TEACHERS OF ENGLISH AS A NEW LANGUAGE

Standard #1: Teachers of English as a New Language (ENL) understand the process of language acquisition and development and the role this process plays in their students' educational experience.

Performances

1. The teacher focuses instruction to meet specific social and academic language goals.

2. The teacher utilizes strategies and approaches that promote biliteracy.

3. The teacher designs student activities that promote student interaction within authentic contexts.

4. The teacher integrates language and content instruction appropriate to the students' stages of language acquisition.

5. The teacher encourages students to use their first language as a resource to promote academic learning and, ultimately, English language acquisition.

6. The teacher enhances language development through a variety of reading, writing, and discussion activities that relate to their content areas.

Knowledge

1. The teacher recognizes the specific stages of language acquisition and development.

2. The teacher recognizes the variety of purposes that language serves and specifically distinguishes between social and academic language functions.

3. The teacher understands the value of biliteracy.

4. The teacher is aware of the importance of teaching social or academic language in context.

5. The teacher understands the various registers, dialects, structures, vocabulary, and idioms of the English language.

6. The teacher realizes the key roles of oral, written, and nonverbal communication.

Dispositions

1. The teacher values students' linguistic and dialectical differences.

2. The teacher realizes the importance of modifying English and content-based instruction and of designing appropriate activities.

3. The teacher appreciates the important role of a first language and how it interacts with and influences the process of learning a new language.

Standard #2: Teachers of English as a New Language (ENL) recognize that the students' primary culture plays a crucial role in their adaptation to United States culture.

Performances

1. The teacher fosters an environment that promotes appreciation of significant aspects of students' cultures (e.g., having open and relevant discussions, treating all students and their families with dignity, using authentic literature that includes a variety of cultures and perspectives).

2. The teacher promotes respect for diverse cultures by facilitating open discussion, treating all students equitably, and addressing individual student needs.

3. Before considering special education referrals, the teacher uses valid pre-referral assessments and instructional strategies which encompass students' cultural and linguistic backgrounds.

4. The teacher uses a variety of formal and informal assessment strategies and is aware of cultural influences.

5. The teacher assists other educators and students in understanding the importance of culture and respect for culturally diverse students and families.

6. The teacher selects materials and activities that are appropriate and non-threatening based on his/her knowledge of cultural stages of development.

Knowledge

1. The teacher has a knowledge of the various stages of cultural adaption and acculturation.

2. The teacher understands how culture influences student cognition.

3. The teacher is knowledgeable of cultural influences inherent in student assessment.

Dispositions

1. The teacher is committed to learning about significant contributions from students' countries, languages, and cultures.

2. The teacher understands and respects the value of diverse cultures.

Standard #3: Teachers of English as a New Language (ENL) understand students' cognitive, affective, psychological, social, and cultural development and backgrounds.

Performances

1. The teacher organizes the classroom so that all students are able to learn.

2. The teacher teaches learning strategies to guide students how to learn effectively for academic development.

3. The teacher creates learning opportunities where students feel comfortable expressing themselves in ways appropriate to their cultural backgrounds.

4. The teacher models effective verbal and nonverbal communication strategies in conveying ideas, information, and inquiry and is accepting of different modes of expression and communication skills.

5. The teacher actively listens, solicits, supports, and expands learner expression in reading, speaking, writing, and listening skills and in presenting ideas through various modes of expression.

Knowledge

1. The teacher understands stages of human development.

2. The teacher recognizes different learning styles and rates of learning.

3. The teacher understands how students learn.

4. The teacher has knowledge of a wide variety of individual student's learning strategies.

5. The teacher understands how different cultural backgrounds affect student learning and overall development.

6. The teacher understands how norms and values affect performance and cultural adjustment.

7. The teacher understands how to integrate students into the academic and social learning environment.

Dispositions

1. The teacher appreciates the influences of students' languages, ethnicities, races and genders.

2. The teacher appreciates that students will adapt and acculturate according to their specific circumstances.

3. The teacher values individual variation within each area of development and respects the diverse talents of all learners.

4. The teacher appreciates students' strengths as a basis for constructing knowledge.

5. The teacher values the diversity of cultural perceptions present within the learning environment.

6. The teacher values the ups and downs of students' development of skills in communication.

Standard #4: Teachers of English as a New Language (ENL) understand how to facilitate instruction by creating a supportive environment and implementing the appropriate activities that promote optimal learning for English language learners (ELL's).

Performances

1. The teacher incorporates a broad spectrum of literature when appropriate.

2. The teacher introduces new concepts, skills, and grammatical structures when the ELL's are ready to learn them.

3. The teacher uses realia, computers, media, interactive video, music, and other learning resources to facilitate learning.

4. The teacher designs and uses hands-on learning experiences to engage each ELL and effectively uses instructional resources that facilitate those experiences.

5. The teacher provides opportunities to practice with key concepts, vocabulary, and text structure in the content areas being studied.

6. The teacher provides a risk-free environment where students have multiple opportunities to practice language in context.

7. The teacher models or demonstrates appropriate verbal, nonverbal, and written communication skills and tailors language to meet the needs of ELL's.

8. The teacher uses communicative approaches that lead to interactive practice within authentic contexts.

9. The teacher designs effective lessons and activities to develop critical thinking skills, meta-cognitive strategies, vocabulary, and knowledge of text structure.

10. The teacher develops instruction from concrete to abstract for cognition and content mastery.

11. The teacher utilizes the students' prior knowledge to construct meaning and provides experiences to enrich their knowledge base.

12. The teacher allows the use of primary language as needed to facilitate learning.

13. The teacher, when possible, integrates subject matter across content areas.

14. The teacher pre-teaches key subject matter concepts and vocabulary to make content comprehensible.

Knowledge

1. The teacher has a working knowledge of reading and writing processes, use of literature in the classroom, standard pronunciation, English language structure, and effective listening skills.

2. The teacher understands various stages, strategies, approaches, learning styles, and intelligences that facilitate learning.

3. The teacher knows how to integrate subject matter across content areas and integrate academic language and content.

4. The teacher comprehends the critical importance of creating a positive environment in which the ELL can thrive.

5. The teacher is aware of the role of the ELL's prior knowledge and knows how to build on that knowledge base to make the input more comprehensible.

6. The teacher comprehends the significance of meaningful communication and knows how to encourage its development in the classroom.

7. The teacher understands the importance of providing many opportunities for ELL's to practice the language in meaningful contexts.

Dispositions

1. The teacher values students' various learning styles and intelligences.

2. The teacher is committed to using a variety of teaching strategies and approaches.

3. The teacher supports the integration of language with subject matter across content areas.

4. The teacher values the students' primary languages and encourages the development of meaningful communication in English.

5. The teacher is committed to developing a context-rich environment, where the teaching of learning strategies and student involvement in their own learning is promoted.

Standard #5: Teachers of English as a New Language (ENL) collaborate effectively to maximize student learning.

Performances

1. The teacher requests assistance from appropriate school service personnel as necessary.

2. The teacher shares knowledge of how to facilitate instruction for the ELL student with other educators.

3. The teacher seeks guidance and key content information from colleagues in order to plan effective lessons for the ELL.

4. The teacher works together with content area teachers to pre-teach key academic vocabulary and concepts and lay the foundation for effective student participation within the regular classroom.

Knowledge

1. The teacher is aware of the benefits of collaborating with peers in providing the ELL with a meaningful curriculum.

2. The teacher knows how to facilitate learning for the ELL and can share that knowledge with other educators and parents.

Dispositions

1. The teacher recognizes his/her limitations and will consult with other professionals when needed.

2. The teacher recognizes the importance of open communication between the ENL teacher, the content area teachers, parents, and other educators.

3. The teacher appreciates that curricular alignment and high, common academic standards cannot take place without collaboration.

Standard #6: Teachers of English as a New Language (ENL) are able to effectively use formal and informal assessment strategies that include methods to promote the development of the learner.

Performances

1. The teacher utilizes various kinds of assessment as tools to gain knowledge of the ELL's abilities.

2. The teacher guides students in use of self-assessment strategies.

3. The teacher teaches effective test-taking skills.

4. The teacher selects assessments that are suited to the ELL's culture, to literacy and communication skills, and to practical and academic needs.

5. The teacher provides assessment experiences to encourage independent thinking and inquiry.

6. The teacher establishes a safe environment during assessment activities.

7. The teacher communicates effectively with parents about placement and student progress.

8. The teacher uses a combination of observation and other assessments to make decisions about pre-referral, referral, and placement.

9. The teacher selects and reviews materials and assessments that avoid cultural bias.

Knowledge

1. The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments.

2. The teacher understands a variety of assessment and observation techniques including formal, portfolio, and alternatives to measure student academic growth.

3. The teacher understands how to select, construct, communicate, and effectively apply assessment and observation strategies as they align with curriculum standards, goals, and instruction.

4. The teacher understands performance assessment.

5. The teacher understands curriculum evaluation as it pertains to student needs, and understands the roles of formative and summative assessments in instruction.

6. The teacher understands the importance of instructional modifications as they relate to student learning styles, levels of development, and needs.

7. The teacher understands and values cultural differences in assessment practices.

8. The teacher understands and is aware of the role of pre-referral in placement of students.

9. The teacher understands state guidelines and rules as they apply to standardized testing of the ELL.

Dispositions

1. The teacher recognizes the role of assessment in the successful development and application of curriculum.

2. The teacher recognizes and understands that students learn at different rates and at varying levels of complexity.

3. The teacher values the variety of ways to identify and to communicate student strengths and knowledge.

4. The teacher is aware of variations in student progress which may be related to cultural and linguistic differences.

Standard #7: Teachers of English as a New Language (ENL) are reflective practitioners who actively seek opportunities for professional development.

Performances

1. The teacher continuously examines his/her teaching for the purpose of evaluating, modifying, and expanding past practice to determine future practice.

2. The teacher seeks opportunities to participate in seminars, research, workshops, courses, and conferences to promote professional growth.

3. The teacher actively reads for professional growth and regularly networks with colleagues in the field.

Knowledge

1. The teacher is aware of current issues and trends in the field.

2. The teacher is knowledgeable about resources available to grow professionally.

3. The teacher understands the importance of reflective practice and self-evaluation in professional growth.

Dispositions

1. The teacher values reflection, self-assessment, and self-directed learning as an ongoing process.

2. The teacher is committed to activities that promote professional growth and development.

3. The teacher views him/herself as an ENL educator who is able to select appropriate practices for him/herself and colleagues based on research found in professional publications and other scholarly works.

Standard #8: Teachers of English as a New Language (ENL) promote acceptance and understanding of cultural and language diversity in the community and in the school.

Performances

1. The teacher supports and provides opportunities for students to become involved in the social, academic, and extended activities within the school community.

2. The teacher encourages learning in the home by providing materials and ideas to promote active learning in the family environment.

3. The teacher uses knowledge of community resources to create networks of community support.

4. The teacher promotes acceptance of cultural and language diversity in the community through participation and organization of activities to celebrate international events (e.g., informational presentations that include students, family, and community).

5. The teacher encourages students to take books home to read independently or with parents and family members.

6. The teacher conveys educational information, including knowledge about community resources, to the parents of ELL's through proper means such as verbal or written communication and/or video presentations in the appropriate language.

Knowledge

1. The teacher has knowledge of how diverse family units function.

2. The teacher has knowledge of community-based support services.

3. The teacher has knowledge of academic, social, and affective needs.

Dispositions

1. The teacher values the role of the student's language and culture.

2. The teacher values parental involvement in students' education both in the school and in the community.

3. The teacher respects student diversity.

English as a New Language Glossary of Key Terminology⁽¹⁾

*Basic Interpersonal Communication Skills (BICS)

The term was coined by Jim Cummins, a Canadian sociolinguist, to refer to a student's social language skills and to distinguish them from academic language skills which he calls "Cognitive Academic Language Proficiency". Development of BICS is usually a two year process (see CALP).

 

Bilingual Education Program

An educational program that uses the student's primary language to some degree to promote the acquisition of academic subject matter or literacy while the student gains English proficiency.

 

Biliteracy

The development of literacy skills in two languages.

Cognitive Academic Language Learning Approach (CALLA)

An instructional approach which focuses on the teaching of English through key academic language and concept development while also familiarizing students with learning strategies. This highly regarded content-based ESL approach was developed by Anna Chamot and J. Michael O'Malley.

 

*Cognitive Academic Language Proficiency (CALP)

Jim Cummins distinguishes between social language skills (BICS) which usually develop within two years and academic language skills which take considerably longer (at least five to seven years). Researchers maintain that it is the full development of CALP that ensures academic success for language minority students.

 

*Content-Based English as a Second (New) Language

An instructional approach which teaches English skills in the context of academic content area learning. Regarded as more effective than teaching English skills in isolation from academic subject matter.

*Culture

The complex set of beliefs, customs, traditions, and experiences that assist in forming and sustaining individual character.

 

Culturally and Linguistically Diverse Student

A student whose cultural and linguistic heritage is distinct from mainstream American culture. Another term for language minority student.

 

Dominant Language

A language minority student's most developed language.

 

*English as a New Language (ENL)

Refers to a curriculum or course designed to teach English to English Language Learners (ELL's) at various English language proficiency levels. This term recognizes that English may be the second, or in some cases, third language for ELL's (see ESL).

 

English as a Second Language (ESL)

Refers to a curriculum or course designed to teach English to ELL's at various English language proficiency levels.

 

*English Language Learners (ELL's)

Students who are language minority and still in the process of acquiring both social and academic English language skills (in listening, speaking, reading, and writing) to a level commensurate with age-level English-speaking peers.

 

Fluent English Proficient (FEP)

A student who is language minority and exhibits both social and academic English proficiency (in listening, speaking, reading, and writing) to a level commensurate with other English speaking peers.

 

*Language Minority Students (LMS)

Designates students for whom another language is spoken at home by the student or family member. The term does not indicate students' level of English proficiency or ethnicity.

 

Limited English Proficient (LEP)

A student who is language minority and still in the process of acquiring both social and academic English language skills (in listening, speaking, reading, and writing) to a level commensurate with age-level English speaking peers. LEP is the term still officially used by the U.S. Department of Education. (See ELL's.)

 

National Association for Bilingual Education (NABE)

The principal professional organization for bilingual teachers in the USA.

 

Native Language

Refers to the first language (L1) a child learns. (Synonymous with primary language.)

 

Natural Approach

(S. Krashen and T. Terrell) An approach to learning a new language which bases its instructional practices on the language development patterns observed in primary language acquisition. It is highly compatible with Total Physical Response.

 

Office of Bilingual Education and Minority Languages Affairs (OBEMLA)

The office within the U.S. Department of Education responsible for promoting and assisting bilingual and English as a second language programs across the country.

 

*Pre-referral

Refers to a process of addressing a student's learning profile, and the series of instructional interventions that would follow, prior to a formal referral for special education services. Pre-referral for ELL's should always include appropriate recognition of linguistic and cultural factors that will affect student learning. Only in this way can appropriate referrals for special education services be ensured with LMS.

 

* Pre-Teach

Teaching key concepts ahead of the regular classroom curriculum.

 

*Primary Culture

Refers to the home culture (C1) of the Student.

 

*Primary Language

Refers to the first language (L1) a child learns. (Synonymous with native language.)

 

*Realia

Any props, real objects, or pictorial representations that a teacher uses in the classroom to facilitate language development or content area instruction.

 

*Register

Refers to the dialect or style of speaking a speaker may use in different contexts.

 

Second Language

Refers to the second language (L2) a child learns. In the context of language minority students in the USA, this is usually English.

 

Silent Period

Refers to a language learner's initial pre-production stage of language development. May range from a few weeks with secondary students to an entire school year with some pre-school and kindergarten aged children.

 

Teachers of English to Speakers of Other Languages (TESOL)

The principal professional organization for ENL teachers in the USA. Indiana's state affiliate is INTESOL.

 

Teaching English as a Foreign Language (TEFL)

Refers to the practice of teaching English as a foreign language. This term is often used by English teachers abroad.

 

Teaching English as a Second Language (TESL)

Refers to the practice of teaching English as a second or new language to LMS in an English-speaking country.

 

Test of English as a Foreign Language (TOEFL)

The most widely used test by non-native speakers of English seeking college or university admissions in the USA. Language minority students often take this test in addition to the SAT or ACT.

 

Total Physical Response (TPR)

A teaching methodology introduced by James Asher which teaches language through actions within a highly contextual and interactive classroom environment. Frequently used during the early pre-production stage of a student's language development.

 

¹ Starred items denote terms used within the standards document, other definitions are included for general information.