ESL TExES
Review/Preparation
Dr. Irma Guadarrama, Associate Professor,
University of Houston, College of Education
Email: iguadarrama@uh.edu
TEST FRAMEWORK
DOMAIN 1: Language concepts and
language acquisition
 The ESL teacher (TESLT)understands fundamental
language concepts and knows the structure and
conventions of the English language;
 TESLT understands the processes of first and second
language acquisition and uses this knowledge to
promote students’ language development in English.
TEST FRAMEWORK
DOMAIN II: ESL Instruction and
Assessment
 TESLT understands ESL teaching methods and uses this
knowledge to plan and implement effective, developmentally
appropriate ESL instruction
 TESLT has knowledge of the factors that affect ESL students’
learning of academic content, language, and culture;
 TESLT understands formal and informal assessment
procedures and instruments (language proficiency and
academic achievement) used in ESL programs and uses
assessment results to plan and adapt instruction.
TEST FRAMEWORK
DOMAIN III: Foundations of ESL
Education, Cultural Awareness, and
Family and Community Involvement
 TESLT has knowledge of the foundations of ESL
education and factors that contribute to an effective
multicultural and multilingual learning environment;
 TESLT knows how to serve as an advocate for ESL
students and facilitate family and community
involvement in their education.
Language and Culture
Becoming bilingual is also a process of
becoming bicultural. Language and culture are
inseparable.
To speak a second language fluently is to
become a member of the target group.
Learning a second language is a
transformational process that is arduous and
complex and time-consuming. It takes 3-7 years
to master the language.
Language and Culture
Learning a second language requires a whole
brain function: an individual uses linguistic and
thinking capabilities as well as emotions and
feelings.
Research studies have concluded that
bilingualism does not result in negative
consequences, and does not adversely affect
the learner’s linguistic, academic, or intellectual
development.
Teaching Strategies
Collaborative/cooperative learning
Student interest
Previous experience or prior knowledge
Variety
Integration of subject matter
Supportive climate
Graphic organizers
Exemplary Practices
Create a curriculum that is meaningful and childcentered.
Create an environment where the social nature
of language is respected and provided for.
Establish use of cooperative and flexible
learning groups.
Provide for all levels of English language
proficiencies and learning styles.
Exemplary Practices
Provide adequate amounts of comprehensible
input.
Develop language across all areas of the
curriculum.
Plan thematic units that span the curriculum and
are built from student interests and background
experiences.
Use quality literature containing positive
multicultural perspectives and images to provide
the basis of instruction.
Exemplary Practices
 Make available to children materials that enhances
literacy.
 Use authentic assessment that focuses on children’s
strengths.
 Accept close approximations in children’s oral and
written miscues providing guidance as children progress
toward conventions.
 Accept music, literature, drama, and art as expressions
and valid interpretations of meaning and understanding.
 Keep evaluation in perspective, and use information
gained to plan for future instruction.
Components of Language
Phonology - System of sounds
Morphology - System of how words are built
Semantics - Study of meanings of words and
Sentences
Syntax - Systematic arrangement of words and
sentences
Pragmatics - System of the use of language in
social contexts
Theoretical Bases
Nativist
Empiricist
ESL Methods
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Grammar/Translation
Direct Method
Reading Method
Audio-lingual
Notional Functional
Silent Way
Suggestopedia
Community Language Learning
Total Physical Response
Natural Approach
ESL in the Content Areas
Krashen’s Hypotheses
Comprehensible Input
Affective Filter
Natural Order
Optimal Monitor
BICS & CALP
BASIC INTERPERSONAL COMMUNICATION SKILLS & COGNITIVE
ACADEMIC LINGUISTIC PROFICIENCY
A. Social &
Contextualized
C. Academic &
Contextualized
B. Social &
Decontextualized
D. Academic &
Decontextualized
Language Proficiency
Sample assessment: SOLOM, Student Oral Language
Observation Matrix
Comprehension
Fluency
Vocabulary
Pronunciation
Grammar
 Level 1: Pre-production
 Level 2:Early Production I
 Level 3:EarlyProduction 2
 Level 4: Speech
Emergence
 Level 5: Intermediate
Fluency
CALLA: Cognitive Academic
Language Learning Approach
Cognitive/academic skills
Language objective
Learning strategies (independent
learning)
Culture: Stages of
Acculturation
Euphoria
Culture Shock
Recovery
Stabilization
Enculturation, Assimilation, Acculturation
Legal Requirements &
Responsibilities
 Every student participates
 Affective, linguistic, cognitive areas
 Proficiency in comprehension, speaking, reading, and
writing in L2
 Pre-K to 5th: students receive same amount of ESL as
regular language arts
 7-12th: students receive varied amounts from 1/3 to total
immersion
 LPAC: language proficiency assessment committee