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TeXes 154 (Domain 3)
Review for the TeXes 154 exam (Domain 3)
| Question | Answer |
|---|---|
| Plessy v. Ferguson | *1896 *Separate but equal public facilities are consitutional *primarily related to segregation of African American students *Other groups also faced segregation from this case |
| Meyer v. Nebraska | *1923 *Prohibited teaching any language but English *Lutheran teacher, Meyer, taught in German *Declared unconstitutional/upheld 14th ammendment as providing legal protection for language minorities |
| Brown v. Board of Education | *1954 *Supreme court unanimously REVERSED Plessy v. Ferguson *Emphasized state resp. to create equal education opportunities for all *Paved way for ESL/bilingual ed. |
| Lau v. Nichols (card 1) | *1974 *San Francisco offered no programs for ESL *1971 schools integrated by COURT DECREE *Chinese students did not recieve extra inst. in English *filed petition for certiorari--CA denying 14th amm. rights/Supreme court upheld |
| Lau v. Nichols (card 2) | *CA code required English as the basic language of instruction, full-time education for students btw. 6 and 16, and students who did not meet standards of proficiency in English by 12th grade would be able to graduate with diploma *Court ruled not suff. |
| Lau v. Nichols (card 3) | *Supreme court guaranteed children meaningful education regardless of language background (but did not mandate ESL/bilingual) *Office of Civil rights interpreted to mean bilingual ed unless district could prove something else as effective |
| Castaneda v. Pickard | *1981 *Texas *claimed discrim. due to ethnicity/segregation of classes *after loss, Supreme court determined: -must be based on sound ed. theory -implemented effect. with resources for personel, material, space -proven effective |
| Plyer v. Doe | *1982 *Texas revised laws from 1975 allowed state to withhold funds from schools that educated children of undocumented immigrants *Supreme court stated that undocumented immigrants are afforded protection under the 14th ammendment |
| 1964 Civil Rights Act (Federal) | *Public school which receive federal funds cannot discriminate against English learners (race, color, national origin) *1970 memo--If language excludes a group, schools must take affirmative steps to rectify and open instr. program+ |
| 1968 Bilingual Education Act (Federal) | *under Title VII-1st comp federal intervention to help shape ed. policy for language minority students *Texas intro.-spanish speakers 4 less years schooling on average *secure more resources, trained personel and special programs *proposed Bilingual ed |
| 2002 No Child Left Behind (Federal) | *Reauth. of ESEA 1965 (elem/sec ed act)/2002-2015 *level playing field-poverty, SPED, limited or no English *Flex. as long as improv. *teachers highly qualified *SPED teachers certified/demo know. in all sub. taught *must use science-based methods |
| 2015 Every Student Succeeds Act (Federal) | *Ammnd and Reauth of ESEA 1965 *Rec. unique subgroups of English learners +with disabilities, recently arrived, long-term English learners *Moved several provisions (accountibility for performance on EL proficiency assess.) from Title III to Title I |
| Texas state approved ESL models | 1. ESL content-based 2. ESL pull-out |
| Texas state approved Bilingual models | 1. Transitional bilingual-early exit 2. Transitional bilingual-late exit 3. Dual language immersion one-way 4. Dual language immersion two-way |
| ARD | Admission, Review, and Dismissal |
| BICS | Basic Interpersonal Communication Skills |
| CALLA | Cognitive Academic Learning Approach |
| CALP | Cognitive Academic Language Proficiency |
| CBLI | Content-Based Language Instruction |
| DLI | Dual Language Immersion |
| EB | Emergent Bilingual |
| EL | English Learner |
| ELPS | English Language Proficiency Standards |
| EP | English Proficient |
| ESL | English as a Second Language |
| ESOL | English for Speakers of Other Languages |
| ESSA | Every Student Succeeds Act |
| GLAD | Guided Language Aquisition Design |
| HLS | Home Language Survey |
| IEP | Individualized Education Plan |
| L1 | Primary or Native Language |
| L2 | Secondary Language |
| LAS LINKS | Language Assessment System |
| LEA | Local Education Agencies (often interchanged with District) |
| LPAC | Language Proficiency Assessment Committee |
| OCR | Office of Civil Rights |
| OLPT | Oral Language Proficiency Test |
| PIEMS | Public Education Information Management System |
| PLDs | Proficiency Level Descriptors |
| QTEL | Quality Teaching for English Learners (English learners only used historically. In manual Emergent Bilingual is used) |
| SDAIE | Specially Designed Academic Instruction in English |
| SE | Student Expectation |
| SIOP | Sheltered Instruction Observation Protocol |
| SPED | Special Education |
| STAAR | State of Texas Assessment of Academic Readiness |
| TAC | Texas Administrative Code |
| TEC | Texas Education Code |
| TELPAS | Texas English Language Proficiency Assessment System |
| ESL Content-Based Program | *full prof. in Eng./= part. in school *CBLI in content area (CORE) instruction *Teachers certified in both ESL and CORE content at grade level |
| ESL Pull-Out Program | *full prof. in Eng./= part. in school *CBLI by an ESL certified teacher *Pull out by: +ELAR/ESL teacher in ELAR classroom +Co-teaching with ESL teacher +Additional ELAR/ESL course provided by ESL/ELAR teacher |
| Transitional bilingual early exit | *Primary language is resource *full prof. in Eng./= part. in school *CBLI and all academic content in both L1 and L2 *teachers certified in grade level CORE and BILINGUAL *Primary Language decreases as L2 acquired *2-5 years |
| Transitional bilingual late exit | *Primary language is resource *full prof. in Eng./= part. in school *CBLI and all academic content in both L1 and L2 *teachers certified in grade level CORE and BILINGUAL *Primary Language decreases as L2 acquired *6-7 years |
| Dual Language Immersion one-way | *Full prof. in L1 and L2 (incl. grade level literacy) for =part. in school *CBLI and all academic content in both L1 and L2 *teachers certified BILINGUAL or paired with ESL teacher *at least 1/2 in L1 *6-7 years |
| Departmentalization of Program | *All program models (transitional bi-lingual and Dual language) *local decision to use more than one content-area teacher to deliver CORE content *All teachers must be certified BILINGUAL |
| Paired teaching of Program | *Transitional bilingual +local dec. to use 2 teachers to teach CORE +Both teachers must be cert BILINGUAL *Dual Language +Local dec. to use 2 teachers to teach CORE +L2 teacher must be cert BILINGUAL +English component teacher can be BI or ESL |
| Monitoring ESL program | 1. academic progress in L2 (and L1 bilingual) 2. extent EB students become prof. 3. # of students reclassified as English prof. 4. # of teachers/aides trained in support of L2 language aquisition |
| Culture | The system of values, beliefs and notions about acceptable and unacceptable behavior and other socially constructed ideas that are taught to members of a society *People are often unaware of this invisible web and how it helps them make sense of world |
| Surface culture | *low emotional impact on trust (low anxiety) *includes visible and tangible aspects (food, dress, celebrations, traditional art) |
| Shallow culture | *High emotional impact on trust *focus on behavior resulting from implicit norms around casual, everyday courtesy (rules regarding eye contact, manners, courtesy, concept of time, personal space) *behaviors may be misinterpreted as rude |
| Deep culture | *Intense emotional impact on trust (flight/fight) *requires understanding of the subconcious assumptions that guide world view (ethical reason, spiritual beliefs, values and theories that drive the behavior observed at Shallow level) *learning occurs |
| Addressing Cultural Disonance | *recognize ethnocentrism *know/understand some background of student cult. heritage *Understand social, econ, political issues/value of diff. cult. *All students can learn *Caring classroom environment |
| Phases of Acculturation | 1. Honeymoon phase (excitement) 2. Hostility phase (may experience cultural dissonance) 3. Humor phase (redifine cultural identity/begin to feel a part of new culture) 4. Home phase (feel at ease-bilingual/bicultural identity) |
| Translanguaging | *use of different languages together *empowers students-they use full linguistic repitoire *able to code-switch-go back and forth between languages |
| Affective Needs | *Socio-emotional needs *provide a supportive socio-cultural environment *safety, security, sense of belonging, self-esteem |
| Linguistic Needs | *intensive instruction in listening, speaking, reading, and writing in English *Bilingual programs in both languages *comprehensible input--one level above their listening ability so that they must deduce/ infer meaning |
| Cognitive Needs | *instruction in CORE subjects using language acquisition methods *BILINGUAL in both languages *concrete prompts and scaffolds |
| stereotype | A specific belief regarding a certain group of people. *making assumptions about looks, behavior, etc. from "cognitive representations" of other members of the group |
| prejudice | A type of bias based on either positive or negative and conscious or unconcious attitude and feelings that one group of people have about another group or groups of people. |
| ethnocentrism | *false assumptions one might make due to the limited perspective of only one's own experiences *belief that one's own culture is superior to that of others |
| Personal awareness | awareness of one's own cultural point of view is the basis for understanding people from other cultures *you can understand stereotypes held by your culture without subscribing to them |
| Culturally Responsive Teaching (CRT) | *recognizes value of incorp. the student's own cultural persp. +Develop cultural awareness, understanding, skills btw groups +diverse, equitable, welcoming classroom env +engage family/comm +encourage advocacy against bias/predjudice |
| Culturally and Linguistically Sustaining Practices (CLSP) | *continuous effort to use an asset-based lens when referencing EB students and their families *Encourage connections +address lingistic and content knowledge +consider varied cultural persp. +connect prior experiences/interests |
| Strategies for creating awareness | *create +, inclusive cultural climate *Incorporate CRT that goes beyond multicultural ed and adapts to meet needs of student body *challenge with high expectations/strengths-based *provide culturally responsive assessment oportunities |
| Educational equity | *quality instruction *adequate resources *comprehensible assessments *appropriate accomodations |
| Language Proficiency Assessment committee (LPAC) | *articulates, deliberates, and determines the best instructional program for the student *works in conjunction with ARD committees for SPED students (determine approprite entry and exit criteria for BE/ESL program) |
| Site-Based Decision Making (SBDM) committee | *establish performace objectives collaboratively with all stakeholders (teachers, other school personel, parents, community leaders) with the goal of improving student performance *ESL teachers ensure a shared sense of responsibility for ESL students |
| Skills for collaborating with parents | Find out how they: *define their role in their child's education *concerns, priorities and hopes for their child *events that they would be interested in *Obstacles to part. *events where being a part of a lg group would make them more comfortable |
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