Study Guide

Overview and Test Objectives
Field 125: Bilingual Education

Test Overview

Table outlining the test format, number of questions, time, and passing score.

Format	Computer-based test (CBT)
Number of Questions	100 multiple-choice questions
Time	2 hours 30 minutes*
Passing Score	220

*Does not include 15-minute CBT tutorial

Test Objectives

Table outlining test content and subject weighting by sub area and objective.

Subarea		Range of Objectives	Approximate Percentage of Questions on Test
I1	Language, Linguistics, and Comparisons	001–003	15%
II2	Culture	004–006	15%
III3	Second Language Acquisition and Instructional Practices	007–009	15%
IV4	Integration of Standards into Curriculum and Instruction	010–014	25%
V5	Assessment	015–017	15%
VI6	Professionalism	018–020	15%

Hover over each subarea for details of subtest content or see table above.

Sub area 1 15%, Sub area 2 15%, Sub area 3 15%, Sub area 4 25%, Sub area 5 15%, and Sub area 6 15%.

Subarea I1—LANGUAGE, LINGUISTICS, AND COMPARISONS

Objective 001—Understand major concepts and principles related to the nature of language and language systems.

Includes:

• demonstrating knowledge of the dynamic, changing nature of language, and language systems and concepts related to innateness and universality of language acquisition
• demonstrating knowledge of different types of variation that occur in a language (e.g., dialects, registers, historical and/or regional variations) and factors that affect language variation
• demonstrating knowledge of the nature of bilingualism/multilingualism and concepts related to bilingualism/multilingualism (e.g., code-switching, diglossia)
• demonstrating knowledge of the theoretical foundations of bilingual education and the development of biliteracy (e.g., Cummins' Common Underlying Proficiency theory, Krashen's Input hypothesis)
• demonstrating knowledge of basic aspects of world language families for linguistic comparisons

Objective 002—Understand fundamentals of linguistics and comparative linguistics and how to apply this understanding to promote language and literacy development in English and the target non-English language of instruction.

Includes:

• demonstrating knowledge of phonology (e.g., phonemes, intonation patterns) and identifying strategies for applying knowledge of phonology to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction
• demonstrating knowledge of morphology (e.g., inflectional and derivational endings, roots, affixes) and identifying strategies for applying knowledge of morphology to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction
• demonstrating knowledge of syntax (e.g., parts of speech, sentence patterns) and identifying strategies for applying knowledge of syntax to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction
• demonstrating knowledge of semantics (e.g., words with multiple meanings, idioms) and identifying strategies for applying knowledge of semantics to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction
• demonstrating knowledge of oral and written discourse (e.g., discourse markers, speech acts) and identifying strategies for applying knowledge of discourse to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction
• identifying strategies for applying knowledge of English and the target non-English language of instruction to make connections and comparisons between features of English and features of the target non-English language of instruction

Objective 003—Understand fundamentals of sociolinguistics and how to apply this understanding to promote language and literacy development in English and the target non-English language of instruction.

Includes:

• identifying how pragmatic features of oral and written language (e.g., formal and informal styles of discourse, nonverbal elements) influence or convey meaning and recognizing factors (e.g., cultural and social norms, setting, purpose, audience) that affect a speaker's or writer's choice of pragmatic features
• identifying strategies for applying knowledge of pragmatics to help bilingual education students use spoken language and nonverbal communication in socially and culturally appropriate ways in a variety of contexts, including formal and informal settings, and for a variety of purposes and audiences
• recognizing factors (e.g., culture, politics, social context) that influence a speaker's or writer's choice of language variation and identifying strategies for promoting bilingual education students' awareness of, respect for, and understanding of different varieties of English and the target non-English language of instruction
• identifying strategies for providing bilingual education students with a wide variety of authentic linguistic experiences (e.g., exposure to a variety of speakers of English and the target non-English language of instruction)

 

Subarea II2—CULTURE

Objective 004—Understand major concepts, principles, theories, and research related to the nature of culture.

Includes:

• demonstrating knowledge of major cultural concepts (e.g., cultural relativism, cultural universalism, cultural pluralism)
• demonstrating knowledge and effects of various processes of cultural contact (e.g., acculturation, assimilation, accommodation)
• demonstrating knowledge of stages of the acculturation process (e.g., culture fatigue/shock) and factors that promote or impede adjustment to another culture
• demonstrating knowledge of internal and external elements of culture (e.g., values, beliefs, and expectations; patterns of communication; social roles and strategies) and identifying strategies for making connections and comparisons between English-speaking and target non-English-speaking cultures in a bilingual education setting

Objective 005—Understand the role of culture in language development and academic achievement.

Includes:

• demonstrating knowledge of how valuing cultural diversity and valuing the cultural identities of bilingual education students affects their language development and academic achievement and how levels of cultural identity vary widely among students
• demonstrating knowledge of interrelationships between language and culture and the effects of these interrelationships on the language development and academic achievement of bilingual education students
• recognizing the impact of world events (e.g., U.S.U S immigration history, patterns, and policies; events in students' home countries) on bilingual education
• recognizing the effects of racism, stereotyping, and discrimination on teaching and learning; and identifying strategies for addressing these issues purposefully in the bilingual education classroom (e.g., promoting an inclusive classroom climate) and the school community (e.g., recognizing students' language rights)

Objective 006—Understand how to create a culturally inclusive learning environment that supports individual students' language development and academic achievement.

Includes:

• recognizing how to use a variety of print and nonprint resources, including the Internet, to learn about world cultures and the cultures of students in the bilingual education classroom and identifying strategies for reflecting on one's own cultural values and beliefs as they relate to students
• recognizing the value and role of literary and cultural texts, including oral tradition (e.g., epic poems, folktales) and texts that reflect students' heritage and cultures in the bilingual education classroom and identifying strategies for using these materials to help students reflect on the perspectives of cultures over time
• recognizing the role of culture in the classroom and school (e.g., effects of the degree of cultural congruence between students' cultures and the school culture) and identifying strategies for accommodating cultural differences in approaches to learning (e.g., cooperation versus competition, individual versus group)
• demonstrating knowledge of cross-cultural communication, including differences in verbal and nonverbal communication (e.g., turn-taking practices, use/role of silence, eye contact, gestures), and identifying strategies for facilitating positive interactions among students from diverse backgrounds
• identifying strategies for supporting a linguistically and culturally rich community of learners and providing bilingual education students with opportunities to use their cultural perspectives to promote learning (e.g., connecting curriculum to students' experiences and skills at home and in their community, recognizing and accepting all languages as valid systems of communication)
• identifying strategies for helping bilingual education students access cultural viewpoints in multiple content areas and make connections and comparisons among the perspectives of cultures and their practices and products

 

Subarea III3—SECOND LANGUAGE ACQUISITION AND INSTRUCTIONAL PRACTICES

Objective 007—Understand second language acquisition theories and research and how to apply this understanding to facilitate bilingual education students' language and literacy development.

Includes:

• demonstrating knowledge of second language acquisition theories and concepts
• demonstrating knowledge of concepts related to the development of bilingualism and biliteracy (e.g., language transfer)
• demonstrating knowledge of research related to processes and stages of second language acquisition, including differences between social- and academic-language development, and recognizing characteristic features of different English language proficiency levels as described in the WIDAW I D A English Language Development (ELDE L D) Standards
• demonstrating knowledge of best practices for distinguishing between learning challenges and behaviors associated with language development and learning challenges and behaviors associated with learning disabilities
• demonstrating knowledge of strategies for serving as an effective model of English and the target non-English language of instruction in order to foster students' development of bilingual listening, speaking, reading, and writing skills
• demonstrating knowledge of research related to error analysis and performance analysis in second language acquisition and in the development of biliteracy and identifying strategies for appropriately monitoring bilingual education students' language errors in English and the target non-English language of instruction in the context of overall performance and providing appropriate feedback
• demonstrating knowledge of the nature and role of comprehensible input and output in language acquisition and in the development of biliteracy and identifying strategies for providing bilingual education students with comprehensible input and opportunities to produce comprehensible output in English and the target non-English language of instruction
• demonstrating knowledge of the role of meaningful interaction in the development of communicative competence and identifying strategies for providing bilingual education students with opportunities to communicate in a variety of social and academic settings in both English and the target non-English language of instruction
• demonstrating knowledge of the role of scaffolding in second language acquisition and in the development of biliteracy and identifying strategies for scaffolding language and literacy tasks to promote bilingual education students' language and literacy development
• demonstrating knowledge of cognitive processes involved in synthesizing and internalizing a new language (e.g., generalization and overgeneralization, metacognition) and identifying strategies for helping bilingual education students develop effective cognitive and social language-learning strategies (e.g., elaboration, self-monitoring, requests for clarification)

Objective 008—Understand individual learner variables in the second language acquisition process and how to apply this understanding to facilitate bilingual education students' language and literacy development.

Includes:

• demonstrating knowledge of linguistic variables that affect a bilingual education student's second language acquisition and development of biliteracy (e.g., level of primary-language proficiency, level of primary-language literacy, influence of oral language proficiency on literacy development, positive and negative language transfer) and identifying strategies for building on each student's current language skills as a foundation for learning English
• demonstrating knowledge of cognitive and physical variables that affect a bilingual education student's second language acquisition and development of biliteracy (e.g., cognitive development, cognitive learning style, age); and identifying instructional strategies that are developmentally appropriate, promote critical thinking and problem solving, and address each student's specific cognitive strengths and needs
• demonstrating knowledge of affective variables that affect a bilingual education student's second language acquisition and development of biliteracy (e.g., personality, motivation, inhibition) and identifying strategies for applying this knowledge to address each student's needs
• demonstrating knowledge of social variables that affect a bilingual education student's second language acquisition and development of biliteracy (e.g., family expectations, community influences and involvement) and identifying strategies for applying this knowledge to address each student's needs
• demonstrating knowledge of variables related to a bilingual education student's educational background and level of English language proficiency and identifying strategies for including and promoting the full participation of all bilingual education students in the classroom

Objective 009—Understand research-based best practices related to planning and implementing bilingual education instruction, including how to select, adapt, and use instructional resources.

Includes:

• demonstrating knowledge of relevant national and state standards and benchmarks (i.e., WIDAW I D A ELDE L D Standards and Michigan Academic Standards) and how to use standards and benchmarks in curricular planning
• identifying research-based strategies for creating, organizing, and managing a supportive classroom learning environment that includes opportunities for interaction in English and the target non-English language of instruction (e.g., paired and small-group activities, role-playing) and encourages bilingual education students to be actively involved in learning and to extend their learning inside and outside the classroom
• demonstrating knowledge of criteria and methods for using standards and benchmarks to evaluate, select, design, and adapt appropriate instructional resources for bilingual education students that are linguistically accessible, culturally responsive, and age appropriate
• recognizing how to use a wide range of materials, resources, and technologies (e.g., diverse literary and cultural texts, visual aids, realia, computer software, the Internet) in effective language and content instruction for bilingual education students
• recognizing how to incorporate a variety of activities and resources in instruction that develop authentic uses of language and explore content-area topics in order to maximize bilingual education students' language learning and concept development
• recognizing the interrelationships between the domains of language (i.e., listening, speaking, reading, and writing) and identifying strategies for providing activities and resources that integrate language and literacy skills (e.g., thematic units) to promote bilingual education students' language development and content learning
• identifying strategies for selecting materials, activities, and resources that are free from bias and do not offend, disadvantage, or discriminate against students on the basis of their personal backgrounds (e.g., race, culture)

 

Subarea IV4—INTEGRATION OF STANDARDS INTO CURRICULUM AND INSTRUCTION

Objective 010—Understand the WIDAW I D A English Language Development (ELDE L D) Standards and the Michigan K–12 Standards for English Language Arts (ELAE L A) related to listening and strategies for teaching bilingual education students how to acquire and use listening skills for academic and social purposes in English and the target non-English language of instruction.

Includes:

• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to listening for social purposes (e.g., listening to others with care, demonstrating understanding of questions and directions, processing everyday social words and phrases)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to listening for academic purposes (e.g., following simple and complex directions, identifying main ideas and supporting details from spoken language, identifying the meaning of content-area vocabulary)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to listening (e.g., identifying a speaker's attitude and point of view, making inferences and predictions, delineating a speaker's argument and specific claims)

Objective 011—Understand the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to speaking and strategies for teaching bilingual education students how to acquire and use speaking skills for academic and social purposes in English and the target non-English language of instruction.

Includes:

• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to speaking skills and strategies (e.g., speaking clearly at an understandable pace, adapting speech to a variety of contexts and tasks)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to speaking for social purposes (e.g., using everyday social words and expressions)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to speaking for academic purposes (e.g., engaging in a range of collaborative discussions, providing and obtaining information, expressing and exchanging opinions)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to speaking (e.g., planning, organizing, and presenting information, concepts, and ideas to an audience of listeners on a variety of topics)

Objective 012—Understand the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to reading and strategies for teaching bilingual education students how to acquire and use reading skills for academic and social purposes in English and the target non-English language of instruction.

Includes:

• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELA related to beginning reading development (e.g., acquiring concepts of print, demonstrating phonemic awareness, recognizing the relationship between oral language and decoding, building vocabulary knowledge and skills)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to reading skills and strategies (e.g., reading for research purposes, applying reading skills in social and academic contexts)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to reading comprehension (e.g., identifying main ideas and supporting details; comparing and contrasting overall structure of events, ideas, concepts, or information in two or more texts)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to reading (e.g., making inferences and predictions; drawing conclusions; identifying an author's voice, attitude, and point of view)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to literary analysis (e.g., analyzing style and form of various genres, interpreting and reflecting on diverse literary and informational texts)

Objective 013—Understand the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to writing and strategies for teaching bilingual education students how to acquire and use writing skills for academic and social purposes in English and the target non-English language of instruction.

Includes:

• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to writing conventions (e.g., applying grammatical conventions to writing, constructing varied sentence structures, using appropriate vocabulary choice and variation)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to writing (e.g., organizing and developing paragraphs to support a central idea; using various types of writing, such as informational or argumentative)
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDAW I D A ELDE L D Standards and the Michigan K–12 Standards for ELAE L A related to research and writing
• demonstrating knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to writing (e.g., using tone and voice to engage specific audiences, using evidence to support a written argument)

Objective 014—Understand the WIDAW I D A ELDE L D Standards and the Michigan Academic Standards and strategies for promoting bilingual education students' successful access to grade-level academic language and content.

Includes:

• demonstrating knowledge of the principles and applications of content-based instruction that are effective in developing bilingual education students' academic-language skills
• demonstrating knowledge of a variety of teaching and learning approaches appropriate to the development of bilingual education students' content-area knowledge and skills (e.g., content-area instruction in the primary language, content-based instruction, sheltered instruction, communicative approaches, differentiated instruction)
• demonstrating knowledge of strategies for making content-area concepts comprehensible to bilingual education students (e.g., activating prior knowledge, using preview-review methods, pre-teaching content-specific vocabulary and language structures, contextualizing new vocabulary and concepts) and for scaffolding content-area tasks to promote bilingual education students' academic achievement
• demonstrating knowledge of the ways in which language varies across content areas and strategies for helping bilingual education students meet the discursive and grammatical challenges of language use specific to content areas in order to access grade-level academic texts
• demonstrating knowledge of strategies and resources (e.g., graphic organizers) for supporting bilingual education students' use of problem-solving, critical-thinking, and cognitive-learning skills (e.g., organizational skills, study skills, test-taking skills) and strategies (e.g., grouping words and concepts, integrating prior knowledge with new ideas) to promote their content-area learning

 

Subarea V5—ASSESSMENT

Objective 015—Understand major concepts and principles related to standards-based assessment of bilingual education students.

Includes:

• recognizing the relationship between standards and assessment decisions and the importance of and strategies for aligning assessments with standards
• demonstrating knowledge of the ongoing nature of assessment and recognizing the importance of using multiple methods of assessment (e.g., formal and informal assessments, summative and formative assessments) with bilingual education students
• demonstrating knowledge of various purposes of assessment (e.g., identification, placement, demonstration of language proficiency, demonstration of academic achievement) and identifying strategies for implementing purposeful assessment measures that are age- and level-appropriate for bilingual education students
• demonstrating knowledge of different types of assessment (e.g., norm-referenced assessments, criterion-referenced assessments, standards-based language proficiency instruments, standardized achievement tests of overall mastery, performance-based assessment tools, peer assessments, self-assessments)
• demonstrating knowledge of national and state requirements for identification and placement of bilingual education students
• demonstrating knowledge of the quality indicators (e.g., validity, reliability) of uses of assessment instruments

Objective 016—Understand various assessment issues and factors related to the assessment of bilingual education students.

Includes:

• demonstrating knowledge of the challenges associated with assessing bilingual education students and identifying issues related to cultural and linguistic bias (e.g., unfamiliar images or references, unfamiliar test language or formats) and political, social, and psychological factors (e.g., effects of high-stakes accountability testing, categorization of students based on test results, test anxiety, limited testing experience) that may affect assessment design, implementation, or results
• demonstrating knowledge of assessment issues related to bilingual education students who may have special needs and/or be gifted and talented
• demonstrating awareness of appropriate accommodations on assessments
• identifying strategies for communicating assessment results to stakeholders

Objective 017—Understand how to select, develop, adapt, and use various classroom assessment tools and techniques, analyze assessment results, and adjust instruction for bilingual education students based on assessment results.

Includes:

• recognizing how to select, develop, adapt, and use a variety of listening assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust listening instruction for bilingual education students
• recognizing how to select, develop, adapt, and use a variety of speaking assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust speaking instruction for bilingual education students
• recognizing how to select, develop, adapt, and use a variety of reading assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust reading instruction for bilingual education students
• recognizing how to select, develop, adapt, and use a variety of writing assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust writing instruction for bilingual education students
• recognizing how to select, develop, adapt, and use a variety of content assessments; analyze assessment results; and use this information to inform, evaluate, and adjust content instruction for bilingual education students
• recognizing how issues of bias may affect the selection, development, adaptation, and use of a variety of assessments as well as the analysis of assessment results and the use of this information in informing, evaluating, and adjusting instruction for bilingual education students

 

Subarea VI6—PROFESSIONALISM

Objective 018—Understand the legal and historical foundations of bilingual education.

Includes:

• demonstrating knowledge of the philosophical and theoretical foundations of bilingual education in the United States
• demonstrating knowledge of characteristics, goals, and research on the effectiveness of major models of bilingual education (e.g., dual-language enrichment programs, late exit transitional bilingual education, early exit transitional bilingual education, sheltered immersion)
• demonstrating knowledge of the legislative impact on teaching in programs for world languages, English as a second language (ESLE S L), and bilingual education
• demonstrating knowledge of historical and current trends and issues in teaching world language learners, English learners, and bilingual education students and analyzing how they affect public policy and advocacy with respect to world language, ESLE S L, and bilingual education programs

Objective 019—Understand the bilingual education teacher's role as a professional within a discipline.

Includes:

• identifying strategies for gaining, analyzing, and reflecting on one's own linguistic and cultural competence and professional knowledge (e.g., establishing professional goals, pursuing professional growth opportunities in the field of bilingual education)
• identifying strategies for locating and using resources for professional improvement (e.g., participating in and accessing the resources of professional organizations)
• identifying strategies for serving as a professional bilingual education resource in the educational community (e.g., modeling effective bilingual education instructional practices, planning and implementing professional bilingual education experiences for colleagues)
• demonstrating knowledge of collaborative teaching models (e.g., team teaching) and identifying strategies for involving colleagues to provide comprehensive, challenging educational opportunities for bilingual education students

Objective 020—Understand how to serve as a resource and advocate for bilingual education students and how to build effective partnerships with bilingual education students' families and communities to support students' language development and academic achievement.

Includes:

• demonstrating knowledge of school and community resources available to bilingual education students and their families and identifying strategies for serving as a language and education resource for students and their families in the school and community
• identifying strategies for serving as an advocate for bilingual education students and their families in various school contexts (e.g., promoting equitable access to academic resources and instructional technology), including advocating for and promoting the additive value that bilingualism/multilingualism brings to the overall success of all students
• recognizing the important role that families play in bilingual education students' development and identifying strategies for effectively communicating and building partnerships with bilingual education students' families and for involving families in the classroom and school (e.g., providing opportunities for families to contribute their knowledge and expertise) to support students' language development and academic achievement
• identifying the benefits of and strategies for building partnerships with bilingual education students' communities to support students' language development and academic achievement
• identifying strategies for seeking out policies, procedures, and resources to support bilingual education programs

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