Demonstrate metalinguistic knowledge of language as a system by HC120914062145

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									                                                                              Ed 612.06 English for Speakers of Other Languages (ESOL), Page 1 of 6
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                                English for Speakers of Other Languages (ESOL) (Ed 612.06)
                                                Program Matrix Worksheet
Ed 612.06 English for Speakers of Other Languages (ESOL)
Directions: This matrix worksheet should be completed by the program. It should contain information that serves as an index or guide for the
reviewers as they review all evidence provided. Evidence referenced on this worksheet should be clearly marked according to the standards. The
same piece of evidence may meet more than one standard. Please reference specific parts of evidence whenever possible, particularly for large
pieces of evidence.

Ed 612.06 ENGLISH FOR SPEAKERS OF OTHER                         RELATED COURSES AND/OR                                   EVIDENCE
LANGUAGES (ESOL)                                                 REQUIRED EXPERIENCES

(a) In this section, “English for speakers of other languages (ESOL)” means a program that teaches students from different home language
backgrounds to become proficient in and to learn in English.

(b) The teacher preparation program for an ESOL teacher in grades K-12 shall provide the teaching candidate with skills, competencies, and
knowledge through a combination of academic experiences and demonstrated competency and equivalent experiences in the following areas:

        (1) In the area of language, a candidate shall:

                 a. Understand the major concepts,
                 theories, and research related to the
                 nature and acquisition of language;

                 b. Know how to construct learning
                 environments that support ESOL
                 students’ language and literacy
                 development and academic
                 achievement;

                 c. Demonstrate language proficiency in
                 oral and written English in social and
                 academic settings, and serve as a good
                 language model for ESOL students;

                 d. Demonstrate metalinguistic
                 knowledge of language as a system,
                 including phonology, morphology,
                 syntax, semantics, sociolinguistics,


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          social and academic English, and
          writing conventions;


          e. Understand and be able to apply
          concepts and theories of first and
          second language acquisition to facilitate
          ESOL students’ attainment of English
          in academic and social settings;

          f. Demonstrate knowledge of the
          historical development of the English
          language; and

          g. Have had the experience of studying
          a second language, which may include
          American Sign Language, by:
                1. Successfully completing at
                least 2 semesters of the study of a
                second language at the college
                level; or
                2. Demonstrating evidence of the
                equivalent of 2 semesters of the
                study of a second language at the
                college level, including, but not
                limited to, documentation of the
                acquisition of a second language
                during foreign residency;

(2) In the area of culture, a candidate shall:

          a. Understand the major principles,
          theories, and research pertaining to the
          influence of cultural groups on
          language learning, school achievement,
          and acculturation;

          b. Have knowledge of the nature and
          role of culture and the ability to apply


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                this knowledge in constructing learning
                environments that support ESOL
                students’ cultural identities and
                academic needs;

                c. Know, understand, and have the
                ability to use knowledge of how cultural
                groups, including the majority group,
                can affect language learning, social
                adjustment, and school achievement;
                and

                d. Have knowledge of at least one other
                cultural system based on first-hand
                experience;

(3) In the area of planning, implementing, and managing instruction, a candidate shall:

                a. Know, understand, and have the
                ability to use scientifically-based
                practices and strategies related to
                planning, implementing, and managing
                ESOL and content instruction;




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     b. Know, understand, and have the
     ability to apply concepts, research, and
     best practices to plan instruction in a
     supportive learning environment,
     including, but not limited to:
            1. Knowledge of how to
            construct effective lessons for
            diverse multilevel groups of
            ESOL students in self-contained
            ESOL classrooms, resource
            rooms and pull-out and push-in
            models of ESOL instruction; and
            2. Ability to select and adapt a
            variety of resources, design
            original lessons for ESOL
            instruction, modify mainstream
            content lessons, and align ESOL
            curricula with standards-based
            content curricula;
     c. Have knowledge of and ability to
     implement a variety of standards-based
     teaching strategies and techniques for
     integrating English listening, speaking,
     reading, and writing into the core
     curriculum; and

     d. Have familiarity with a wide range
     of standards-based materials, resources,
     and technologies, and ability to
     evaluate, adapt, and use them in
     effective ESOL and content teaching;

(4) In the area of literacy, a candidate shall:

     a. Demonstrate knowledge of and
     ability to apply current theories and
     research in first and second language
     literacy development;


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     b. Have ability to apply knowledge of
     decoding strategies using:
          1. Various teaching approaches,
          including, but not limited to
          phonics, whole language, and
          integrated approaches;
          2. Cueing systems, including, but
          not limited to schematic,
          semantic, syntactic, and
          graphophonemic; and
          3. Various methods for
          developing vocabulary;

     c. Understand and have the ability to
     teach strategies for developing students’
     ability to comprehend text, increase
     fluency, expand on word knowledge,
     and develop critical analysis using a
     variety of age- and skills-appropriate
     texts; and

     d. Understand, and have the ability to
     apply student strategies for writing in
     clear, concise, organized language
     through a range of activities, from
     sentence formation to narrative and
     expository writing;
(5) In the area of assessment, the candidate shall:

     a. Understand the purpose of
     diagnostic, language proficiency, and
     academic evaluations for ESOL
     students;

b. Understand issues of fairness and bias
relating to assessment;




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     c. Know how to assist colleagues in
     distinguishing among normal second
     language development, language
     differences, and learning problems in
     procedures for special needs,
     monitoring, and classroom evaluations;

     d. Have knowledge of and the ability to
     use a variety of standards-based
     language proficiency instruments to
     inform instruction and for
     identification, placement, and
     demonstration of language growth of
     ESOL students;

     e. Have knowledge of and the ability to
     use a variety of performance-based
     assessment tools and techniques in the
     classroom to evaluate students and
     inform instruction; and

     f. Have knowledge of current state- and
     federally-mandated assessments and
     their implications for ESOL students;
     and

(6) In the area of professionalism, the candidate shall:

     a. Understand his or her role as an
     advocate for ESOL students and their
     families and the importance of
     professional collaboration; and

     b. Demonstrate knowledge of the
     history of ESOL teaching, current
     research and practice, and issues of
     state and federal legal compliance as
     they relate to ESOL education.



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