Rule 57 R390.1101 (a) and 390.1157

(a) Language Proficiency

An applicant shall demonstrate reading, writing, speaking and listening proficiency in English and in the language for which endorsement is sought as determined by the examination process approved by the state Board of Education.

§            Systematic assessment of  Spanish language reading, writing and speaking with the adoption of the S-CAPE computerized test of reading skills and the ACTFL protocols and metrics for the testing of oral and written skills

§            Opportunities for intensive language immersion experiences at the Autonomous University of Querétaro and the Linguistics Institute at Cuernavaca to ensure the attainment of native-like Spanish language proficiency for endorsement candidates who are non-native speakers.

§            English language proficiency as evidenced by the Test of Basic Skills

(b) Linguistics and Bilingual Methodology

An applicant shall successfully complete 9 semester hours of coursework designed to develop all of the following

(i) Knowledge of the historical background and pedagogical rationale of bilingual education.

FLAN 421

(ii) Effective Skills in using both English and the endorsed language as media of instruction in the subject areas for which certification is held or being sought.

FLAN 422, TESOL 410, SPNH 482 and 471

(iii) Effective skills in the instruction of English and the endorsed language as both first and second languages, as individual classes, or as activities integrated into the content areas.

FLAN 422, SPNH 482 and 471

(iv) Effective skills in the linguistic analysis of both English and the endorsed language and in the testing and assessment of language skills

FLAN 422, TESOL 410, SPNH 482 and 471

(c ) Culture

An applicant shall successfully complete 6 semester hours of coursework designed to develop all of the following:

(i) Effective skills in utilizing cultural information and information as a means for developing basic skills

FLAN 421/422

(ii)Effective skills in presenting the history and cultures of the geographical area associated with the endorsed language

FLAN 422, SPNH 482 and 471

(iii) Effective skills in presenting the history and culture of the endorsed language groups within the United states

FLAN 422, SPNH 482 and 471

(iv) Effective skills in communicating with parents of children enrolled in the bilingual education program and with members of the bilingual education advisory committee.

FLAN 422, SPNH 482 and 471

MCCT Guidelines Board of Education, 1995

Understand the foundation of language acquisition:

TESOL 410 and FLAN 421: Includes:  theories of language acquisition, learning styles and learning strategies, characteristics of and distinctions between adult and child language learning

Compare the linguistics of the native language and English (including readiness for exit from bilingual and other language support to English-only mainstream classes)

FLAN  421/422: Stages of first and second language acquisition; criteria and procedures; identification of cognates within content areas, common Latin-based suffixes and prefixes across languages; use of contrastive analysis.

Analyze stages and characteristics of child development as related to bilingual education

FLAN 422: Includes Theories of cognitive/social/emotional development as applied to bilingual children (from behaviorism to constructivism); theories of bi-cognition

Analyze influential factors in learning

FLAN 421/422: Include treatment of family structure, cultural norms, values, behaviors,  socioeconomic and linguistic factors.

Identify legal and philosophical foundations of bilingual education.

FLAN 421: Provides thorough presentation and analysis of  key legal decisions (Federal and State Supreme Court Decisions); authorizing federal (Title III and Title I  NCLB)  and state legislation; categorical funding support; electoral trends; additionally traces practices, policies and guidelines(OCR, USDoE,  related to service delivery; and, meta-analysis of research foundations 1900 – present.

Identify historic and linguistic foundations of bilingual education.

FLAN 421: Includes historical survey of US language policy and practices 1700-present using primary and secondary research; discussion of synergistic interaction of historical, sociological and economic trends in shaping various bilingual education models (transitional, dual language, maintenance) and ESL methods.

Understand common concepts and terms used in the study of culture.

FLAN 422, SPNH 471 and 482 (FLA 215 elective): Definition of and key terms related to the study of culture (norms, values, traditions, informal and formal belief systems, gender-role stereotypology, family structure, socialization practices, external versus internal cultures; cultural dissonances, cross-cultural conflict;  adjustment, adaptation, assimilation; and, impact of cultural phenomenon on LEP rates and levels of  achievement.

Apply procedures for locating and gathering cultural information

FLAN 421/422; SPNH 471 and 482: Discussion and demonstrations for identifying, interpreting, analyzing and using cultural information using multi-media technologies, research documents (secondary) and the conduct of primary, field-based research. Note: All three courses incorporate field studies as requirements totally 96 clock hours.

Apply procedures for interpreting, synthesizing, and organizing cultural information

Apply critical thinking skills to cultural information

Understand factors affecting cultural change and variation

Understand the relationship between language and culture.

Identify strategies to develop listening skills.

TESOL 410 and FLAN 422:  Strategies for developing literal, interpretative and analytical listening (aural comprehension) skills in LEP learners.

Identify strategies to develop speaking skills.

TESOL 410, SPNH 482: Purposes for oral communications; methods and elements of appropriate interlocution; types and characteristics for oral communications (formal, informal, technical, informational, expressive, interpretive; etc.).

Identify reading-readiness skills.

SPNH 470 and 482; TESOL 410: Treat aspects of language development, motor coordination, visual and auditory discrimination skills indicative of readiness to read in first and second languages.

Identify strategies to develop reading skills.

Identify techniques for monitoring comprehension and adjusting reading strategies for different purposes when reading texts in the native language.

Identify strategies to develop writing skills.

Identify strategies for using and reinforcing the interrelationship of reading, writing, listening, and speaking in the native language.

Identify concepts and skills in phonemics, grammar, and vocabulary acquisition in English.

TESOL 410:  Strategies, activities and materials to support acquisition of reading proficiencies in phonics/ phonemic awareness, vocabulary development, comprehension and fluency in the second language.

Identify strategies to develop listening and speaking skills in English

TESOL 410: Strategies for attending to English speakers; ways to analyze oral presentations, develop speaking skills

Apply word recognition skills to English

TESOL 410: Phonetic, phonemic, and structural analysis and inflectional endings

Apply vocabulary skills to English

TESOL 410: Definitions, figures of speech, idiomatic expressions and word types; activities to promote vocabulary development

Apply reading comprehension skills to English

TESOL 410/FLAN 422: Literal, interpretative, and critical comprehension skills in English

Analyze affective reading skills and literary appreciation in English

TESOL 410/FLAN 422: Types and characteristics of literature suitable for teaching affective reading skills; types/genres, elements of literature, and appropriate use with LEP students

Demonstrate applied reading skills in English

TESOL 410: Use of electronic and bibliographic resources and references , including library card catalogues, internet search skills

Identify visual literacy skills as cues to English language development

TESOL 410: Interpretation of pictures, sequencing of pictorial representations, signs, symbols and other visual representations; uses of electronic  video media and telecommunications as vehicles of instruction

Apply knowledge of grammar and usage to English

TESOL 410: Parts of speech, sentence structure/type; word order, tense/number agreement

Understand mechanics of English

TESOL 410: Punctuation, capitalization and spelling

Apply writing skills in English

TESOL 410: Purposes and forms of writing; paragraph structure; narrative writing- main idea/theme; supporting narrative conclusion/summary; research writing- citation of sources/; issues of plagiarism

Apply knowledge of the writing process to English

TESOL 410: Pre-writing and composition techniques; editing and proofreading skills

Understand methods of ESL instruction in listening and speaking

TESOL 410: Components of audio-lingual and cognitive methods; use of contrastive analysis, TPR, the “silent way” and other methods

Recognize problem areas in listening and speaking

TESOL 410/FLAN 422: Problems with idiomatic expressions, slang or colloquialisms and sound discrimination; recognition of socio-economic, geographic, cultural factors that may influence students’ listening and speaking skills

Apply methods of ESL instruction to reading and writing

TESOL 410/FLAN 422: Methods and techniques of ESL/Bilingual reading and writing

Recognize problem areas in reading and writing

TESOL 410/FLAN 422: Includes problems with cultural allusions/references, structure, literary styles, figurative language,  and vocabulary

Apply specific skills and concepts in the content areas

FLAN 422: Content customized to endorsement candidates’ major/minor concentrations, including basic mathematics, science, social studies, and academic majors for secondary certification

Identify specific instructional strategies to teach the content area in the native language

FLAN 422/ SPNH 482 and 471: Includes inquiry-based/discovery; mastery,  project-based, collaborative/cooperative learning, thematic and direct instruction; and, applications of whole group, small group and individualized instructional strategies

Use appropriate instructional materials in the native language

FLAN 422/ SPNH 482 and 471: Use of hardcopy, audio-visual, computer assisted instruction modules, computer-mediated reinforcement and Internet-based interactive activities in native language; modification/adaptation of materials in the native language to correlate with content-specific instructional objectives

Assess mastery of skills and concepts in the content areas in the native language

FLAN 422/SPNH 482 and 471: Types, methods and appropriate applications of content area assessments in native language; principles of scoring, interpretation of results; diagnostic and prescriptive implications.

Apply specialized vocabulary development and reading comprehension strategies to teach the content areas through ESL

TESOL 410: Content-specific reading comprehension and vocabulary development and strategies for assessing student comprehension and application skills

Use appropriate ESL instructional materials

TESOL 410: Use of ESL-specific curricular supplements, audio-visual and electronic resources; procedures for adapting and/or modifying instructional materials; analysis/evaluation of instructional materials for cultural, linguistic, academic and developmental appropriateness or “fit” with the needs of LEP learners.

Organize the classroom for effective teaching of the content areas in a dual language setting

FLAN 422: Includes methods for delivery coordinate vs. alternate dual language delivery systems; organizing various groupings (learning centers, small-group settings, peer/cross-age/grade models) ; effective use of bilingual para-educators, inclusion vs. pull-out tutorial models (pull-in vs. pull-out)

Identify specific ESL instructional strategies to reinforce and extend knowledge of skills and concepts in the content areas.

TESOL 410/FLAN 422: Assessment methods to determine prior knowledge