Tching English to Spkers of Other Lang GC

A. An English as a second language teacher masters 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.

J. An English as a second language teacher observe, analyze, evaluate and reflect on teaching of English as a second language that integrates understanding of English as a second language with the teachers understanding of pedagogy, students, learning, classroom management, and professional development.

An English as a second language teacher identifies, selects, designs, and prepares 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 the students with limited English proficiency. Every even years with Board of Teaching.

An English as a second language teacher identifies, selects, designs, and prepares various content-based methodologies and integrates language acquisition and use of language functions across learning experiences to facilitate full inclusion of students with limited English proficiency in the school setting.

An English as a second language teacher plans, prepares and communicates successfully with students, parents, colleagues, and community members. 

An English as a second language teacher identifies, selects, designs, and prepares communicative instruction in the second language context with a focus on the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum.

F. An English as a second language teacher identifies, selects, designs, prepares and uses formal and informal second language assessment techniques to determine appropriate placement and to evaluate the progress of students with limited English proficiency in order to implement criteria for determining the readiness of students to enter and exit limited English proficiency programs.

G. An English as a second language teacher identifies, describes, analyzes, and explains or classifies the contributions of general and applied linguistics to second language education. Every even years with Board of Teaching.

H. An English as a second language teacher identifies and utilizes the fundamentals of the first and second language acquisition processes and their similarities and differences. 

I. An English as a second language teacher identifies and utilizes the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction.