1. (a) English as a Second Language (ESL) Standards. The standards identified in this section are targeted for classroom teachers of emergent bilingual students. The standards address the discipline associated with the theory and practice of teaching students who have a primary language other than English. The standards inform appropriate teaching techniques, methods, and teacher actions, judgments, and decisions by taking into consideration theories and research of language acquisition, second language learning, understandings of the needs and strengths of emergent bilingual students, and the backgrounds and interests of individual students.

2. (b) Foundations of Language Acquisition. ESL teachers know, understand, and use the major theories and research related to the structure and language acquisition process to help emergent bilingual students develop language and literacy and achieve in the content areas. The ESL teacher must:

   1. (1) demonstrate and apply basic linguistic concepts, such as structure, patterns, and conventions of written and spoken English, that relate to instruction for emergent bilingual students as they acquire the English language and literacy to achieve in the content areas;
   2. (2) apply a conscious knowledge of language as a system to develop and accommodate instructional materials and to build understanding of the foundations of English needed for content-based instruction fostered through the English Language Proficiency Standards (ELPS) in Chapter 120, Subchapter B, of Part 2 of this title (relating to English Language Proficiency Standards);
   3. (3) use knowledge of interrelated aspects of listening, speaking, reading, and writing as they support emergent bilingual students' acquisition of language and content knowledge;
   4. (4) understand the ways in which languages are similar and different by identifying linguistic structures that distinguish written and spoken language forms as well as those representing social and academic uses of language;
   5. (5) build on similarities between English and the students' primary language (L1) and anticipate common challenges that emergent bilingual students may have with English language concepts;
   6. (6) apply knowledge of dialect variety in English and factors affecting language variation, register, and style and language change;
   7. (7) understand and apply theories, concepts, and research in language acquisition in L1 and secondary language (L2) to support emergent bilingual students' language, literacy, and content area development;
   8. (8) recognize and apply knowledge of the interrelatedness of L1 and L2 acquisition, including similarities and differences between L1 and L2 acquisition and L1 influence on L2;
   9. (9) apply understanding of characteristics of various stages of first- and second-language acquisition to select effective and appropriate instructional methods that promote English language development at various stages of language proficiency;
   10. (10) apply understanding of cognitive processes involved in internalizing language rules and learning vocabulary in a second language (e.g., generalization, categorization, metacognition);
   11. (11) apply understanding of the ELPS Proficiency Level Descriptors (PLDs) and the relationship of the ELPS PLDs to the stages of second language acquisition; and
   12. (12) apply understanding of the interconnected development of linguistic, cognitive, and academic processes through the interdependence on affective variables.

3. (c) Linguistically Sustaining Practices. ESL teachers know, understand, and use major concepts, principles, theories, and research related to the nature and role of language development to build knowledge while leveraging the experiences of emergent bilingual students. The ESL teacher must:

   1. (1) use knowledge of major theories and research related to the nature and role of language variations and select instructional materials and methods, and deliver techniques that facilitate learning for emergent bilingual students;
   2. (2) build on emergent bilingual students' prior knowledge, experiences, and academic background to connect new learning through linguistically sustaining practices;
   3. (3) seek to understand and to value the surface and deep aspects of language variations;
   4. (4) use knowledge of the stages of language development to create a linguistically sustaining/sustainable environment;
   5. (5) apply understanding that academic achievement is positively impacted by valuing the linguistic assets that emergent bilingual students bring into the classroom; and
   6. (6) create an effective learning environment that addresses the affective, linguistic, and cognitive needs of emergent bilingual students through second language acquisition methods.

4. (d) Effective Instruction and Assessment Across All Content Areas and Disciplines. ESL teachers know, understand, and use evidence-based practices and strategies related to planning and implementing all content and language instruction. ESL teachers are skilled in instructional methods for developing and integrating language skills. ESL teachers purposefully and appropriately select, integrate, and utilize technology and resources for their emergent bilingual students. The ESL teacher must:

   1. (1) use knowledge of the required Texas Essential Knowledge and Skills (TEKS) and the ELPS as the foundational curriculum;
   2. (2) design and implement instruction that addresses all language domains (listening, speaking, reading, and writing) through authentic, meaningful practice with content material;
   3. (3) know, adjust, and implement research-validated instructional methods for emergent bilingual students that make the content comprehensible while supporting English language development (e.g., sheltered instruction, content-based language instruction (CBLI));
   4. (4) use prior knowledge, experiences, and academic background to building connections with new learning;
   5. (5) choose, adapt, and use a wide range of instructional materials, resources, and technologies for emergent bilingual students to support language and content knowledge acquisition while maintaining rigor;
   6. (6) integrate and foster critical thinking by providing scaffolds needed for emergent bilingual students to demonstrate their higher-order thinking skills in English;
   7. (7) establish safe, positive, supportive, interactive, and rigorous learning environments for emergent bilingual students;
   8. (8) create an effective learning environment that addresses the needs of emergent bilingual students through second language acquisition methods;
   9. (9) implement effective classroom management methods that support student growth and learning;
   10. (10) address the needs of emergent bilingual students at all English language proficiency levels as described in the ELPS PLDs through targeted language instruction within content material;
   11. (11) create multiple opportunities for authentic, meaningful use of social and academic language;
   12. (12) recognize the background factors that can affect literacy development, such as students with interrupted formal education (SIFE);
   13. (13) understand and apply the interrelatedness of language domains (listening, speaking, reading, and writing) for oral language and literacy development;
   14. (14) utilize a communicative approach that focuses on meaning and communicative practice over error correction;
   15. (15) recognize and apply the transfer of oral language and literacy skills from L1 to L2;
   16. (16) recognize the individual factors that require focused, targeted, systematic language instruction in accordance with the ELPS for emergent bilingual students in Grade 3 and higher at beginning and intermediate levels of English language proficiency, including recognizing the specific needs and assets of newcomer emergent bilingual students at various levels of English language proficiency;
   17. (17) provide appropriate feedback for emergent bilingual students at all English language proficiency levels;
   18. (18) recognize and address the various factors that affect reading comprehension and implement applicable methods of reading instruction;
   19. (19) utilize content-based language methods that are linguistically communicated, sequenced, and scaffolded;
   20. (20) ensure access to full content curriculum for all emergent bilingual students through the use of comprehensible input techniques and research-validated learning strategies across content areas;
   21. (21) recognize the factors that affect cognitive academic language development (e.g., developmental characteristics, student background, academic strengths, and need) in order to effectively plan for instruction;
   22. (22) promote receptive and expressive language acquisition by embedding content-related opportunities for emergent bilingual students to interact using social and academic vocabulary;
   23. (23) embed language teaching through content instructional materials and academic text features;
   24. (24) use ongoing quantitative and qualitative data to demonstrate content and language development, inform planning, and adjust instruction;
   25. (25) understand the different purposes of assessment (e.g., pre-assessment, formal, informal) and limitations of each type in order to select, develop, and adapt assessments for specific purposes of language and content;
   26. (26) utilize and adapt assessments to allow students flexibility in demonstrating content knowledge through varied outputs;
   27. (27) know and use a variety of performance-based assessment tools with appropriate rubrics to inform and guide instruction in the classroom;
   28. (28) understand the interdependent relationship between teaching and assessment and develop instructional tasks and assessment tools that promote and measure student growth in language and content;
   29. (29) develop classroom assessments using a variety of item types and elicitation and response formats to assess emergent bilingual students' receptive (listening and reading) and expressive (speaking and writing) language skills; and
   30. (30) understand and apply the uses and limitations of formal and informal assessments for emergent bilinguals.

5. (e) Language Proficiency Assessment, Program Placement, and Reclassification. ESL teachers demonstrate understanding of how to use language proficiency assessments in their role in the identification, placement, and reclassification of emergent bilingual students. The ESL teacher must:

   1. (1) understand mandated policies and statutes related to emergent bilingual students, including Language Proficiency Assessment Committee (LPAC) guidelines for identification and classification as emergent bilingual student in Texas;
   2. (2) use state-approved identification assessments for emergent bilingual students in Texas and understand how to interpret the results;
   3. (3) understand the value and use of primary language assessments;
   4. (4) use knowledge of the connection between the ELPS in Chapter 120, Subchapter B, of Part 2 of this title and the Texas English Language Proficiency Assessment System (TELPAS) to evaluate and monitor the progress of emergent bilingual students in English language proficiency;
   5. (5) understand mandated policies and statutes related to programs for emergent bilingual students, including LPAC guidelines for program placement, reclassification, and monitoring in Texas;
   6. (6) understand the similarities and differences between state-approved ESL and bilingual program models in Texas;
   7. (7) apply the mandated requirements for emergent bilingual students with parental denial, including assessment, monitoring, and usage of the ELPS in all content instruction;
   8. (8) understand and apply the similarities and differences of linguistic accommodations for instructional purposes and allowable accommodations for emergent bilingual students on state assessments;
   9. (9) apply the appropriate mandated criteria and LPAC procedures for reclassification, monitoring, and exit; and
   10. (10) understand the role of the LPAC in coordinating with other special programs (e.g., special education, Section 504, gifted and talented) as applicable.

6. (f) Professional Learning, Partnerships, and Student Support. ESL teachers keep current with new instructional techniques, research, advances in the ESL field, and education policy issues related to emergent bilinguals and demonstrate knowledge of the history of programs and services for emergent bilingual students. ESL teachers work collaboratively with school staff, parents, and the community to improve the learning environment for and provide support to emergent bilingual students and their families. The ESL teacher must:

   1. (1) demonstrate knowledge of theory, research, and current practice and methodologies in the field of bilingual and ESL programming to inform teaching and learning;
   2. (2) understand the history of programming and services for emergent bilingual students, including key court cases, legal mandates, and policies that impact current bilingual and ESL programs;
   3. (3) know and understand policies that impact effective programming related to the education of emergent bilingual students;
   4. (4) take advantage of and actively participate in professional growth opportunities specific to the needs of emergent bilingual students;
   5. (5) demonstrate reflective practices through the process of setting and revisiting specific goals for professional learning;
   6. (6) be accountable to goals for growth in supporting emergent bilingual students through self-reflection, peer evaluation, and coordinated leadership monitoring of implementation;
   7. (7) collaborate with general education and content-area colleagues and the school community to support effective instruction and assessment of emergent bilingual students;
   8. (8) promote emergent bilingual students' success by playing an active role in the campus LPAC, including coordination of services for emergent bilingual students in other special programs for which they qualify;
   9. (9) serve as a resource for emergent bilingual students and their families through partnerships with colleagues and the community by enlisting the support and involvement of community partners and resources that enhance the education of emergent bilingual students;
   10. (10) facilitate parent/guardian involvement in students' linguistic, academic, and personal development; and
   11. (11) provide effective communication that is accessible, consistent, and targeted to the needs of emergent bilingual students and their parents/families in a variety of educational and social contexts.

Source Note:The provisions of this §235.115 adopted to be effective July 21, 2019, 44 TexReg 3545; amended to be effective October 19, 2025, 50 TexReg 6665.