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1. Esl Master Study Guides
2. Esl Master Study Guide Book
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Standards Assessed: English as a Second Language Supplemental Standard I: The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. English as a Second Language Supplemental Standard III: The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students' language development in English.

TExES English as a Second Language Supplemental (ESL) (154) Secrets Study Guide: TExES Test Review for the Texas Examinations of Educator Standards. 154 TExES English as a Second Language (ESL) Supplemental Exam Practice Questions 1. English Language Learners instructional methods using the native language do not include: English Language Learners instructional methods using the native language do not include.

Esl Master Study Guides

English as a Second Language Supplemental Standard IV: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction. English as a Second Language Supplemental Standard V: The ESL teacher has knowledge of the factors that affect ESL students' learning of academic content, language, and culture. English as a Second Language Supplemental Standard VI: The ESL teacher 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. The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. The beginning ESL teacher:. Understands the nature of language and basic concepts of language systems (e.g., phonology, morphology, syntax, lexicon, semantics, discourse, pragmatics) and uses this understanding to facilitate student learning in the ESL classroom. Knows the functions and registers of language (e.g., social versus academic language) in English and uses this knowledge to develop and modify instructional materials, deliver instruction, and promote ESL students' English language proficiency.

Understands the interrelatedness of listening, speaking, reading, and writing and uses this understanding to develop ESL students' English language proficiency. Knows the structure of the English language (e.g., word formation, grammar, sentence structure) and the patterns and conventions of written and spoken English and uses this knowledge to model and provide instruction in English. The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and the interrelatedness of L1 and L2 development.Knows theories, concepts, and research related to L1 and L2 acquisition.

Uses knowledge of theories, concepts, and research related to L1 and L2 acquisition to select effective, appropriate methods and strategies for promoting students' English language development at various stages. Knows cognitive processes (e.g., memorization, categorization, generalization, metacognition) involved in synthesizing and internalizing language rules for second-language acquisition. Analyzes the interrelatedness of first- and second-language acquisition and ways in which L1 may affect development of L2. Knows common difficulties (e.g., idiomatic expressions; L1 interference in syntax, phonology, and morphology) experienced by ESL students in learning English and effective strategies for helping students overcome those difficulties. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction.

The beginning ESL teacher:. Knows applicable Texas Essential Knowledge and Skills (TEKS), especially the English Language Arts and Reading curriculum as it relates to ESL, and knows how to design and implement appropriate instruction to address the TEKS (i.e., listening, speaking, reading, writing, viewing/representing). Knows effective instructional methods and techniques for the ESL classroom, and selects and uses instructional methods, resources, and materials appropriate for addressing specified instructional goals and promoting learning in students with diverse characteristics and needs. Applies knowledge of effective practices, resources, and materials for providing content-based ESL instruction, engaging students in critical thinking, and fostering students' communicative competence.

Knows how to integrate technological tools and resources into the instructional process to facilitate and enhance student learning. Applies effective classroom management and teaching strategies for a variety of ESL environments and situations. The ESL teacher understands how to promote students' communicative language development in English. The beginning ESL teacher:. Knows applicable Texas Essential Knowledge and Skills (TEKS), especially the English Language Arts and Reading curriculum as it relates to ESL, and knows how to design and implement appropriate instruction to address TEKS related to the listening and speaking strands. Understands the role of the linguistic environment and conversational support in second-language development, and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English.

Applies knowledge of practices, resources, and materials that are effective in promoting students' communicative competence in English. Understands the interrelatedness of listening, speaking, reading, and writing and uses this knowledge to select and use effective strategies for developing students' oral language proficiency in English. Applies knowledge of effective strategies for helping ESL students transfer language skills from L1 to L2. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select instructional strategies and resources that facilitate communicative language development.

Knows how to provide appropriate feedback in response to students' developing English language skills. The ESL teacher understands how to promote students' literacy development in English. The beginning ESL teacher:. Knows applicable Texas Essential Knowledge and Skills (TEKS), especially the English Language Arts and Reading curriculum as it relates to ESL, and knows how to design and implement appropriate instruction to address TEKS related to the reading and writing strands. Understands the interrelatedness of listening, speaking, reading, and writing and uses this knowledge to select and use effective strategies for developing students' literacy in English. Understands that English is an alphabetic language and applies effective strategies for developing ESL students' phonological knowledge and skills (e.g., phonemic awareness skills, knowledge of English letter-sound associations, knowledge of common English phonograms) and sight-word vocabularies (e.g., phonetically irregular words, high-frequency words). Knows factors that affect ESL students' reading comprehension (e.g., vocabulary, text structures, cultural references) and applies effective strategies for facilitating ESL students' reading comprehension in English.

Applies knowledge of effective strategies for helping students transfer literacy knowledge and skills from L1 to L2. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select instructional strategies and resources that facilitate ESL students' literacy development.

Knows personal factors that affect ESL students' English literacy development (e.g., interrupted schooling, literacy status in the primary language, prior literacy experiences) and applies effective strategies for addressing those factors. The ESL teacher understands how to promote students' content-area learning, academic-language development, and achievement across the curriculum. The beginning ESL teacher:. Applies knowledge of effective practices, resources, and materials for providing content-based ESL instruction; engaging students in critical thinking; and developing students' cognitive-academic language proficiency. Knows instructional delivery practices that are effective in facilitating ESL students' comprehension in content-area classes (e.g., preteaching key vocabulary; helping students apply familiar concepts from their cultural backgrounds and prior experiences to new learning; using hands-on and other experiential learning strategies; using realia, media, and other visual supports to introduce and/or reinforce concepts). Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select instructional strategies and resources that facilitate ESL students' cognitive-academic language development and content-area learning. Knows personal factors that affect ESL students' content-area learning (e.g., prior learning experiences, familiarity with specialized language and vocabulary, familiarity with the structure and uses of textbooks and other print resources) and applies effective strategies for addressing those factors.

The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction. The beginning ESL teacher:. Knows basic concepts, issues, and practices related to test design, development, and interpretation and uses this knowledge to select, adapt, and develop assessments for different purposes in the ESL program (e.g., diagnosis, program evaluation, proficiency). Applies knowledge of formal and informal assessments used in the ESL classroom and knows their characteristics, uses, and limitations. Knows standardized tests commonly used in ESL programs in Texas and knows how to interpret their results. Knows state-mandated LEP policies, including the role of the LPAC, and procedures for implementing LPAC recommendations for LEP identification, placement, and exit.

Understands relationships among state-mandated standards, instruction, and assessment in the ESL classroom. Knows how to use ongoing assessment to plan and adjust instruction that addresses individual student needs and enables ESL students to achieve learning goals. The ESL teacher understands the foundations of ESL education and types of ESL programs. The beginning ESL teacher:.

Knows the historical, theoretical, and policy foundations of ESL education and uses this knowledge to plan, implement, and advocate for effective ESL programs. Knows types of ESL programs (e.g., self-contained, pull-out, newcomer centers, dual language, immersion), their characteristics, their goals, and research findings on their effectiveness. Applies knowledge of the various types of ESL programs to make appropriate instructional and management decisions. Applies knowledge of research findings related to ESL education, including research on instructional and management practices in ESL programs, to assist in planning and implementing effective ESL programs. The ESL teacher understands factors that affect ESL students' learning and implements strategies for creating an effective multicultural and multilingual learning environment. The beginning ESL teacher:. Understands cultural and linguistic diversity in the ESL classroom and other factors that may affect students' learning of academic content, language, and culture (e.g., age, developmental characteristics, academic strengths and needs, preferred learning styles, personality, sociocultural factors, home environment, attitude, exceptionalities).

Knows how to create an effective multicultural and multilingual learning environment that addresses the affective, linguistic, and cognitive needs of ESL students and facilitates students' learning and language acquisition. Knows factors that contribute to cultural bias (e.g., stereotyping, prejudice, ethnocentrism) and knows how to create a culturally responsive learning environment. Demonstrates sensitivity to students' diverse cultural and socioeconomic backgrounds and shows respect for language differences.

Applies strategies for creating among students an awareness of and respect for linguistic and cultural diversity. The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education. The beginning ESL teacher:.

Applies knowledge of effective strategies advocating educational and social equity for ESL students (e.g., participating in LPAC and ARD meetings, serving on SBDM committees, serving as a resource for teachers). Understands the importance of family involvement in the education of ESL students and knows how to facilitate parent/guardian participation in their children's education and school activities.

Applies skills for communicating and collaborating effectively with the parents/guardians of ESL students in a variety of educational contexts. Knows how community members and resources can positively affect student learning in the ESL program and is able to access community resources to enhance the education of ESL students. Print carries meaning, conveying a message.

Spoken words can be written down and be preserved. Written words can be spoken, that is, read out loud. In English, words are read from left to right, top to bottom.

In English and other languages that use alphabets, the speech stream can be divided into sounds, and these sounds are represented by letters or groups of letters (grapho-phonemic untis.) This is the alphabetic principle. The speech stream has a linear sequence in time that corresponds to written languages' linear sequence on the page.

Sound/ symbol correspondences are consistent, but in English there are many exception. An ESL teacher gives students individual copies of the form shown below.

Use this form to answer the question that follows. Task Card/ Directions: Read the list of phrases below. You are going to listen to a tape of people having conversations. As it is playing, check ( ) any of the phrases you hear. Excuse me, do you know. Would you mind.

Do you know where. Is there someplace where. Have you seen. Could you tell me. This instructional activity would be a particularly effective way for an ESL teacher to introduce ESL students to. Renault megane interior.

Are you passionate about teaching culturally diverse students? Are you eager to help non-native speakers acquire the English language skills they need to thrive in school and find success long after graduation? If you are already a licensed teacher who is interested in pursuing ELL or ESL education, this online M.A. In English Language Learning (PreK–12) program. is your direct path to becoming a key academic asset at your school and in your community.

You'll graduate with the content knowledge, teaching skills, cultural background, and field experience you'll need to develop into a sought-after ELL/ESL specialist. In ELL is nationally recognized by the Teachers of English to Speakers of Other Languages (TESOL) International Association. This program can lead to an endorsement in ELL or ESL, but only in those states that have such endorsements. The specific grade levels you will be eligible to teach depend on your state’s licenses and endorsements. At WGU, we design our curriculum to be timely, relevant, and practical—all to ensure your degree is proof you really know your stuff.

Every course focuses on a set of clearly defined competencies that you must prove you’ve learned—through tests, papers, projects, or other assessments. Demonstrating mastery is how you pass a course, so learning what it takes to be outstanding in your career is at the heart of WGU’s Master of Arts English Language Learning (PreK–12) curriculum. That means that what you learn will be directly applicable in your ELL classroom. It’s all about real-world applicability so every moment spent studying is time well spent.

Field Experience for ELL is the field experience component of the English Language Learning program. In this experience, students are required to complete a minimum of 15 hours of observations at both elementary and secondary levels. Additionally, a supervised teaching experience that is face-to-face with English language learners according to the minimum time requirements of your state is required. The purpose of this course is to assess the ability of the student including their engagement in field experience activities, ability to reflect on and then plan standards-based instruction in ELL, and their ability to locate and effectively use resources for teaching ELL to meet the needs of their individual students. English Language Learning (PreK–12) program is a mostly online program that you will complete by studying and working independently with instruction and support from WGU faculty. You will be expected to complete at least 8 competency units each 6-month term.

(One course is typically 3 or 4 units.) The first person you speak with at WGU will be your Enrollment Counselor, an expert in your program who can explain all the requirements and expectations in more detail. You can also read more about each course in the Program Guide. Endorsement or Licensure: PLEASE NOTE: This M.A. Program is designed to meet the requirements for an endorsement or license in ELL or ESL. The specific type of endorsement or license offered, as well as other requirements, varies from state to state. You are encouraged to research the specific endorsement requirements for the state in which you intend to teach.

You will need to complete your practicum at the K–12 level that aligns with your state endorsement requirements and WGU’s ELL program. Students who complete their practicum in any setting other than a K–12 setting should be prepared NOT to be recommended for licensure. Each student should be aware of the requirements of their particular state for K–12 educators. Please contact a WGU Enrollment Counselor with any questions. Special requirements for this program.

Field Experience. In addition to your online courses, you are required to complete a minimum of 15 hours of observations in classrooms at both the elementary and secondary levels. Additionally, a supervised face-to-face teaching experience with English language learners is required. (Minimum time requirements vary by state.) This experience allows for assessment of your reflection, planning, and research abilities in relation to meeting the needs of your individual students. Teacher Work Sample. The online M.A. In English Language Learning (PreK–12) degree program requires the successful completion of a teacher work sample. The work sample is a written project containing a comprehensive, original, research-based curriculum unit designed to meet an identified educational need. At WGU, we understand that you have professional responsibilities, family obligations, and personal commitments.

That’s why we offer a personalized, flexible approach to higher education. If you commit to the hard work and the challenge of a rigorous program, WGU makes it possible for you to get a solid, career-focused education that fits your life. Complete your coursework online, anytime and anywhere your schedule allows, and move through assignments and assessments at an accelerated pace if you’re able. The first step toward change can be the hardest—we get it.

Your 'welcoming committee' at WGU is made up of Enrollment Counselors, Admissions Specialists, and faculty members. Your initial interactions at WGU will be guided by an Enrollment Counselor who specializes in the programs you're interested in.

Esl Master Study Guide Book

Esl Master Study Guide Texes

Your Enrollment Counselor is ready with as much help as you may need:. Get your cost and admissions criteria questions answered.

Assess WGU's fit with your career goals. Get started toward enrollment! If you enroll in a program that also includes a special endorsement, (such as the M.A. English Language Learning, PreK–12) and you plan to eventually apply for the endorsement, the following is required of you:. A copy of a valid teaching license.

Official transcripts that demonstrate you have earned a bachelor’s degree from a recognized accredited university. An will instruct you as to when and how to submit your teaching license prior to or during your program. You do not need to submit a copy of your license if you are not seeking the endorsement.