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.
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.
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 English learners. 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
English learners;
(2) be able to
adopt appropriate learning materials and adapt teaching strategies to meet the
second language needs of English learners in a school setting; and
(3) understand the developmental progression
and range of individual variation of English learners in the context in which
taught.
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 English learners in the school
setting. The teacher must:
(1) understand how
limited English proficiency affects learning; and
(2) understand that both language learning
and subject matter content are essential to student success in an academic
setting.
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;
(2) understand schools as
organizations within the larger community context and that successful
communication with parents must be undertaken within that larger sociocultural
framework;
(3) understand how the
student's environment, including family circumstances, community systems, and
health and economic conditions, may influence learning; and
(4) work with other professionals to improve
the quality of educational services provided to English learners.
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;
(2) understand how to develop communication
skills in listening, speaking, reading, and writing as an important contributor
to academic success across the curriculum; and
(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.
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
English learners. The teacher knows and uses criteria for determining the
readiness of students to enter and exit English learner programs. The teacher
must:
(1) understand the characteristics,
uses, advantages, and limitations of formal and informal second language
assessment techniques;
(2)
understand the limitations of using traditional assessment procedures in the
identification and placement of English learners in academic programs,
including gifted and special education programs;
(3) understand second language assessment
including item and test construction methods appropriate for English learners;
and
(4) know how to administer,
interpret, and explain the results of standardized tests and alternative
methods of assessment to English learners, the students' parents, and to
colleagues.
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;
(2) understand features
of English including phonology, morphology, syntax, and semantics;
(3) relate knowledge of English to other
languages; and
(4) understand the
history and development of the English language.
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
(2) understand that there are similarities
and differences between child, adolescent, and adult language
acquisition.
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;
(2) be knowledgeable about the
sociolinguistic dynamics of the cultures of the United States; and
(3) understand how cultural, linguistic,
ethnic, regional, and gender differences affect communication in the
classroom.
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:
(1) understand and apply educational
principles relevant to the physical, social, emotional, moral, and cognitive
development of children, preadolescents, and adolescents;
(2) understand and apply the research base
for and the best practices of kindergarten and primary, intermediate, and
middle level and high school education;
(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;
(4) understand the
role and alignment of district, school, and department mission and goals in
program planning;
(5) understand
the need for and how to connect students' schooling experiences with everyday
life, the workplace, and further educational opportunities;
(6) know how to involve representatives of
business, industry, and community organizations as active partners in creating
educational opportunities; and
(7)
understand the role and purpose of cocurricular and extracurricular activities
in the teaching and learning process.
Subp. 3a.
Student teaching and field
experiences.
A candidate for licensure to teach English as a second
language must have a broad range of targeted field-based experiences, of a
minimum of 100 hours prior to student teaching, that provide opportunities to
apply and demonstrate competency of professional dispositions and the required
skills and knowledge under this part and part
8710.2000.
Across the combination of student teaching and other
field-based placements, candidates must have experiences teaching the content
at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9
through 12.
For initial teacher licensure, the student teaching period
must be a minimum of 12 continuous weeks, full time, face-to-face, in which the
candidate is supervised by a cooperating teacher, and evaluated at least twice
by qualified faculty supervisors in collaboration with the cooperating
teachers.
