Ala. Admin. Code r. 290-3-3-.43

Current through Register Vol. 42, No. 12, September 30, 2024

Section 290-3-3-.43 - English For Speakers Of Other Languages (ESOL) (Grades P-12)

(1)Unconditional Admission to an ESOL Program. The program must meet the requirements in Rule 290-3-3-.41. Initial certification in English for Speakers of Other Languages (ESOL) is at the Class A level. Requirements for unconditional admission to the program include at least a valid bachelor's-level professional educator certificate in a teaching field. (Additional information specific to Alternative Class A programs is provided in Rule 290-3-3-.42.) If an individual is unconditionally admitted to an Alabama Class A program based on a valid bachelor's- or master's-level professional educator certificate from another state, completes a Class A program, and subsequently applies for Alabama certification at the Class A level, then the individual must hold at least a valid Class B certificate before applying for Class A certification.

(2)Program Curriculum. The following standards reflect the standards of Teachers of English to Speakers of Other Languages (TESOL) International Association.

(a)Knowledge about Language.

1. Candidates demonstrate knowledge of English language structures in different discourse contexts to promote acquisition of reading, writing, speaking, and listening skills across content areas and serve as language models for English language learners (ELLs).

2. Candidates demonstrate knowledge of second language acquisition theory and developmental process of language to set expectations for and facilitate language learning.

3. Candidates demonstrate knowledge of language processes (e.g., interlanguage and language progressions) to facilitate and monitor ELLs' language learning in English.

4. Candidates apply knowledge of English academic language functions, learning domains, content-specific language and discourse structures, and vocabulary to promote ELLs' academic achievement across content areas.

(b)ELLs in the Sociocultural Context.

1. Candidates demonstrate knowledge of how dynamic academic, personal, familial, cultural, and social contexts, including sociopolitical factors, impact the education of ELLs.

2. Candidates demonstrate knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for ELLs.

3. Candidates devise and implement methods to understand each ELL's academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices for their ELLs.

4. Candidates devise and implement methods to learn about personal characteristics of the individual ELL (e.g., interests, motivations, strengths, needs) and their family (e.g., language use, literacy, practices, circumstances) to develop effective instructional practices.

5. Candidates identify and describe the impact of his/her identity, role, cultural understandings, and personal biases and conscious knowledge of U.S. culture on his/her interpretation of the education strengths and needs of individuals ELLs and ELLs in general.

(c)Planning and Implementing Instruction.

1. Candidates plan for culturally and linguistically relevant, supportive environments that promote ELLs' learning. Candidates scaffolded instruction of language and literacies to support standards and curricular objectives for ELLs in the content areas.

2. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multi-level classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

3. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs' access to the core curriculum by teaching language through academic content.

4. Candidates instruct ELLs using evidence-based, student-centered, developmentally appropriate interactive approaches.

5. Candidates adjust instructional decisions after critical reflection on individual ELLs' learning outcomes in both language and content.

6. Candidates plan strategies to collaborate with other educators, school personnel, and families in order to support their ELLs' learning of language and literacies in the content areas.

7. Candidates use and adapt relevant materials and resources, including digital sources, to plan lessons for ELLs, support communication with other educators, school personnel, and ELLs and to foster student learning of language and literacies in the content areas.

(d)Assessment and Evaluation.

1. Candidates apply knowledge of validity, reliability, and assessment purposes to analyze and interpret student data from multiple sources, including norm-referenced and criterion-referenced tests. Candidates make informed instructional decisions that support language learning.

2. Candidates demonstrate understanding of classroom-based formative, summative, and diagnostic assessments scaffolded for both English language and content assessment.

3. Candidates demonstrate knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate to ELLs for standardized assessments.

4. Candidates demonstrate understanding of how English language proficiency assessment results are used for identification, placement, and reclassification.

(e)Professionalism and Leadership.

1. Candidates demonstrate knowledge of effective collaboration strategies in order to plan ways to serve as a resource for ELL instruction, support educators and school staff, and advocate for ELLs.

2. Candidates apply knowledge of school, district, and governmental policies and legislation that impacts ELLs' educational rights in order to advocate for ELLs.

3. Candidates practice self-assessment and reflection, make adjustments for self-improvement, and plan for continuous professional development in the field of English language learning and teaching.

4. Candidates engage in supervised teaching to apply and develop their professional practice using self-reflection and feedback from their cooperating teachers and supervising faculty.

(3)Requirements for Certification for Teachers of ESOL. Readiness to serve as a teacher of English for speakers of other languages shall include:

(a) An official transcript from a regionally accredited institution documenting an earned master's degree.

(b) A survey of special education course is required unless that course was taken for prior level certification. [See definition (51)]. An individual who completed a survey of special education course prior to the semester when the individual met requirements for unconditional admission to a Class A program July 1, 2017, and thereafter, must take a course focused primarily on one of the following categories: methods of accommodating instruction to meet the needs of students with exceptionalities in inclusive settings, multicultural education, teaching English language learners, rural education, or urban education. A diversity course used to meet this requirement for one level of certification may not be used to meet the requirement for a higher level of certification.

(c) Satisfactory completion of a State-approved program with a minimum GPA of 3.0 on all courses in the Alabama State Board of Education approved educator preparation program. Effective for candidates unconditionally admitted to a Class A ESOL program July 1, 2017, and thereafter, satisfactory completion of a State-approved program with a minimum GPA of 3.25 on all courses in the Alabama State Board of Education approved program.

(d) Competence to teach English for speakers of other languages as demonstrated in an internship, with an ESOL certified cooperating teacher, of at least 300 clock hours that complies with Rule 290-3-3-.03(6)(e)2.(i) and (iv) and Rule 290-3-3-.41(5)(e).

(e) A valid Class B Professional Educator Certificate in a teaching field unless the individual completes an Alternative Class A program in ESOL.

(4)Testing for Certification of Teachers of ESOL. Applicants for initial certification in English for speakers of other languages through the completion of a Class A program must meet the Praxis requirements of the Alabama Educator Certification Assessment Program (AECAP) as a precondition for certification. Additional information is in Rule 290-3-3-.41(6).

Ala. Admin. Code r. 290-3-3-.43

New Rule: December 19, 1978. Amended: Filed December 13, 1990; effective February 1, 1991. Repealed and Replaced: Filed January 9, 1997; effective February 13, 1997; operative July 1, 1997. Amended: Filed June 14, 1999; effective July 19, 1999. Amended: Filed March 14, 2002; effective April 18, 2002. Repealed and New Rule: Filed September 11, 2003; effective October 16, 2003. Repealed and New Rule: Filed July 13, 2004; effective August 17, 2004. Repealed and New Rule: April 14, 2005; effective May 19, 2005. Repealed: Filed August 6, 2007; effective September 10, 2007.

Amended by Alabama Administrative Monthly Volume XXXIII, Issue No. 11, August 31, 2015, eff. 9/17/2015.

Amended by Alabama Administrative Monthly Volume XXXVI, Issue No. 12, September 28, 2018, eff. 10/28/2018; operative 6/1/2019.

Amended by Alabama Administrative Monthly Volume XXXIX, Issue No. 11, August 31, 2021, eff. 10/15/2021.

Previous Rule.45 was renumbered.43 per certification published August 31, 2021; effective October 15, 2021.

Author: Dr. Eric G. Mackey

Statutory Authority:Code of Ala. 1975, §§ 16-3-16, 16-23-14.