8710.4400 TEACHERS OF ENGLISH AS A SECOND LANGUAGE                                                           FORM I-C MATRIX                                                

Professional Education Program Evaluation Report     (PEPER II)
MATRIX   Form I-C
8710.4400 Teachers of English as a Second Language

Identify coding used to indicate placement or assignment of standards here:

K=knowledge, A= Assessed

Subp. 3.  Subject matter standard.  A candidate for licensure as a teacher of English as a second language must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to J.

ED 246

ED 347

ED 348

ENG 274

A.  An English as a second language teacher demonstrates a high level of proficiency in English commensurate with the role of an instructional model and develops an awareness of the process of formal language learning by learning a second language through two years of second language instruction in a high school setting or one year of second language instruction in a postsecondary setting, or the equivalent.

 

This is met by demonstrating fluency as measured by successful completion of four semesters (or its equivalent) of a foreign language at St. Olaf College.

B.  An English as a second language teacher understands a variety of methods, techniques, and program models suitable for second language instruction with diverse learners including adapting existing materials to meet the needs of the students with limited English proficiency.  The teacher must:

(1) demonstrate an understanding of the importance of using multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of limited English proficiency students;

 

KA

 

 

(2) be able to adopt appropriate learning materials and teaching strategies to meet second language needs of students with limited English proficiency in school

 

KA

 

 

(3) understand the developmental progression and range of individual variation of students with limited English proficiency in the context in which taught.

 

KA

 

 

C.  An English as a second language teacher uses various content-based methodologies and integrates language acquisition and use of language functions across learning experiences to facilitate full inclusion of students with limited English proficiency in the school setting.  The teacher must:

(1) understand how limited English proficiency affects learning; and

 

KA

 

 

(2) understand that both language learning and subject matter content are essential to student success in an academic setting.

 

KA

 

 

D.  An English as a second language teacher demonstrates the ability to communicate successfully with students, parents, colleagues, and community members.  The teacher must:

(1) understand that cultural practices may differ and that these differences may affect the way students learn;

KA

 

 

 

(2) understand schools as organizations within the larger community context and that successful communication with parents must be undertaken within that larger sociocultural framework;

KA

KA

 

 

(3) understand how the student's environment, including family circumstances, community systems, and health and economic conditions, may influence learning; and

KA

 

 

 

(4) work with other professionals to improve the quality of educational services provided to students with limited English proficiency.

 

KA

 

 

E.  An English as a second language teacher demonstrates an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and

writing across the curriculum.  The teacher must:

(1) understand the differences between literacy development in the first language and the second language, and the implications for teaching second language learners;

KA

 

 

 

(2) understand how to develop communication skills in listening, speaking, reading, and writing as an important contributor to academic success across the curriculum; and

 

KA

 

 

(3) understand and use a variety of communication techniques and be able to use verbal, nonverbal, and multimedia and other technology based resources that enhance student learning.

 

KA

 

 

F.  An English as a second language teacher understands and uses formal and informal second language assessment techniques to determine appropriate placement and to evaluate the progress of students with limited English proficiency.  The teacher knows and uses criteria for determining the readiness of students to enter and exit limited English proficiency programs.  The teacher must:

(1) understand the characteristics, uses, advantages, and limitations of formal and informal second language assessment techniques;

 

 

KA

 

(2) understand the limitations of using traditional assessment procedures in the identification and placement of students with limited English proficiency in academic programs, including gifted and special education programs;

 

 

KA

 

(3) understand second language assessment including item and test construction methods appropriate for students with limited English proficiency; and

 

 

KA

 

(4) know how to administer, interpret, and explain the results of standardized tests and alternative methods of assessment to students with limited English

 proficiency, the students' parents, and to colleagues.

 

 

KA

 

 

 

ED 246

ED 347

ED 348

ENG 274

G.  An English as a second language teacher understands the contributions of general and applied linguistics to second language education.  The teacher must:

(1) understand basic linguistic concepts;

 

 

 

KA

(2) understand features of English including phonology, morphology, syntax, and semantics;

 

 

 

KA

(3) relate knowledge of English to other languages; and

 

 

 

KA

(4) understand the history and development of the English language.

 

 

 

KA

H.  An English as a second language teacher understands the fundamentals of the first and second language acquisition processes and their similarities and differences.  The teacher must:

(1) understand the processes of first and second language acquisition; and

KA

 

 

 

(2) understand that there are similarities and differences between child, adolescent, and adult language acquisition.

KA

 

 

 

I.  An English as a second language teacher is aware of how the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction.  The teacher must:

(1) understand cultural pluralism in the United States, how cultural and social differences are reflected;

KA

 

 

 

(2) be knowledgeable about the sociolinguistic dynamics of the cultures of the United States; and

 

 

 

KA

(3) understand how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom.

KA

 

 

 

J.  An English as a second language teacher must demonstrate an understanding of the teaching of English as a second language that integrates understanding of English as a second language with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development.  The teacher of English as a second language in kindergarten through grade 12 must:

 

Ed 290

Ed 330

Ed 375

ED 246

ED 347

ED348

(1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and

adolescents;

KA

 

 

 

KA

 

(2) understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle level and high school education;

 

KA

 

 

KA

 

(3) develop curriculum goals and purposes based on the central concepts of English as a second language and know how to apply instructional strategies and materials for achieving student understanding;

 

 

 

 

KA

 

 

 

Ed 290

Ed 330

Ed 375

ED 246

ED 347

ED 348

(4) understand the role and alignment of district, school, and department mission and goals in program planning;

 

 

 

 

KA

 

(5) understand the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;

 

KA

 

 

KA

 

(6) know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

 

 

 

KA

 

 

(7) understand the role and purpose of cocurricular and extracurricular activities in the teaching and learning process; and

 

 

 

KA

 

 

(8) understand the impact of reading ability on student achievement, recognize the varying reading comprehension and fluency levels represented by students, and possess the strategies to assist students to read more effectively; and

 

 

KA

KA

 

 

(9) apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a

 range of educational programming models.

KA

KA

KA

KA

KA