TExES Bilingual Education Supplemental Standards
The TExES Bilingual Education Supplemental (164) examination is required to assess the requisite knowledge and skills that an entry-level educator in the Texas public schools must posses based on six Bilingual Education Standards. These standards are articulated as a domain with four competencies.
Bilingual Education Standard II: The bilingual education teacher has knowledge of the foundations of bilingual education and the concepts of bilingualism and biculturalism.
Bilingual Education Standard III: The bilingual education teacher knows the process of first- and second-language acquisition and development
Bilingual Education Standard IV: The bilingual education teacher has a comprehensive knowledge of the development and assessment of literacy in the primary language.
Bilingual Education Standard V: The bilingual education teacher has a comprehensive knowledge of the development and assessment of biliteracy.
Bilingual Education Standard VI: The bilingual education teacher has a comprehensive knowledge of content-are instruction in L1 and L2.
A. Historical and legal background of bilingual education
B. English Learner identification, assessment and instructional placement
C. Global issues and perspectives
D. Additive bilingual education, acculturation and assimilation
E. Bilingual education advocacy
F. Bilingual education best practices convergent research
G. Program models for bilingual education
H. Instructional strategies and materials for specific BE program models
I. Multicultural learning environment and cultural factors
J. Factors to support bilingualism and biculturalism
A. Language variation, dialects and register in L1 and L2 language development
B. Applied linguistic knowledge of language components in L1 and L2 language development
C. Theories and stages of language development
D. Instructional methods, strategies and materials for L1 and L2 language development
E. L1 and L2 interdependence and connections
F. Listening, speaking, reading and writing ESL methodologies by English proficiency levels
G. Student background and affective factors to promote L2 development
A. Stages of L1 literacy development curriculum modifications
B. Formal and informal L1 literacy assessments
C. Distinctive elements in L1 and English literacy development
D. Spanish language arts and reading curriculum
E. Transfer instruction to promote L1 and L2 literacy development
F. Linguistic concepts and ESL techniques to promote L2 literacy
G. L1 literacy maintenance through authentic literature
A. Assessment of content-area knowledge in L1 and L2
B. Development of cognitive-academic language proficiency in L1 and English
C. Integrating L1 and L2 language arts skills in content instruction
D. L2 approaches and sheltered instruction for content instruction
E. Differentiation of content-area instruction by language proficiency levels