Study Guide - English As a Second Language 12 Page 1 of 41
Preparation Manual for The Examination for the
Certification of Educators in Texas (ExCET)
ENGLISH AS A SECOND LANGUAGE 12
EXPANDED-NEW CONTENT
EFFECTIVE BEGINNING WITH FALL 2000 TEST
PREFACE
This manual is designed to help examinees prepare for one of the tests of
the Examination for the Certification of Educators in Texas (ExCET)
program. Becoming familiar with the test competencies, test item formats,
and ideas for preparation resources will be useful for test preparation.
Education faculty and program administrators at educator preparation
programs may also find this information useful as they help examinees
prepare for the test.
KEY FEATURES OF THE MANUAL
List of competencies that will be tested
Strategies for answering test questions
Sample test items and answer key
If you have questions after reading this preparation manual, please
contact the State Board for Educator Certification Information and
Support Center at (888) 863-5880.
Study Guide - English As a Second Language 12 Page 2 of 41
State Board for Educator Certification
1001 Trinity Street
Austin, Texas 78701-2603
The ExCET program is administered under the authority of the State Board for Educator
Certification (SBEC); regulations and standards governing the program are subject to
change at the discretion of the State Board for Educator Certification.
This document may not be reproduced for commercial use but may be copied for
educational purposes. The State Board for Educator Certification would appreciate credit
for the material used and a copy of the reprint. In compliance with the Americans with
Disabilities Act, this document may be requested in alternative formats by contacting the
State Board for Educator Certification.
This document is available on the SBEC Web site (www.sbec.state.tx.us).
Study Guide - English As a Second Language 12 Page 3 of 41
TABLE OF CONTENTS
SECTION I: THE TESTING PROGRAM
TEST DEVELOPMENT PROCESS
CHARACTERISTICS OF THE TESTING PROGRAM
TEST ADMINISTRATION
SCORE REPORTS AND THE SCORING PROCESS
SECTION II: USING THE TEST FRAMEWORKS
ORGANIZATION OF THE TEST FRAMEWORKS
PREPARING TO STUDY
TEST FRAMEWORK
SECTION III: APPROACHES TO ANSWERING ITEMS
SECTION IV: SAMPLE ITEMS
SAMPLE ITEMS
ANSWER KEY
ANSWER SHEET
SECTION V: PREPARATION RESOURCES
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SECTION I: THE TESTING PROGRAM
Texas is committed to maintaining a teaching force that will produce enhanced student
achievement
and meet the changing roles and expectations of professional educators in the dynamic
and diverse
society of our state.
Teacher assessments must ensure that teachers can demonstrate higher-order thinking;
that the
purposes of instruction relate to real-world outcomes; and that the interdisciplinary nature
of the
curriculum, rather than isolated skills and knowledge, is the focus of instruction.
Teachers must be
prepared to use new technologies so that students will be prepared to enter a high-tech
world as they
leave the school system. Today's teachers must demonstrate flexibility and creativity in
solving the
problems they face in their classrooms. The teaching role is expanded to communicating
within the
larger school organization and local community. To this end, the ExCET tests measure an
individual's
preparedness to deal with changing roles and expectations that teachers face in Texas
classrooms.
TEST DEVELOPMENT PROCESS
Each content area to be tested is defined by a set of competencies written to correspond to
state
curriculum guidelines, curriculum materials, and current research on teaching practices.
Committees
of Texas educators reviewed each competency to ensure that it is appropriate for its
certification area.
Then a sample of practicing Texas educators participated in a job analysis survey to judge
the
importance of each competency in relation to the job of a teacher in Texas public schools.
Test
questions were written to correspond to these competencies.
Texas educators have reviewed each test question for accuracy of content and elimination
of potential
bias, and the resulting questions have been field tested to ensure that they are fair, valid
measures of
the competencies.
CHARACTERISTICS OF THE TESTING PROGRAM
The ExCET program is designed to assess subject-matter knowledge and professional
knowledge
required of entry-level educators rather than knowledge gained through professional
experience on
the job.
All the tests in the ExCET program are criterion referenced; that is, they are designed to
measure your
knowledge in relation to an established standard of competence (criterion) rather than in
relation to
the performance of other candidates. The explicit purpose of the ExCET program is to
help identify
those candidates who have demonstrated the level of professional and subject-matter
knowledge
required to perform satisfactorily in their teaching field.
TEST ADMINISTRATION
Please refer to the current ExCET registration bulletin for information on test dates, sites,
fees,
registration procedures, and policies. It may also be useful for you to review the last
section of the
bulletin for general information on preparing for the ExCET tests.
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SCORE REPORTS AND THE SCORING PROCESS
After you take the test, you will receive a score report indicating whether or not you
passed the test.
Passing status is determined on the basis of your total test performance. Your total score
is not an
average of your domain scores. Domain scores are provided so that you can identify your
strengths
and weaknesses.
There is no penalty for incorrect answers on this test. Even if you are uncertain about an
answer, it is
better to guess than not to answer at all.
The State Board for Educator Certification established the score you need to receive to
pass the test.
That score reflects the minimum knowledge required to teach successfully in Texas
public schools.
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SECTION II: USING THE TEST FRAMEWORKS
This test of the Examination for the Certification of Educators in Texas (ExCET)
program is a test of
the subject matter in your area of specialization and of the professional knowledge
required of an
educator. The test is based on current and relevant expectations for today's teacher. The
test includes
only questions covering the content that will be an important part of your responsibilities
as an
educator. This manual is designed to focus your preparation by helping you become
familiar with the
content to be covered on the test.
ORGANIZATION OF THE TEST FRAMEWORKS
The content covered by a test is organized into three or more domains. Within each
domain the
content is defined by a set of competencies. Each competency is composed of two major
parts:
1. the competency statement, which broadly defines the
content that an entry-level educator needs to know (this
includes a brief topic statement which is underlined), and
2. the descriptive statement, which describes in greater
detail the types of knowledge and skills covered by the
competency.
An example of a competency and its accompanying descriptive statement is provided
below.
Sample Competency and Descriptive Statement
English as a Second Language (fIELD 12)
Competency:
First- and second-language acquisition. The ESL teacher demonstrates knowledge
of first- and second-language acquisition processes and uses this knowledge to
promote achievement of ESL learners.
Descriptive Statement:
The teacher understands first- and second-language acquisition and uses learners'
abilities in a primary language to promote their second-language acquisition for
communicative and academic purposes. The teacher identifies learners who are at
different stages of second-language acquisition and applies age-appropriate strategies
for enhancing the language abilities of these learners.
Domain: UNDERSTANDING LEARNERS FOR WHOM
ENGLISH IS A SECOND LANGUAGE
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The competencies are broad, conceptual statements, written in language that reflects the
skills,
knowledge, and understanding that an entry-level teacher needs in order to teach
effectively in a
Texas classroom. This test is made up of questions that measure these competencies.
PREPARING TO STUDY
The first step in studying for the test is to identify the information the test will cover.
Read through
the entire test framework (see the following pages in this section) to get a general picture
of the
material that the test covers. The number of competencies within each domain reflects
the
emphasis given to that domain on the test. Domains with more competencies receive
more
coverage on the test, as illustrated in TEST FRAMEWORK FOR ENGLISH AS A
SECOND
LANGUAGE (FIELD 12)
After you have a broad picture of what the test includes, carefully read each competency
with its
descriptive statement in order to get a more specific idea of the knowledge you will be
required to
demonstrate on the test. When you have become familiar with the competencies, make a
list of those
competencies about which you feel you know the most and the least. You may wish to
use this review
of the competencies and the relative weights of the domains to set priorities for your
study time. See
SECTION V: PREPARATION RESOURCES for possible study materials to consult.
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DOMAIN I—UNDERSTANDING LEARNERS FOR WHOM ENGLISH IS A
SECOND
LANGUAGE
Competency 001
First- and second-language acquisition. The ESL teacher demonstrates knowledge
of first- and
second-language acquisition processes and uses this knowledge to promote
achievement of ESL
learners.
The teacher understands first- and second-language acquisition and uses learners'
abilities in a primary language to promote their second-language acquisition for
communicative and academic purposes. The teacher identifies learners who are at
different stages of second-language acquisition and applies age-appropriate strategies for
enhancing the language abilities of these learners.
Competency 002
Variables affecting language learning. The ESL teacher demonstrates knowledge of
variables
that may affect a student's language learning and provides experiences that respond
to
students' needs and abilities.
The teacher recognizes variables inside the classroom (e.g., teacher expectations,
grouping practices) and outside the classroom (e.g., peer interactions, parental attitudes,
community characteristics) that may affect an ESL learner's performance in school. The
teacher bases instructional decisions on an individual learner's prior knowledge,
experiences, and needs. The teacher knows how to create learning opportunities in
elementary and secondary settings that enhance each learner's self-esteem and help each
learner feel safe, valued, competent, and productive.
TEST FRAMEWORK FOR ENGLISH AS A SECOND LANGUAGE
(FIELD 12)
Domain I—Understanding Learners for Whom English is a Second
Language
(3 competencies = approximately 27% of test)
Domain II—Developing Communication in English
(5 competencies = approximately 46% of test)
Domain III—Facilitating School Achievement for ESL Learners
(3 competencies = approximately 27% of test)
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Competency 003
Cultural diversity. The ESL teacher demonstrates an understanding of how cultural
diversity
affects the classroom and creates a classroom climate in which both the diversity
and the
similarities of groups and individuals are appreciated.
The teacher is aware of the importance of a variety of personal and social characteristics
such as ethnicity, cultural heritage, language background, and gender. The teacher knows
how to use the diversity inside and outside the ESL classroom to create an environment
that nurtures a sense of community, respects differences, and fosters in all learners an
appreciation of their own and others' cultures.
DOMAIN II—DEVELOPING COMMUNICATION IN ENGLISH
Competency 004
Interrelationships of reading, writing, listening, and speaking. The ESL teacher
recognizes the
interrelationships of reading, writing, listening, and speaking and provides
instruction that
reflects the interrelatedness of these processes and facilitates learners' ability to
construct and
convey meaning in English.
The teacher recognizes that language acquisition is an integrated process and that
instruction in one area of language aids in the development of other areas. For example,
having students discuss and write about a text they are reading helps support and extend
their understanding of the text. The teacher plans instruction to incorporate all aspects of
students' language development based on their prior experiences and strengths. The
teacher also understands that in order to construct meaning from an English text, students
need to be able to decode the text successfully (e.g., by applying graphophonemic
knowledge) and to relate the words they are decoding to their prior knowledge. Thus, the
teacher selects texts for instruction that provide students with comprehensible input
based on their oral language development and then supports students' construction of
meaning through integrated reading, writing, listening, and speaking activities.
Competency 005
Social-communicative language competence. The ESL teacher understands
socialcommunicative
language competence and promotes learners' abilities in this area.
The teacher knows how social-communicative language competence emerges and is able
to address the needs of beginning, intermediate, and advanced English learners in this
area. The teacher guides learners to apply various strategies to enhance their
socialcommunicative
competence in English and provides learners with opportunities to use
these skills in a variety of everyday contexts. The teacher uses knowledge of verbal and
nonverbal components of communication, cross-cultural communication, and integrated
instruction involving listening, speaking, reading, and writing to develop learners'
socialcommunicative
language competence.
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Competency 006
Cognitive-academic language competence. The ESL teacher understands cognitiveacademic
language competence and promotes learners' abilities in this area.
The teacher knows how cognitive-academic language competence emerges and is able to
address the needs of beginning, intermediate, and advanced English learners in this area.
The teacher uses various approaches and activities that offer learners opportunities to
develop, apply, and extend academic knowledge and cognitive-academic language skills
in a variety of academic contexts (e.g., through hands-on activities, discussions). The
teacher promotes learners' development and competence in reading and writing by using
the results of multiple, ongoing assessments to develop students' language skills, reading
comprehension, and writing skills and to plan and implement systematic, sequential,
research-based instruction and reinforcing activities in specific skill areas (e.g.,
wordidentification
strategies, reading fluency, spelling skills). The teacher uses knowledge of
verbal and nonverbal components of communication, cross-cultural communication, and
integrated instruction involving reading, writing, listening, and speaking to develop
learners' cognitive-academic language competence.
Competency 007
Self-directed language learning. The ESL teacher encourages learners to enhance
their
language performance by engaging in self-directed language learning inside and
outside the
classroom.
The teacher enhances learners' independence in their second-language learning by
guiding them to apply strategies for assessing and expanding their English-language
skills. The teacher encourages second-language learners to use self-monitoring and
selfcorrecting
techniques and helps them develop a variety of strategies for negotiating
meaning and accessing needed information (e.g., by asking questions, using reference
materials).
Competency 008
Assessment. The ESL teacher uses informal and formal assessment methods to
evaluate
language learning, monitor instructional effectiveness, and shape instruction.
The teacher recognizes the importance of the ongoing use of valid assessments with
second-language learners and knows how to use a variety of assessment procedures (e.g.,
performance assessment using technology, informal observation, portfolio, teacher-made
test, peer assessment, standardized test) to monitor learners' progress, determine their
level of English-language proficiency, and adapt instruction to address their strengths
and needs. The teacher recognizes characteristics of types of assessments commonly used
in ESL contexts, as well as their uses, advantages, and limitations in particular situations.
The teacher is aware of assessment-related issues (e.g., those related to validity,
reliability, and cultural bias) and knows how to select, construct, modify, and/or use
various assessments for different purposes.
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DOMAIN III—FACILITATING SCHOOL ACHIEVEMENT FOR ESL
LEARNERS
Competency 009
Learning environments. The ESL teacher establishes effective learning
environments that are
supportive of ESL learners who come from diverse backgrounds and who exhibit
different
language proficiencies.
The teacher knows how to establish a learner-centered environment for ESL students
within various settings (e.g., ESL class, mainstream class, team-taught class,
duallanguage
class). The teacher encourages cooperation and mutual support in the learning
environment and addresses the affective, linguistic, and cognitive needs of all learners.
The teacher knows how to consult and collaborate with colleagues and community
members to develop and implement instruction for individuals and groups. The teacher is
able to design, coordinate, and pace learning experiences in instructional settings that
may include learners who differ in language, cultural, and educational background.
Competency 010
Content-area learning. The ESL teacher uses strategies to help learners plan,
organize,
understand, and integrate content from various disciplines, and modifies and adapts
contentarea
curricula and instructional methods to facilitate ESL students' learning.
The teacher is aware of factors (e.g., cultural background, previous learning experiences,
student placement practices) that may affect ESL students' learning in the content areas
and knows how to apply in ESL contexts general strategies for providing content-area
instruction (e.g., linking new knowledge and skills to old, making connections among
disciplines). The teacher knows how to foster content-area knowledge and skills among
ESL learners and makes curriculum modifications and adaptations to enhance
higherorder
thinking and creativity.
Competency 011
Requirements and expectations. The ESL teacher demonstrates knowledge of
requirements
and expectations associated with teaching ESL learners in Texas and can apply this
knowledge
in a variety of contexts.
The teacher is aware of the expectations and constraints (e.g., legal requirements, ethical
responsibilities) placed on ESL teachers and recognizes the various roles that ESL
teachers may be called upon to assume (e.g., member of the Language Proficiency
Assessment Committee, resource person). The teacher knows laws and guidelines related
to ESL programs (e.g., regarding grading and promotion, program entry and exit,
working with parents and guardians, providing linguistically appropriate instruction for
learners at different grade levels and language proficiency levels) and ensures that his or
her decisions and actions are in compliance with legal and ethical requirements and the
legitimate interests of others. The teacher understands ESL instruction in the context of
bilingual programs and ESL-only programs for learners with varied home languages.
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SECTION III: APPROACHES TO ANSWERING ITEMS
The purpose of this section is to describe test item formats that you will see on the
English as a
Second Language test and to suggest possible ways to approach thinking about and
answering the test
items. The approaches described are meant as suggestions; you may want to try using
them on the
sample questions included in the next section. However, these approaches are not
intended to replace
test-taking strategies with which you are already comfortable and which work for you.
The items on the English as a Second Language test are designed to assess your
knowledge of the
content described in the set of competencies for this field. In most cases, you are
expected to
demonstrate more than your ability to recall factual information; you may be asked to
think critically
about the information, to analyze it, to consider it carefully, to compare it with other
knowledge you
have, or to make a judgment about it. Depending on the item, it may be helpful to identify
the desired
learner outcome and to determine what the teacher might do to facilitate learner
achievement.
Each item on the test is in multiple-choice format. When you are ready to answer an item,
you must
choose one of four answer choices labeled A, B, C, and D. Then you must mark your
choice on a
separate answer sheet.
ITEM FORMATS
You may see several types of items on the test. On the following pages, you will find
descriptions of
commonly used item formats, along with suggested approaches for answering each type
of item. In
the actual testing situation, you may mark the test items and/or write in the margins of
your test
booklet, but your final response must be marked on the answer sheet provided.
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SINGLE ITEMS
In the single item format, a problem is presented as a direct question or as an incomplete
statement,
and four answer choices appear below the question. The following question is an example
of this
type. It tests knowledge of English as a Second Language competency 011: Requirements
and
expectations. The ESL teacher demonstrates knowledge of requirements and expectations
associated
with teaching ESL learners in Texas and can apply this knowledge in a variety of
contexts.
Suggested Approach
Read the question carefully and critically. Think about what it is asking and the situation
it is
describing. Eliminate any obviously wrong answers, select the correct answer choice, and
mark it on
your answer sheet.
For example, as you read this question, think about the teacher's actions and what role she
is
assuming in this situation. One responsibility of ESL teachers is to support learners'
academic
success. The teacher thinks that the students who are experiencing difficulties in their
content-area
studies would benefit from academic support in their primary languages. Since no
support is currently
available, the teacher requests that the school board provide support that will address
these learners'
needs.
Now look at the response options. An analysis of the situation will show that the teacher
is acting in
the role of advocate for the learners. Option A is the correct response.
Ms. Fuentes, a high school ESL teacher, observes that some of the
Vietnamese and Khmer speakers in her classes are encountering difficulty in
content areas and would benefit from support in their native languages. She
persuades the school board to hire part-time Vietnamese- and Khmerspeaking
tutors to work with these students. Ms. Fuentes's actions
demonstrate her awareness that an important role of an ESL teacher is to:
A. serve as an advocate for ESL learners in the school community.
B. foster ESL learners' continuing development in their primary language.
C. encourage ESL learners to seek assistance to meet their individual
needs.
D. promote multicultural perspectives in the school community.
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CORRECT RESPONSE SET ITEMS
A correct response set item includes a stimulus followed by a set of statements numbered
with
Roman numerals. Below the set of statements are the four response options (i.e., A, B, C,
and D).
Each Roman numeral statement may or may not be correct in the context provided, and it
is quite
possible that more than one Roman numeral statement will be correct. Thus, the response
options
offer various combinations to consider as a complete answer. Though any or all of the
Roman
numeral statements may be correct, only one response option (A, B, C, or D) is
complete and
correct. This format is illustrated by the following question, which assesses English as a
Second
Language competency 006: Cognitive-academic language competence. The ESL teacher
understands
cognitive-academic language competence and promotes learners' abilities in this area.
A sheltered English approach to content-area teaching is
most likely to include which of the following features?
I. Learners receive remediation in content-area
subjects.
II. The content taught is at the same level as the
content presented in mainstream classes.
III. Teachers modify their language to facilitate
understanding.
IV. Instruction is supported by hands-on activities.
A. I, II, and III only
B. III and IV only
C. I and IV only
D. II, III and IV only
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The purpose of the item format illustrated in the example is to present the common, realworld
situation of being faced with a problem and having a number of options, of which one,
several, or all
might be good solutions. This format permits you to select more than one correct answer.
Suggested Approach
The following steps outline one approach to answering correct response set items such as
the one in
the preceding example.
Step 1 Read the question carefully.
Step 2 Read each Roman numeral statement, and if you are certain that the statement is
CORRECT in the context provided, place a check mark next to it. In the illustration
below, statements III and IV are checked to indicate that the examinee is certain that
these statements correctly describe features of a sheltered English approach to
contentarea
teaching. To support ESL learners' understanding of content, the teacher uses
vocabulary and language structures that learners can better understand. The teacher also
uses hands-on activities to help learners construct their own understandings of content
and to promote meaningful discussions about content among learners.
Step 3 Place an X by each statement that you are certain is NOT CORRECT in the
context
provided. In the illustration below, statement I is marked with an X to indicate that the
examinee is certain it is INCORRECT because sheltered English classes are not
remedial classes. Sheltered English approaches are used to support ESL learners'
understanding of content that is presented in English.
I. Learners receive remediation in content-area subjects.
II. The content taught is at the same level as the content
presented in mainstream classes.
III. Teachers modify their language to facilitate
understanding.
IV. Instruction is supported by hands-on activities.
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In some cases this technique will result in the elimination of all incorrect
answers. In other cases (as in this example) you will still have to decide
between two or more options. Usually, however, this technique will result in
fewer options from which to choose.
Step 4 Draw a line through every response option (A, B, C, and D) containing a Roman
numeral that you have determined is INCORRECT. In the illustration below, a line has
been drawn through answer choices A and C because they include Roman numeral I,
which was marked incorrect by the examinee.
A. I, II, and III only
B. III and IV only
C. I and IV only
D. II, III, and IV only
Step 5 Circle every response option that does NOT have a line through it and that
contains a
Roman numeral statement that you are certain is correct. These are the options on
which you should focus and among which you should decide. In the illustration below,
B and D are circled because neither has a line through it and each contains Roman
numerals III and IV, which were marked as correct.
Step 6 Select the option that includes ALL statements that are correct. In this illustration,
the
examinee is certain that Roman numerals III and IV are correct statements. However, if
the examinee selects response B because it contains these Roman numerals, the
question would be answered INCORRECTLY. Response B is incorrect because it is an
INCOMPLETE answer. It does not include Roman numeral II, which correctly
identifies another feature of sheltered English approaches. The content in sheltered
English classes is conceptually the same and at the same level as the content in
mainstream classes. To be correct, a response must contain ALL of the correct
statements and NONE of the incorrect statements. Therefore, the correct response is D
(II, III, and IV only) because only this answer choice includes EVERY correct
statement.
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ITEMS WITH STIMULUS MATERIAL
Some questions are preceded by stimulus material, such as student dialogues. Other
stimuli might
include classroom descriptions, graphic organizers created by students or teachers, or
samples of
student work. The stimulus will be followed by an event to analyze, a problem to solve,
or a decision
to make.
The following sample item includes a stimulus that presents a dialogue between two
students. The
item tests knowledge of English as a Second Language competency 001: First- and
second-language
acquisition. The ESL teacher demonstrates knowledge of first- and second-language
acquisition
processes and uses this knowledge to promote achievement of ESL learners.
Use the dialogue below between two first graders,
Paul, a native English speaker, and Huy, a beginning
English learner, to answer the question that follows.
Huy's statements in lines 2 and 4 are less proficient than
his statement in line 6. This is most likely because in
lines 2 and 4 Huy:
A. is less interested in the conversation, while in line
6, he becomes more interested.
B. does not understand what Paul is saying, but in line
6, Huy takes control of the conversation.
C. is nervous about speaking English in class, while
in line 6, the context has become less formal.
D. is constructing speech, while in line 6, he is
imitating speech he has previously heard or
learned.
1
2
3
4
5
6
Paul
Huy
Paul
Huy
Paul
Huy
Do you want to play kickball with us at recess?
(smiles, nods agreement) Ball yes.
(looking at Huy's paper) What did you draw there?
Dog this.
Looks like a horse.
(Huy smiles; the bell rings) Time for recess.
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Suggested Approaches
You can use several different approaches to answer this type of question. Some
commonly used
approaches are listed below.
Whether you read the stimulus before or after you read the item, you should read it
carefully and
critically. You may want to underline its important points to help you answer the item.
As you consider items set in educational contexts, try to enter into the identified teacher's
frame of
mind and use that teacher's point of view to answer the item that accompanies the
stimulus. Be sure
to consider the item in terms of only the information provided in the stimulus - not in
terms of your
own class or individual students you may have known.
The example shown uses a dialogue between two students. In this case, it is probably
most helpful to
read through the dialogue, read the item, and then look back at the dialogue to compare
Huy's three
statements and the contexts in which they were made. In statements 2 and 4, Huy
demonstrates clear
understanding of Paul's statements and puts simple words together to convey meaning to
Paul.
Statement 6 is more proficient than his other statements and represents a phrase that Huy
is likely to
have heard other children use often in the given context. Option D is the correct response.
CLUSTERED ITEMS
In some cases, two or more items are related to a single stimulus. As mentioned in
Strategy 2, you
might find it helpful to review the items before reading the stimulus material. The
following example
is a clustered item set containing one stimulus and three items.
Strategy 1 Skim the stimulus material to understand its purpose, its arrangement, and/or
its
content. Then read the item and refer again to the stimulus material to verify the
correct answer.
Strategy 2 Read the item before considering the stimulus material. The theory behind
this
strategy is that the content of the item will help you identify the purpose of the
stimulus material and locate the information you need to answer the question.
Strategy 3 Use a combination of both strategies; apply the "read the stimulus first"
strategy
with shorter, more familiar stimuli and the "read the item first" strategy with
longer, more complex, or less familiar stimuli. You can experiment with the
sample items in this manual and then use the strategy with which you are most
comfortable when you take the actual test.
Study Guide - English As a Second Language 12 Page 19 of 41
Suggested Approach
First look at the stimulus.
Now you are prepared to address the first of three items associated with this stimulus.
The first item
matches English as a Second Language competency 010: Content-area learning. The ESL
teacher
uses strategies to help learners plan, organize, understand, and integrate content from
various
disciplines, and modifies and adapts content-area curricula and instructional methods to
facilitate
ESL students' learning.
Use the information below to answer the two questions that follow.
A middle school science class that contains many ESL learners is taught
collaboratively by the science teacher and the ESL teacher. The two teachers
introduce the topic of earthquakes by leading a class discussion and creating
on the chalkboard the semantic map shown below.
As an introductory activity, this strategy is helpful to ESL learners primarily
because it:
A. takes advantage of their cross-cultural perspectives.
B. fosters their confidence in producing authentic language.
C. allows them to develop or review key concepts and vocabulary.
D. provides them with detailed information in concise form.
Study Guide - English As a Second Language 12 Page 20 of 41
To decide which option is correct, consider two questions: What is the purpose of the
activity? How
is the activity likely to be helpful to ESL learners in the class?
Activating learners' prior knowledge of a topic is an important strategy in facilitating
their learning of
new content. A class discussion helps learners think about what they already know about
a topic. For
ESL learners especially, a discussion also provides an opportunity for reviewing and
developing
important vocabulary in a meaningful context. A semantic map then serves to visually
reinforce for
ESL learners these key words and ideas. Option C best summarizes the benefits of this
introductory
activity for ESL learners.
Now you are ready to answer the next item. The second item also matches English as
Second
Language competency 010: Content-area learning. The ESL teacher uses strategies to
help learners
plan, organize, understand, and integrate content from various disciplines, and modifies
and adapts
content-area curricula and instructional methods to facilitate ESL students' learning.
Another benefit of creating semantic maps is that it helps learners develop an
understanding of how
different pieces of information relate to one another. In creating their own semantic maps,
learners
explore and analyze these relationships, which helps them to organize and categorize
information
they encounter in their studies. Clearly, option B is the best response.
Encouraging ESL students to create their own semantic
maps is most likely to foster their content-area learning
by helping them develop skill in:
A. using descriptive language.
B. organizing and categorizing information.
C. evaluating the reliability of information.
D. predicting the results of a sequence of events.
Study Guide - English As a Second Language 12 Page 21 of 41
The third item in this set matches English as a Second Language competency 007: Selfdirected
language learning. The ESL teacher encourages learners to enhance their language
performance by
engaging in self-directed language learning inside and outside the classroom.
One component of helping students gain greater autonomy in their language learning is
showing them
how to use various strategies and tools that support their independent learning. A
semantic map is one
such tool. During the writing process learners commonly experience difficulty in
deciding what to
write about and in organizing their ideas. During the prewriting stage, the process of
creating a
semantic map encourages learners to reflect on the ideas they want to express and how
they should
organize those ideas. Thus, option A correctly completes the statement.
The teacher could best foster ESL learners' autonomy
when writing by encouraging them to draw a similar
semantic map and use it to:
A. outline their ideas before writing a first draft.
B. refer to during the final edit of their work.
C. provide them with a detailed list of topics to
explore in their freewriting.
D. compare with other graphic aids they have used
before.
Study Guide - English As a Second Language 12 Page 22 of 41
SECTION IV: SAMPLE ITEMS
This section presents some sample test items for you to review as part of your preparation
for the test.
To demonstrate how each competency may be assessed, each sample item is
accompanied by the
competency that it measures. While studying, you may wish to read the competency
before and after
you consider each sample item, though the competencies will not appear on the actual
test form.
Space has been provided for you to make notes on each item.
An answer key follows the sample items. The answer key lists the item number and
correct answer
for each sample test item. Please note that the answer key also lists the competency
assessed by each
item and that the sample items are not necessarily presented in competency order.
Use the answer sheet to record your answers to the sample items, then review your
answers against
the answer key.
The sample items are designed to illustrate the nature of the test items; they should
not be used
as an indicator of your performance on the assessment.
Study Guide - English As a Second Language 12 Page 23 of 41
English as a Second Language
1. An ESL teacher devotes most of his instructional time to interacting with his ESL
learners
about content-area topics in various ways (e.g., through discussions, learning logs, handson
activities). This approach is most likely based on the idea that second-language learning
is best
fostered by:
A. assessing learners' language needs on an ongoing basis and addressing those needs
through direct instruction.
B. immersing learners in the target language and restricting their primary language use.
C. structuring learning experiences to minimize learners' errors in the target language.
D. using specific subject matter as the medium through which the target language is
developed.
The item above measures competency 001:
First- and second-language acquisition. The ESL teacher demonstrates knowledge
of first- and second-language acquisition processes and uses this knowledge to
promote achievement of ESL learners.
FIELD: 12
Study Guide - English As a Second Language 12 Page 24 of 41
2. Ayse is a prekindergartener from Turkey who, after four months in the United States,
still
rarely speaks at school except in one-on-one interactions with the teacher. Her teacher,
Ms.
Kimball, has discussed the situation with Ayse's parents, who seem unconcerned and
assure
Ms. Kimball that Ayse is also very quiet at home. Which of the following steps should
Ms.
Kimball probably take next?
A. Frequently talk to Ayse about how much more fun she would have and how much
more
she would learn if she communicated regularly with her peers.
B. Continue to monitor Ayse's progress, and acknowledge that there may be cultural or
personal factors influencing her rate of oral English development.
C. Acknowledge the parents' comments, but initiate a referral process for special
education
services for Ayse.
D. Begin regularly putting Ayse in situations in which she must speak in order to take
part
in activities she enjoys.
The item above measures competency 002:
Variables affecting language learning. The ESL teacher demonstrates knowledge
of variables that may affect a student's language learning and provides
experiences that respond to students' needs and abilities.
Study Guide - English As a Second Language 12 Page 25 of 41
3. Effective ways of promoting ESL learners' respect for their own culture include:
I. encouraging learners to use their home language to support their learning in school.
II. communicating to all students high expectations for their school performance.
III. using resources from learners' homes and communities in teaching academic content
and
skills.
IV. using activities that encourage students to learn about different cultures.
A. I and II only
B. II and IV only
C. I and III only
D. III and IV only
The item above measures competency 003:
Cultural diversity. The ESL teacher demonstrates an understanding of how
cultural diversity affects the classroom and creates a classroom climate in which
both the diversity and the similarities of groups and individuals are appreciated.
Study Guide - English As a Second Language 12 Page 26 of 41
4. To foster her ESL learners' cognitive and linguistic development, Ms. Schafer
encourages their
involvement in a wide variety of projects (e.g., "talk shows" featuring school staff and
community members as guests; book reviews for the school library). Which of the
following
cognitive and linguistic principles is demonstrated by Ms. Schafer's instructional
approach?
A. Learners first acquire language and content knowledge, then apply these to their
reading
and problem solving.
B. Language acquisition and intellectual development are mutually reinforced through
reading, discussing, and problem solving.
C. Learners have an innate capacity for solving problems, acquiring knowledge, and
developing written language.
D. To develop knowledge, learners must first be exposed to comprehensible written and
oral
messages.
The item above measures competency 004:
Interrelationships of reading, writing, listening, and speaking. The ESL teacher
recognizes the interrelationships of reading, writing, listening, and speaking and
provides instruction that reflects the interrelatedness of these processes and
facilitates learners' ability to construct and convey meaning in English.
Study Guide - English As a Second Language 12 Page 27 of 41
5. Use the information below to answer the question that follows.
As a supplemental activity to foster her ESL learners' social-communicative competence
in
English, a high school ESL teacher makes available to students an interactive computer
program called "Dear Chip." In this program, the learner engages in a written dialogue
with a
computer "advice columnist." An example of an interaction follows.
This program is most likely to help ESL learners improve their social-communicative
language
competence by providing them with:
A. models of English sentences to use in constructing messages.
B. practice in interpreting idiomatic expressions.
C. opportunities to engage in authentic communication in English.
D. vocabulary for dealing with conflicts.
The item above measures competency 005:
Social-communicative language competence. The ESL teacher understands
socialcommunicative
language competence and promotes learners' abilities in this area.
Learner:
Computer:
Learner:
Computer:
Learner:
Computer:
I having a problem.
You have a problem. Tell me about your problem.
My grilfrend she is mad.
I don't understand. Do you mean girlfriend?
Yes. I mean girlfriend. My girlfriend is mad.
Your girlfriend is mad. Tell me why your girlfriend is mad.
Study Guide - English As a Second Language 12 Page 28 of 41
6. A middle school ESL teacher wants to begin moving his ESL learners beyond
conversational
language toward the development of academic language skills. An effective initial
strategy to
use to meet this goal would be to encourage learners to:
A. evaluate information from various written sources.
B. identify differences in the styles of written works.
C. use favorite works as models to develop their own writings in a variety of genres.
D. participate in guided reading and discussions of young adult literature.
The item above measures competency 006:
Cognitive-academic language competence. The ESL teacher understands
cognitive-academic language competence and promotes learners' abilities in this
area.
Study Guide - English As a Second Language 12 Page 29 of 41
7. Which of the following strategies would be most effective in helping intermediate and
advanced ESL students improve their reading rates and reading fluency?
A. providing frequent opportunities for students to read and reread texts written at their
independent reading levels
B. expanding students' vocabulary knowledge by assigning challenging texts at and
beyond
their instructional reading levels
C. encouraging students to use various comprehension strategies such as self-monitoring,
predicting, and questioning
D. administering timed reading tests to students each week to motivate them to read more
quickly and accurately
The item above measures competency 006:
Cognitive-academic language competence. The ESL teacher understands
cognitive-academic language competence and promotes learners' abilities in this
area.
Study Guide - English As a Second Language 12 Page 30 of 41
8. An ESL teacher is assessing the reading performance of her ESL students individually.
As each
student reads, she makes notes on her copy of the text. Printed below is a portion of the
teacher's notes on one student's reading performance.
The teacher's notes suggest that this student was utilizing which of the following reading
skills
to confirm the pronunciation and meaning of the word read?
A. using semantic and syntactic cues
B. recognizing a word root
C. recalling a sight word
D. analyzing word structure
The item above measures competency 006:
Cognitive-academic language competence. The ESL teacher understands
cognitive-academic language competence and promotes learners' abilities in this
area.
Study Guide - English As a Second Language 12 Page 31 of 41
9. An ESL teacher helps learners make a list of questions to guide their writing and
encourages
them to develop the habit of referring to the questions during the writing process.
Following are
some examples of these questions.
This approach is most likely to help ESL learners by developing their ability to:
A. work independently to improve their written English.
B. adjust the difficulty level of their writing in English.
C. assess their writing progress over time.
D. self-correct their mistakes in written English.
The item above measures competency 007:
Self-directed language learning. The ESL teacher encourages learners to enhance
their language performance by engaging in self-directed language learning inside
and outside the classroom.
Why am I writing this?
Who will read it?
What is the clearest way
to express my ideas?
Study Guide - English As a Second Language 12 Page 32 of 41
10. Mr. Jones teaches a mixed-ability group of ESL learners. Which of the following
would be the
most appropriate strategy for evaluating the progress of students who are at different
proficiency levels in English?
A. using multiple measures such as observations, test scores, and samples of daily work
B. selecting language achievement tests that have been normed on a similar learner
population
C. establishing a grading curve and distributing learners' test results along the curve
D. assessing learners only in those areas of English in which they have achieved
competence
The item above measures competency 008:
Assessment. The ESL teacher uses informal and formal assessment methods to
evaluate language learning, monitor instructional effectiveness, and shape
instruction.
Study Guide - English As a Second Language 12 Page 33 of 41
11. Elisa, an ESL learner, has been making low scores on tests in her eighth-grade health
class. She
tells her ESL teacher that it is hard to understand the health teacher and that the textbook
is
confusing. Her ESL teacher decides to consult with the health teacher. Which of the
following
should be the first step for the ESL teacher to take in their meeting?
A. Provide the health teacher with copies of articles explaining recent research on ESL
learning and ESL teaching methodology.
B. Invite the health teacher to observe the ESL teacher conducting an ESL lesson so that
the
health teacher can feel more comfortable working with Elisa.
C. Advise the health teacher to attend a professional development workshop on applying
ESL strategies in content-area subjects.
D. Consult with the health teacher to determine what materials she uses and to ask
permission to observe Elisa in class.
The item above measures competency 009:
Learning environments. The ESL teacher establishes effective learning
environments that are supportive of ESL learners who come from diverse
backgrounds and who exhibit different language proficiencies.
Study Guide - English As a Second Language 12 Page 34 of 41
12. Learners in Ms. Horton's high school math classes frequently explore mathematical
concepts in
small groups, working on learner-generated math problems that have a variety of possible
correct answers. This approach is most likely to foster learning among the ESL students
in Ms.
Horton's classes by:
A. breaking down concepts into discrete parts that are easy for learners to comprehend.
B. providing learners with ample opportunity for individual skills practice.
C. giving learners opportunities to develop and use critical thinking skills.
D. allowing carefully structured knowledge to be transferred directly from teacher to
learners.
The item above measures competency 010:
Content-area learning. The ESL teacher uses strategies to help learners plan,
organize, understand, and integrate content from various disciplines, and modifies
and adapts content-area curricula and instructional methods to facilitate ESL
students' learning.
Study Guide - English As a Second Language 12 Page 35 of 41
13. ESL teachers' primary responsibilities with regard to their students' content-area
learning
include which of the following?
I. offering learners support in their content-area coursework
II. helping learners develop general skills and strategies that foster their success in all
content-area learning
III. evaluating the content-area courses to ensure that the curricula reflect cultural
diversity
IV. working closely with content-area teachers to monitor each individual's academic
performance
A. I and II only
B. II and III only
C. I, II, and IV only
D. I, III, and IV only
The item above measures competency 011:
Requirements and expectations. The ESL teacher demonstrates knowledge of
requirements and expectations associated with teaching ESL learners in Texas
and can apply this knowledge in a variety of contexts.
Study Guide - English As a Second Language 12 Page 36 of 41
Answer Key
Item Number Correct Answer Competency
1 D 001
2 B 002
3 C 003
4 B 004
5 A 005
6 D 006
7 A 006
8 A 006
9 A 007
10 A 008
11 D 009
12 C 010
13 C 011
Study Guide - English As a Second Language 12 Page 37 of 41
SAMPLE ANSWER SHEET
Study Guide - English As a Second Language 12 Page 38 of 41
Study Guide - English As a Second Language 12 Page 39 of 41
SECTION V: PREPARATION RESOURCES
In addition to the specific resources listed below, you may wish to refer to the following.
College textbooks
Class notes and other assignments
Public school state-adopted textbooks
State curriculum guidelines
Publications from local, state, and national professional organizations
You may also wish to consult a representative from a Texas teacher preparation program
in your area
regarding other potential resources specific to this field.
The following list of resources has been compiled to assist you in preparing to take the
English as a
Second Language (Field 12) test. The materials listed should be widely available, but you
should not
limit yourself to them. There may be other materials available that may be helpful in
preparing to take
the test.
Keep in mind that the use of these materials does not guarantee successful performance
on the test.
JOURNALS
These journals provide up-to-date information about the field. You may wish to use
current journals
to review certain topics that you have identified for study and review.
The Modern Language Journal, University of Wisconsin Press.
NABE Journal, National Association for Bilingual Education.
TESOL Journal, Teachers of English to Speakers of Other Languages.
TESOL Matters, Teachers of English to Speakers of Other Languages.
TESOL Quarterly, Teachers of English to Speakers of Other Languages.
OTHER SOURCES
Brown, Douglas H. (1987). Principles of Language Learning and Teaching (2nd ed.).
Englewood
Cliffs, NJ: Prentice-Hall.
Cantoni-Harvey, Gina. (1987). Content-Area Language Instruction: Approaches and
Strategies.
Reading, MA: Addison-Wesley Publishing Co.
Study Guide - English As a Second Language 12 Page 40 of 41
Celce-Murcia, Marianne, & McIntosh, Lois. (Eds.). (1991). Teaching English as a
Second or Third
Language. Boston: Heinle & Heinle Publishers.
Finocchiaro, Mary. (1989). English as a Second/Foreign Language (4th ed.). Englewood
Cliffs, NJ:
Prentice-Hall.
Freeman, Yvonne S., & Freeman, David E. (1992). Whole Language for Second
Language Learners.
Portsmouth, NH: Heinemann Educational Books.
Hakuta, Kenji. (1985). Mirror of Language. New York: Basic Books, Inc., a division of
Harper
Collins Publishers.
Kessler, Carolyn. (Ed.). (1992). Cooperative Language Learning. Englewood Cliffs, NJ:
PrenticeHall.
Krashen, Stephen D. (1987). Principles and Practice in Second Language Acquisition.
Englewood
Cliffs, NJ: Prentice-Hall.
Lado, Robert. (1988). Teaching English Across Cultures. New York: McGraw-Hill.
Larsen-Freeman, Diane. (1986). Techniques and Principles in Language Teaching. New
York:
Oxford University Press.
Nunan, David. (1988). The Learner Centered Curriculum. New York: Cambridge
University Press.
Contexts. New York: McGraw-Hill.
Peyton, Joy Kreeft, & Reed, Leslee. (1990). Dialogue Journal Writing with Nonnative
English
Speakers: A Handbook for Teachers. Alexandria, VA: Teachers of English to Speakers of
Other
Languages.
Reid, Joy M. (1993). Teaching ESL Writing. Englewood Cliffs, NJ: Prentice-Hall.
Richard-Amato, Patricia. (1988). Making it Happen-Interaction in the Second Language
Classroom
from Theory to Practice. White Plains, NY: Longman Publishing Group.
Texas Education Agency. (1990). Bilingual/ESL Education-Success Stories: A Case
Study of
Bilingual/ESL Education. Austin, TX: Author.*
Texas Education Agency. (October 1991). Linguistically Appropriate Instruction for
Limited English
Proficient Students [Program Guide]. (19 TAC Chapter 89, Adaptations for Special
Populations,
Subchapter A. State Plan for Educating Limited English Proficient Students.) Austin, TX:
Author.*
Ventriglia, Linda. (1982). Conversations of Miguel and Maria: How Children Learn
English as a
Second Language. Reading, MA: Addison-Wesley Publishing Co.
*The State Board for Educator Certification cannot guarantee availability of TEA
publications
referenced in this manual.
Study Guide - English As a Second Language 12 Page 41 of 41
ExCET CONFERENCE MEMBER LISTING
ENGLISH AS A SECOND LANGUAGE
The educators listed below participated in one or more phases of the test development
process for
English as a Second Language. The affiliation listed for each educator reflects his or her
place of
employment at the time that test development activities for these particular fields were
occurring.
Name Affiliation
Mary Dannelley Llano ISD
Ellen de Kanter University of St. Thomas
Linda Donnell Spring Branch ISD
Elvira Estrada Socorro ISD
Leo Gomez University of Texas—Pan American
Elaine Guajardo San Antonio ISD
Eloise Hajek Texas Woman's University
Dorothy Hammond Hays CISD
C. W. Hayes University of Texas—San Antonio
Minerva Mares-Lara Kingville ISD
Ludi Martin Dumas ISD
Alta Medlock West Rusk ISD
Lara Minerva Kingsville ISD
Clarissa Plair Killeen ISD
Luis Rosado Texas Southern University
Rodolfo Severino Pasadena ISD
Stella Sherwood Amarillo ISD
Cecilia Silva Texas Christian University
Gloria Stokes Granbury ISD
William Garrett Welch West Texas A&M University
John Zhang Austin ISD