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Michael D. Eisner College of Education

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Professional Teaching Portfolio

TPE 7: Teaching English Learners

Candidates for a Teaching Credential know and can apply pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners.  They know and can apply theories, principles, and instructional practices for English Language Development leading to comprehensive literacy in English.  They are familiar with the philosophy, design, goals, and characteristics of programs for English language development, including structured English immersion.  They implement an instructional program that facilitates English language development, including reading, writing, listening and speaking skills, that logically progresses to the grade level reading/language arts program for English speakers.  They draw upon information about students’ backgrounds and prior learning, including students' assessed levels of literacy in English and their first languages, as well as their proficiency in English, to provide instruction differentiated to students’ language abilities.  They understand how and when to collaborate with specialists and para-educators to support English language development.  Based on appropriate assessment information, candidates select instructional materials and strategies, including activities in the area of visual and performing arts, to develop students’ abilities to comprehend and produce English.  They use English that extends students’ current level of development yet is still comprehensible.  They know how to analyze student errors in oral and written language in order to understand how to plan differentiated instruction.

Candidates for a Teaching Credential know and apply pedagogical theories, principles and practices for the development of academic language, comprehension, and knowledge in the subjects of the core curriculum.  They use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.  They allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as para-educators, peers, and books.  They use questioning strategies that model or represent familiar English grammatical constructions.  They make learning strategies explicit.

Candidates understand how cognitive, pedagogical, and individual factors affect students’ language acquisition.  They take these factors into account in planning lessons for English language development and for academic content.

Teachers are not expected to speak the students’ primary language, unless they hold an appropriate credential and teach in a bilingual classroom.  The expectation is that they understand how to use available resources in the primary language, including students’ primary language skills, to support their learning of English and curriculum content.