The competent ESL teacher:

i)          Evaluates,

selects and adapts a wide range of materials, resources and technologies that

meet the content and language needs of ELs.

ii)         Uses

materials, methods and approaches that are culturally responsive,

linguistically and academically rigorous, and developmentally appropriate,

including the use of primary language resources

ESL Instruction – The competent ESL teacher:

i)          Evaluates,

selects and adapts a wide range of materials, resources and technologies that

meet the content and language needs of ELs.

ii)         Uses

materials, methods and approaches that are culturally responsive,

linguistically and academically rigorous, and developmentally appropriate,

including the use of primary language resources.

4)         ESL

Assessment Domain

A)        Issues

of Assessment for ELs – The competent ESL teacher demonstrates knowledge and

understanding of various assessment issues that affect ELs, such as

accountability, reliability, validity, bias, special education testing, primary

and target language proficiency, language supports, and accommodations in all assessment

situations.

B)        Language

Proficiency Assessment – The competent ESL teacher demonstrates knowledge,

understanding and application of a variety of language proficiency assessments

to document students' language development, to inform teacher instruction, and

to identify, place and reclassify ELs.

C)        Content

Subject and Classroom-based Assessments – The competent ESL teacher

demonstrates knowledge, understanding and application of a variety of

assessment tools and techniques that are valid and reliable for ELs in order to

measure students' academic achievement, including accommodations for ELs'

language proficiency levels, and inform teachers' content and language

instruction in the classroom.

5)         ESL

Professionalism Domain

A)        ESL

Research and History – The competent ESL teacher:

i)          demonstrates

knowledge of history, research and current policies and practices in the field

of EL education and applies this knowledge to meeting the needs of ELs.

ii)         demonstrates

knowledge of both additive and subtractive theories of bilingual education and

understands the effects of these practices on students, families and

communities

story – The competent ESL teacher:

i)          demonstrates

knowledge of history, research and current policies and practices in the field

of EL education and applies this knowledge to meeting the needs of ELs.

ii)         demonstrates

knowledge of both additive and subtractive theories of bilingual education and

understands the effects of these practices on students, families and

communities.

B)        Professional

Development, Partnerships and Advocacy – The competent ESL teacher participates

in professional growth opportunities, collaborates and builds partnerships with

other professionals and community organizations, and advocates for ELs.

C)        Partnerships

and Advocacy with Families – The competent ESL teacher:

i)          demonstrates

understanding of the benefits of multilingualism and incorporates ELs' cultural

and linguistic assets into their practice in order to help ELs be socially and

academically successful.

ii)         demonstrates

understanding of how to work collaboratively with families of ELs and

communities to improve the learning environment, provide support, and advocate

for ELs and their families.

D)        Empowerment

– The competent ESL teacher demonstrates an understanding of the relationship

between language and power.

c)         Bilingual

Education (Beginning September 1, 2018).  In addition to the standards listed

in subsection (b), the standards set forth in this subsection (c) shall apply

to bilingual education.

1)         Bilingual

Language and Literacy Domain

The competent bilingual education

teacher demonstrates social and academic language competencies in both

languages in order to maximize biliteracy and bicultural development in their

students.

2)         Bilingual

Instruction Domain

Planning for Standards-based ESL

and Content Instruction – The competent bilingual education teacher:

A)        demonstrates

the ability to properly assess content instruction in the primary and target

language in order to make appropriate instructional decisions

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languages in order to maximize biliteracy and bicultural development in their

students.

2)         Bilingual

Instruction Domain

Planning for Standards-based ESL

and Content Instruction – The competent bilingual education teacher:

A)        demonstrates

the ability to properly assess content instruction in the primary and target

language in order to make appropriate instructional decisions.

B)        demonstrates

knowledge, understanding and application of a variety of assessment tools and

techniques that are valid and reliable in the primary language of the student.

C)        knows

and understands research-based models of bilingual education and their

features, including components, goals, benefits, limitations, and factors that

determine the implementation of a particular bilingual program in a school or

district.

D)        is

able to teach literacy in the primary language while developing the EL's

literacy in the target language by making appropriate instructional

modifications across the curricula.

E)        demonstrates

knowledge of selection of instructional materials for the bilingual classroom

and ensures materials and resources are appropriate for the program model and

local context.

3)         Bilingual

Assessment Domain

Issues of Assessment for ELs – The

competent bilingual education teacher:

A)        demonstrates

the ability to properly assess content instruction in the primary and target

language in order to make appropriate instructional decisions.

B)        demonstrates

knowledge, understanding and application of a variety of assessment tools and

techniques that are valid and reliable in the primary language of the student.