1. (a) In this section, the following definitions shall be used:

   1. (1) “English for Speakers of Other Languages” (ESOL) means a program that teaches students from different home language backgrounds to become proficient in academic and social English;
   2. (2) “English language development” (ELD) means a specifically designed instruction to advance English learners’ knowledge and use of English;
   3. (3) “English learner (EL),” means an individual who uses language(s) in addition to English. The term includes “English language learner” (ELL), or “Multilingual learner” (ML); and
   4. (4) “Language domains” means listening, speaking, reading, and writing skills.

2. (b) To be eligible for licensure as an ESOL teacher in grades K-12, the candidate shall:

   1. (1) Have at least a bachelor’s degree;
   2. (2) Qualify for licensure through an approved program or under one of the alternatives in Ed 505.01 – Ed 505.06;
   3. (3) Demonstrate language proficiency in oral and written English in social and academic settings for ELs; and

   4. (4) Have had the experience of studying a second language, which may include American Sign Language, by one of the following:

      1. a. Successfully completing at least 2 semesters of a second language at the college level; or
      2. b. Demonstrating equivalent competence in another language through residency abroad of at least 6 months or evidence of being a native or heritage speaker.

3. (c) The candidate for licensure as an ESOL teacher shall have the following skills, competencies, and knowledge through a combination of academic and supervised practical experiences in the following areas:

   1. (1) In the area of language as a system, the candidate shall:

      1. a. Recognize language as a dynamic system for communication, including language development as an interactive social process;
      2. b. Demonstrate knowledge of phonology, morphology, syntax, semantics, sociolinguistics, and pragmatics and uses that knowledge to support ELD;
      3. c. Explain the key language features that are used across multiple disciplines and emphasize the way language is used for functional purposes;
      4. d. Actively engage with student study teams to provide information about the different aspects of the language systems of multilingual learners to help differentiate between a language difference and a potential language disability; and
      5. e. Define language development as a non-linear process, dependent on factors including students’ background knowledge, former educational experiences, and home literacy practices;

   2. (2) In the area of language development, the candidate shall:

      1. a. Analyze and critically evaluate current and historical theories and evolving research around multilingual teaching, language development, and learning to inform instructional methodology to improve student outcomes;
      2. b. Apply knowledge of educational theory and policy factors to support program planning, instruction, and advocacy in the education of ELs;
      3. c. Recognize that ELs develop content knowledge and language simultaneously; and
      4. d. Cultivate a classroom environment in which each EL student is comfortable taking risks and using language;

   3. (3) In the area of culture in student learning, the candidate shall recognize variables that affect language, as evidenced by the following:

      1. a. Encouraging students to reflect on the role of language in their lives, within their communities, and between minority and dominant groups in the U.S.;
      2. b. Identifying cultural and sociolinguistic variables that affect students’ English language development, including common myths and misconceptions held about ELs;
      3. c. Using culturally responsive curriculum and materials to promote an inclusive environment;
      4. d. Understanding personal experiences can impact an individual’s teaching and learning philosophy, leading to a more inclusive classroom environment through cross-cultural awareness; and
      5. e. Understanding the impact of culture on language learning, school achievement, and acculturation theories, research, and principles;

   4. (4) Using methods informed by current research in curriculum and instruction, the candidate shall:

      1. a. Use both ELD and content standards to plan and implement instruction;
      2. b. Provide ELs with opportunities to engage in content-specific tasks that simultaneously build grade-level knowledge, skills, and language competence;
      3. c. Differentiate instruction to include activities that integrate multiple modalities of communication across all language domains, including translanguaging;
      4. d. Develop instruction based on ongoing assessment and observation of students’ linguistic needs, and purposefully select materials to expose students to increasingly complex language;
      5. e. Implement activities and materials that develop authentic uses of language as students learn academic vocabulary and content area material using a variety of resources including but not limited to technology, print, and realia;
      6. f. Deliver explicit instruction about the characteristics of oral language to help ELs express themselves accurately in social and academic settings;
      7. g. Deliver explicit instruction about the characteristics of written language structures to help ELs with reading comprehension and written expression; and
      8. h. Employ flexible and fluid group structures to promote language production through a blend of partner work, small group, large group, and whole class activities that include different group configurations for different language goals;

   5. (5) In the area of assessment, the candidate shall demonstrate an understanding of various assessments, including benefits and limitations as they affect ELs, as follows:

      1. a. For standardized assessments:

         1. 1. Meeting local, state, and federal laws, policies, and uniform procedures regarding assessment of English learners including identification, placement, and reclassification requirements;
         2. 2. Advocating for valid and reliable assessment of students during the special education determination process, and ensure that the analysis of assessment results reflects their students’ status as English learners;
         3. 3. Collaborating with colleagues to identify appropriate accommodations when applicable; and
         4. 4. Using assessment results to plan instruction, monitor student progress, and report on student growth; and

      2. b. For formative and summative assessments:

         1. 1. Demonstrating knowledge of a range of standards-based and performance‐based assessment tools that measure ELs’ progress;
         2. 2. Analyzing and interpreting assessment data, teacher observations, and other information to determine students’ level of support within the Language Instruction Educational Program (LIEP);
         3. 3. Recognizing key indicators of valid and reliable assessment instruments;
         4. 4. Developing and using assessment instruments to measure students’ language across all language domains; and
         5. 5. Communicating that it is possible to meet the competency of most standards without possessing native-like control of English conventions and vocabulary; and

   6. (6) In the area of professionalism, the candidate shall:

      1. a. Understand the laws and policies affecting linguistic minorities in the U.S., including those which govern the educational rights of ELs;

      2. b. Understand the scope, including the benefits and limitations of, LIEP models such as, but not limited to:

         1. 1. ESL;
         2. 2. Content classes with integrated ESOL support;
         3. 3. Newcomer programs;
         4. 4. Bilingual education; and
         5. 5. Dual language;
      3. c. Collaborate with classroom teachers and staff to provide comprehensive, appropriate educational opportunities for ELs in school;
      4. d. Actively promote family involvement through regular outreach and communication to strengthen student outcomes;
      5. e. Support EL students and families by sharing information and resources available within the school and community;
      6. f. Maintain up-to-date knowledge of cultural conflicts and world events that might have an impact on students’ learning and acculturation; and
      7. g. Advocate on behalf of students with limited or interrupted formal education (SLIFEs) and alternative pathways to completion for SLIFEs at the secondary level.

Source. #6349, eff 10-5-96, EXPIRED: 10-5-04 New. #8229, eff 12-17-04; ss by #10276, eff 2-22-13; ss by #13719, eff 8-11-23