Framework

Field 121: English to Speakers of Other Languages

The framework that follows is a detailed outline that explains the knowledge and skills that this assessment measures.

Framework

Domain		Range of Competencies	Approximate Percentage of Assessment Score
I1	Foundations of Instruction for English Learners	0001–0007	70%
II2	Integration of Language Development and Content Learning	0008–0010	30%

Domain I1–Foundations of Instruction for English Learners

0001 Understand language systems, including how languages differ in their systems and how differences and similarities between language systems influence language and literacy development.

Includes:

1. Apply knowledge of phonology, including phonemes, stress, intonation, and rhythm, to promote the language and literacy development of English learners.
2. Apply knowledge of morphology, including how word structure (e.g., roots, prefixes, suffixes), inflectional endings (e.g., -s, -ed, -ing, -er, -est), and derivational affixes (e.g., un-, dis-, -ly, -ment, -ion) affect a word's function and meaning, to promote the language and literacy development of English learners.
3. Apply knowledge of syntax, including parts of speech (e.g., verbs, adverbs, nouns, pronouns, adjectives, prepositions, conjunctions) and the structure of phrases and sentences, to promote the language and literacy development of English learners.
4. Apply knowledge of semantics, including word relationships (e.g., synonyms, antonyms, homonyms) and the distinction in meaning of words and idioms in various contexts, to promote the language and literacy development of English learners.
5. Apply knowledge of discourse features of written and oral texts (e.g., speech acts, genres, discourse markers) to promote the language and literacy development of English learners.
6. Apply knowledge of pragmatic features of language (e.g., nonverbal elements, formal and informal discourse), various discourse settings (e.g., classroom, social event), and language functions (e.g., narrating, informing, explaining, arguing, persuading), as well as factors (e.g., cultural and social norms, purpose, audience) that affect choice of pragmatic features, to promote the language and literacy development of English learners.
7. Apply knowledge of the linguistic features of social, general-academic, and discipline-specific language (e.g., tiered vocabulary: Tier One—everyday speech words, Tier Two—general-academic words, Tier Three—discipline-specific words) to promote the language and literacy development of English learners.
8. Apply knowledge of sociolinguistic concepts, including language variation (e.g., dialect diversity in English) and register (i.e., language particular to specific functions), to promote the language and literacy development of English learners.
9. Apply knowledge of how to compare the home languages of English learners with English to identify potential transference between languages as well as aspects of English that may be challenging for English learners.
10. Apply knowledge of culturally sustaining and linguistically responsive strategies for engaging English learners in making connections and comparisons between language systems and using knowledge of language systems as an empowering tool for learning languages.

0002 Understand stages and processes of new language learning.

Includes:

1. Demonstrate knowledge of current theories and key concepts in new language acquisition, including the importance of promoting and sustaining bilingualism/multilingualism as an asset and a goal for English learners.
2. Demonstrate understanding that the home languages of English learners are an asset for learning English and influence English language learning (e.g., language and literacy skills transfer, interlanguage development, code-switching, translanguaging).
3. Demonstrate knowledge of cognitive, metacognitive, and metalinguistic processes and strategies involved in learning a new language (e.g., memorization, generalization, fossilization, self-monitoring, reflection, circumlocution, comparison) and apply knowledge of strategies for explicitly teaching English learners effective language learning and self-monitoring strategies to promote their language development and engagement in self-directed learning.
4. Understand the role of comprehensible input and output in acquiring a new language and apply knowledge of strategies for using comprehensible input and output for scaffolding comprehension and use of English in social and academic contexts.
5. Demonstrate knowledge of stages and processes of new language development and the distinctions between the five levels of English language proficiency (i.e., Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced) as defined in Ohio's English Language Proficiency (ELP) Standards.
6. Understand the role of feedback in language instruction and demonstrate knowledge of strategies for providing appropriate feedback (e.g., recast, explicit correction) in various contexts.

0003 Understand individual factors and variables that affect language development and learning.

Includes:

1. Demonstrate understanding of individual characteristics, such as age, affective filter, identity, self-esteem, home language, educational background, and motivation, and how they affect language learning and inform instruction.
2. Demonstrate knowledge of sociocultural factors (e.g., cultural, racial, ethnic, and linguistic identity; bilingualism/multilingualism) and how they affect language learning and inform instruction.
3. Demonstrate knowledge of characteristics, assets, and needs of English learners, including newcomers, long-term English learners, English learners with limited or interrupted formal education, English learners with disabilities, or English learners who are gifted.
4. Demonstrate knowledge of appropriate strategies for learning about the interests, languages, cultures, educational backgrounds, background knowledge, and life experiences of English learners using a variety of resources, such as parent advisory committees, families, students, classroom observations, community organizations, surveys, community outreach, technology, or school records.

0004 Understand concepts of equitable assessments that are culturally and linguistically responsive for English learners.

Includes:

1. Apply strategies for selecting and designing assessments (e.g., formal, informal, norm referenced, criterion referenced, language proficiency, curriculum based, performance based) that are culturally and linguistically responsive for English learners and appropriate for the identified purpose(s).
2. Understand how to interpret results from assessments used with English learners for various purposes, such as diagnosis, placement, evaluation of language proficiency, evaluation of academic progress, or screening for giftedness or learning disabilities.
3. Recognize potential linguistic and cultural biases (e.g., unfamiliar assessment language, images, references, assessment formats) and psychological factors (e.g., limited test experience, assessment anxiety) associated with the assessment of English learners that may affect assessment validity, reliability, and equity.
4. Demonstrate knowledge of appropriate and allowable assessment accommodations and content modifications for English learners.
5. Recognize the importance of assessing English learners using various methods of assessment (e.g., formal, informal) that are culturally and linguistically responsive and the importance of conducting ongoing assessment to inform and adjust instruction.
6. Recognize when the English language performance of an English learner falls outside the expected range for the student's proficiency level and may indicate the need for classroom interventions, further testing, or additional services.
7. Demonstrate knowledge of culturally and linguistically responsive strategies for communicating assessment results to stakeholders (e.g., parents/guardians/caregivers, English learners, educational colleagues, administrators).

0005 Understand the importance of prioritizing the foundational language and literacy skills of English learners to promote their social and academic language development and their achievement of grade-level learning standards.

Includes:

1. Apply knowledge of culturally sustaining and linguistically responsive research-based methods and resources (e.g., leveraging students' home language literacy skills; providing direct, explicit instruction to support students' individual learning goals; using visuals; building schemata and background knowledge) for appropriately differentiating and scaffolding instruction for English learners in foundational English literacy skills, including print concepts and letter recognition and formation, phonemic awareness, phonics and other word identification strategies, spelling, fluency, vocabulary, text comprehension, the writing process, and the writing conventions of English.
2. Apply knowledge of culturally sustaining and linguistically responsive research-based methods of effective vocabulary instruction, such as direct teaching of specific words; building background knowledge; developing students' word consciousness; building vocabulary knowledge related to specific texts; providing multiple, meaningful exposures to new words through listening and reading; creating opportunities to use new words meaningfully in speaking and writing; and promoting development of independent word-learning strategies (e.g., analyzing morphology and word structure, recognizing word origins and cognates, using contextual analysis, consulting reference materials).
3. Apply knowledge of culturally sustaining and linguistically responsive instructions for English learners that promote the understanding and use of writing processes (e.g., prewriting, drafting, revising, editing, publishing, reflecting).

0006 Understand how to create a culturally sustaining and linguistically responsive learning environment that promotes the language development and academic achievement of English learners.

Includes:

1. Apply knowledge of strategies for creating a culturally sustaining and linguistically responsive learning environment that empowers students intellectually, socially, and emotionally and that leverages students' home languages and cultures as valuable assets for learning and resources for teaching.
2. Recognize the role of culture in the learning environment, including the influence of cultural differences such as values and beliefs, educational background, approaches to learning (e.g., cooperative versus competitive, individual versus group, rote memorization versus active learning), and stages of acclimation to a new learning environment (e.g., cultural shock, euphoria, silent period, cultural fatigue) that may affect the language development and academic achievement of English learners.
3. Apply knowledge of strategies for creating and managing a safe, respectful, and supportive student-centered learning environment that promotes English learners' participation, collaboration, and learning in a variety of settings (e.g., whole class, flexible grouping, independent learning, individualized instruction) and encourages them to be actively involved in learning, taking risks, and extending their learning inside and outside the learning environment.
4. Apply knowledge of cultural differences in communication styles (e.g., nonverbal elements, turn-taking conventions, role of silence, social distancing) and effective communication practices (e.g., providing clear directions, using a variety of questioning techniques) for facilitating cross-cultural interactions and communication.
5. Recognize the effects of bias and discrimination and apply strategies for discussing these issues purposefully with students with the goal of promoting a respectful and inclusive learning environment (e.g., designing instruction that reflects antibias approaches, recognizing students' language rights and individual identity).

0007 Understand the role of the teacher of English learners as a professional resource, a leader in the learning community, and an advocate for the equitable access to a culturally sustaining and linguistically responsive education for English learners.

Includes:

1. Demonstrate knowledge of key court cases and key legislation and federal policies that affect the education of English learners (e.g., Lau v. Nichols, Castañeda v. Pickard, Plyler v. Doe, Title VII of the Elementary and Secondary Education Act of 1968 [Bilingual Education Act], Individuals with Disabilities Education Act [IDEA] of 2004, Every Student Succeeds Act [ESSA] of 2015).
2. Demonstrate knowledge of Ohio state requirements for identifying, placing, and exiting students from programs for English learners.
3. Demonstrate knowledge of the characteristics, goals, and effectiveness of various program models (e.g., two-way bilingual education, dual language education, sheltered English instruction, structured English immersion, push-in and pull-out instruction).
4. Demonstrate knowledge of effective co-teaching models that integrate English language instruction with content teaching and learning strategies to promote a culturally sustaining and linguistically responsive learning environment.
5. Demonstrate knowledge of strategies for modeling effective culturally sustaining and linguistically responsive educational practices for educational personnel and other stakeholders who work with English learners.
6. Understand how one's cultural values, beliefs, and cultural competence relate to the equitable education of English learners, and how to use self-reflection to inform and adjust instructional practices and professional behavior (e.g., recognizing effects of personal cultural identity, background, and implicit biases on teaching practices; seeking feedback from stakeholders; conducting action research; using professional reflection to identify personal strengths and areas for improvement, including professional development).
7. Demonstrate knowledge of strategies for sharing with teachers and school staff an awareness of the influence that culture (e.g., ethnicity, race, socioeconomic status, values, gender identity, beliefs, expectations, patterns of communication) and personal cultural identity, background, and implicit biases can have on educational practices and collaborating with teachers and school staff to identify and prevent potential cultural misunderstandings, misconceptions, arbitrary requirements, inappropriate curricular expectations, and assessment assumptions that can negatively impact the equitable access to educational opportunities and academic success for English learners.
8. Demonstrate knowledge of effective strategies for building partnerships and collaborating with stakeholders to raise an awareness of the importance of promoting bilingualism/multilingualism as an asset and a goal for English learners and to facilitate their language and literacy development, access to equitable education, and academic success.
9. Recognize the role of parents/guardians/caregivers in the education of English learners; recognize that their practices and participation in the education of their children vary across and within cultures; and apply strategies for facilitating positive school-home interactions and developing opportunities for engagement and partnership.

Domain II2–Integration of Language Development and Content Learning

0008 Understand how to plan culturally sustaining and linguistically responsive research-based instruction for English learners that effectively integrates interdependent language development and content learning goals and expectations.

Includes:

1. Demonstrate understanding of Ohio's English Language Proficiency (ELP) Standards and Ohio's Learning Standards–Extended (OLS-E) for English Language Proficiency (ELP) and apply strategies for establishing grade-level-appropriate academic and language development goals and expectations for English learners at various levels of proficiency that are aligned with relevant student learning standards.
2. Apply knowledge of how to use assessment results and knowledge of students to design culturally sustaining and linguistically responsive standards-based and co-teaching instruction that incorporates grade-level-appropriate linguistic goals and expectations for English learners at various levels of proficiency.
3. Apply knowledge of strategies for identifying and incorporating key academic and content-specific language needed for English learners at various levels of proficiency to engage successfully in grade-level content learning (e.g., specific lessons, curriculum units, projects, activities, co-teaching contexts) as well as strategies for incorporating appropriately related scaffolds, visual aids, differentiation, and assessments as part of lesson planning.
4. Apply knowledge of strategies for contextualizing content and vocabulary (e.g., using demonstrations, realia, and visual scaffolding, such as illustrations and graphic organizers; relating to students' background knowledge) and modifying language without simplifying content (e.g., providing comprehensible input by repeating key concepts, breaking up long sentences, and paraphrasing) to make content-area lessons accessible to English learners.
5. Apply knowledge of strategies for implementing culturally sustaining and linguistically responsive instruction and co-teaching instruction that leverage and validate English learners' funds of knowledge (e.g., linguistic, cultural, experiential, social-emotional) as assets and resources for making connections with and accessing grade-level content.
6. Apply knowledge of strategies for designing culturally sustaining and responsive instruction and co-teaching instruction for English learners that promote the use of their full linguistic repertoires (e.g., code-switching, translanguaging practices) to successfully engage in grade-level content learning, collaborative problem-solving, and meaningful communication.
7. Apply knowledge of strategies for selecting and adapting culturally sustaining and linguistically responsive materials, resources, and technologies that effectively promote access to standards-based and grade-level language and content learning for English learners at various levels of proficiency.
8. Apply knowledge of strategies for promoting the engagement of English learners in self-directed language and content learning through the use of problem-solving and cognitive-learning skills (e.g., note-taking skills, organizational skills, study skills, research skills, test-taking skills) and strategies (e.g., categorizing words and concepts, integrating prior knowledge with new ideas, self-reflection and self-monitoring).
9. Apply knowledge of appropriate and effective scaffolding strategies, such as verbal scaffolding (e.g., prompting, questioning, elaborating), procedural scaffolding (e.g., explicit teaching, modeling), and metacognitive scaffolding (e.g., planning, regulating, evaluating), for promoting the language and content learning of English learners and for verifying comprehension.
10. Apply knowledge of strategies for developing, scaffolding, and implementing a variety of ongoing classroom assessments and common assessments (e.g., standardized assessment, formative assessment, summative assessment, self-assessment) that effectively and appropriately measure the language development and academic progress of English learners at various levels of proficiency.
11. Apply knowledge of techniques for analyzing, interpreting, and synthesizing classroom assessment results to reflect on, inform, and make purposeful adjustments to language, literacy, and content instruction for English learners at various levels of proficiency.

0009 Apply knowledge of culturally sustaining and linguistically responsive research-based instruction for English learners that effectively integrates interdependent receptive and interpretive language development (i.e., listening, reading, and viewing) and content learning goals and expectations.

Includes:

1. Apply knowledge of strategies for designing culturally sustaining and linguistically responsive standards-based instruction and co-teaching instruction that build on assessment results and knowledge of students and that incorporate grade-level-appropriate receptive and interpretive language development goals and expectations for English learners at various levels of proficiency.
2. Apply knowledge of culturally sustaining and linguistically responsive research-based methods (e.g., close reading, rereading, scaffolding) and resources for differentiating and scaffolding standards-based instruction related to reading and constructing meaning from grade-level-appropriate literary and informational texts in English (e.g., determining the meaning of words and phrases, determining a central idea or theme, explaining how central ideas or themes are developed by supporting ideas or evidence, summarizing a text, analyzing and describing elements of fiction and nonfiction texts) for English learners at various levels of proficiency.
3. Apply knowledge of culturally sustaining and linguistically responsive research-based methods and resources for differentiating and scaffolding instruction related to listening and viewing skills (e.g., constructing meaning from oral presentations, determining a theme or central idea and how it is conveyed through particular details, determining the meaning of words and phrases in oral presentations, integrating and evaluating information presented in diverse media and formats, delineating a speaker's argument and specific claims) for English learners at various levels of proficiency.
4. Apply knowledge of culturally sustaining and linguistically responsive research-based methods and resources for differentiating and scaffolding instruction related to the use of listening, reading, and viewing skills to gain understanding (e.g., focusing attention, observing, gaining and interpreting information, checking for understanding), conduct research, evaluate findings, and analyze and critique the arguments of others for English learners at various levels of proficiency.

0010 Apply knowledge of culturally sustaining and linguistically responsive research-based instruction for English learners that effectively integrates interdependent productive and interactive language development (i.e., speaking, writing, and representing) and content learning goals and expectations.

Includes:

1. Apply knowledge of strategies for designing culturally sustaining and linguistically responsive standards-based instruction and co-teaching instruction that build on assessment results and knowledge of students and that incorporate grade-level-appropriate productive and interactive language development goals and expectations for English learners at various levels of proficiency.
2. Apply knowledge of culturally sustaining and linguistically responsive research-based methods and resources for differentiating and scaffolding instruction related to speaking skills (e.g., engaging effectively in a range of discussions on grade-level-appropriate texts and topics; constructing claims and supporting them with reasoning and evidence; making counterclaims; adapting language choices to purpose, task, and audience; using appropriate register to communicate, inform, explain, argue, or persuade in grade-level-appropriate speech) for English learners at various levels of proficiency.
3. Apply knowledge of culturally sustaining and linguistically responsive research-based methods and resources for differentiating and scaffolding instruction related to writing processes to produce texts for a variety of purposes in English (e.g., producing clear and coherent writing appropriate to task, purpose, and audience; constructing a claim about a variety of grade-level-appropriate topics; providing compelling and logically ordered evidence that effectively supports a claim; providing reasoning to explain how the evidence supports a claim; acquiring and accurately using grade-level-appropriate general-academic language and domain-specific words and phrases; developing and strengthening the writing process; using technology to produce and publish writing) for English learners at various levels of proficiency.
4. Apply knowledge of culturally sustaining and linguistically responsive research-based methods and resources for differentiating and scaffolding instruction related to producing written text-based responses and research-based writing from sources (e.g., developing personal, cultural, textual, and thematic connections within and across genres; conducting research projects to answer a question or solve a problem; gathering relevant information from multiple print and digital sources; using search terms effectively; drawing evidence from informational or literary texts to support reflection, analysis, and research; quoting or paraphrasing the data and conclusions of others using charts, diagrams, or other graphics; citing sources using a recognized standard format) for English learners at various levels of proficiency.
5. Apply knowledge of culturally sustaining and linguistically responsive strategies for creating multiple opportunities for English learners at various levels of proficiency to engage in authentic and meaningful oral, written, and multimedia exchanges of information, ideas, and analyses; respond to peer, audience, or readers' comments and questions; and analyze and critique the arguments of others.

 

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