TExES Bilingual Target Language Proficiency Test (BTLPT) — Spanish (190)

About The Test 

Test Name:  Bilingual Target Language Proficiency Test (BTLPT) — Spanish

Test Code: 190

Total Time: Approximately 5 hours

Number of  Questions: 84 multiple-choice questions and 7 constructed-response  tasks

Format: Computer-administered test (CAT)

The TExES Bilingual Target Language Proficiency Test (BTLPT) — Spanish (190) is designed to assess whether a test taker has the requisite knowledge and skills that  an entry-level educator in this field in Texas public schools must possess. The  84 multiple-choice questions and 7 constructed-response tasks are based on the  BTLPT — Spanish test framework. The test may contain questions that do not count  toward the score. Your final scaled score will be based only on scored questions. 

Sections

Section 1: Listening Comprehension (Domain I)
Number of Questions: 36 Multiple-Choice Questions (32 scorable plus 4 non scorable)
Timing: Approximately 50 minutes
Weight: 21%

Section 2: Oral Expression (Domain II)
Tasks: 4 Constructed-Response. (Simulated Conversation, Question & Answer, Oral Presentation and Support a Situation/Opinion)
Timing: Approximately 20 minutes
Weight: 29%

Section 3: Reading Comprehension (Domain III)
Questions: 48 Multiple-Choice Questions (40 scorable plus  8 non scorable)
Timing: Approximately 70 minutes
Weight: 26%

Section 4: Reading Comprehension (Domain IV)
Tasks: 3 Constructed-Response (Response to Letter/Memo/Email, Lesson Plan, Opinion/Position Essay)
Timing: Approximately 20 minutes
Weight: 29%

The TExES Bilingual Target Language Proficiency Test (BTLPT) — Spanish (190) is designed to assess whether a test taker has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The  84 multiple-choice questions and seven constructed-response tasks are based on the  BTLPT — Spanish test framework. The test may contain questions that do not count toward the score. Your final scaled score will be based only on scored questions.

The Domains

The Standards 

Spanish Standard I The teacher is able to derive essential information, interpret meaning, and evaluate oral communications in the target language.

Spanish Standard II The teacher is able to derive essential information, interpret meaning, and evaluate a variety of authentic materials written in the target language.

Spanish Standard III The teacher is able to construct an effective interpersonal and presentational oral discourse in the target language.

Spanish Standard IV The teacher is able to write effective interpersonal and presentational discourse in the target language.

Domains and Competencies 

The content covered by this test is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field.  Within each domain, the content is further defined by a set of competencies. Each  competency is composed of two major parts:

▪ The competency statement, which broadly defines what an entry-level educator in this field in Texas public schools should know and be able to do.

▪ The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.

Domain I — Listening Comprehension 

Competency 001: The teacher demonstrates the ability to apply literal, inferential, and interpretive listening skills to authentic materials heard in the target language that are relevant to the bilingual classroom and the school environment.

The beginning teacher:

  1. Understands the main ideas and details of oral discourse on a variety of  topics and in a variety of listening situations and contexts relevant to  bilingual education (e.g., a parent/guardian conference, a colleague’s  description of a lesson plan, a short lecture on a content-area topic),

including oral discourse that contains academic vocabulary used in teaching the Texas Essential Knowledge and Skills (TEKS) in various content areas.

  1. Understands basic information, main ideas, and details from oral discourse in a variety of contexts relevant to the school environment (e.g., a telephone message from a parent/guardian, or a set of oral instructions).
  2. Evaluates information likely to be encountered in professional settings involving students, parents/guardians, or educators in a bilingual situation and can choose an appropriate response to a question or comment likely to be encountered in a social or professional situation.
  3. Infers meaning from oral communications relevant to bilingual education  (e.g., characterizing the tone, mood, or point of view of one or more speakers; analyzing the social context of a spoken exchange) while exhibiting an appropriate level of cultural knowledge and sensitivity.

TExES Bilingual Target Language Proficiency Test (BTLPT) — Spanish (190) 7

Domain II — Reading Comprehension 

Competency 002: The teacher demonstrates the ability to apply literal, inferential,  interpretive and critical reading skills to authentic materials written in the target language that are relevant to the bilingual classroom and the school environment.

The beginning teacher:

  1. Understands the main ideas and details of a variety of authentic written materials and can apply reading comprehension skills to various types of texts relevant to the bilingual classroom, including written materials that contain academic vocabulary used in teaching the Texas Essential Knowledge and Skills (TEKS) in a variety of content areas.
  2. Demonstrates the ability to understand the literal content of authentic materials in a variety of contexts relevant to the school environment (e.g.,  understanding a stated main idea, identifying a sequence of events, and discerning details).
  3. Applies skills of inference and interpretation to a variety of authentic materials relevant to both TEKS and the school environment (e.g., inferring assumptions, purpose, or point of view; discerning implied cause-and-effect relationships).
  4. Applies critical reading skills to written materials relevant to the bilingual classroom and can identify and analyze a variety of authentic materials relevant to both TEKS and the school environment that represent cultural aspects of the target language.
Domain III — Oral Expression 

Competency 003: The teacher demonstrates the ability to construct an effective and appropriate oral discourse in the target language for various audiences, purposes  and occasions relevant to the bilingual classroom and the school environment.

The beginning teacher:

  1. Constructs oral discourse in the target language to explain, narrate, and describe, demonstrating control of verb tenses and using both formal and informal registers (e.g., making an announcement, providing directions,  posing a question, describing an experience) appropriate to the task  (interpersonal and presentational modes) in the bilingual classroom and the school environment.
  2. Demonstrates the ability to use general and content-area vocabulary used in teaching the Texas Essential Knowledge and Skills (TEKS) in a variety of content areas to communicate information and talk about topics relevant to the bilingual classroom.
  3. Demonstrates the ability to use spoken language with a variety of audiences  (e.g., students, colleagues, parents/guardians) in culturally appropriate ways in order to satisfy the requirements of routine educational and professional situations relevant to the bilingual classroom.
  4. Demonstrates the ability to respond orally to everyday situations in the bilingual classroom (e.g., responding to a student question or comment,  discussing advantages and disadvantages of an idea or proposed course of action) and exhibits an appropriate level of cultural knowledge and sensitivity.
Domain IV — Written Expression 

Competency 004: The teacher demonstrates the ability to write effectively in the target language for various audiences, purposes, and occasions relevant to the bilingual classroom and the school environment.

The beginning teacher:

  1. Uses written discourse to explain, narrate and describe in all major time frames in the target language, using formal and informal registers and in a  variety of contexts relevant to bilingual education (e.g., writing a letter to a  parent/guardian, administrator or community member; writing an article for  a school newsletter), exhibiting cultural knowledge and sensitivity and using appropriate vocabulary, grammar (including punctuation as well as accents and other diacritics) and syntax.
  2. Develops written lesson plans and instructional materials appropriate to bilingual classrooms and other settings in the target language, using both general and content-area vocabulary used in teaching the Texas Essential  Knowledge and Skills (TEKS) in a variety of content areas to communicate information and to write about topics relevant to bilingual education,  exhibiting cultural knowledge and sensitivity, and using appropriate vocabulary, grammar (including punctuation as well as accents and other diacritics) and syntax.
  3. Uses written discourse to persuade (e.g., proposing a solution to a school or classroom issue, giving an opinion), exhibiting cultural knowledge and sensitivity and using appropriate vocabulary, grammar (including punctuation as well as accents and other diacritics) and syntax.
Important Considerations for the Exam

It is important to take into account that this exam measures the academic use of Spanish and, therefore, requires preparation in advance; that is, it cannot be prepared overnight; it actually takes time, requires consistency, and is something to be invested in. Therefore, the first keys to success for this exam are time and perseverance. It is important to be willing to invest the time to prepare yourself, and during that time, you must be constant in your day-to-day until the date you decide to take it. Among other things, you need to be able to:

– Organize ideas logically and in accordance with what is expected of an education professional.

– Manage time to be able to complete the entire exam in the required time.

– Use appropriate academic vocabulary and pay attention to spelling and grammar.

– Know and apply the rules of accentuation, identify frequently used words that are stressed, and how to avoid common mistakes in the section on written expression.

– Use transition words and phrases that allow you to respond fluently and confidently in each of the scenarios that are presented to you in the oral expression section.

How to Pass the BTLPT

To pass the BTLPT (Bilingual Target Language Proficiency Test), you should focus on the following:

  1. Invest daily time in practicing Spanish: Consistently work on improving your speaking, listening, reading, and writing skills in Spanish.

  2. Develop proficiency in the four main language skills: Focus on listening, speaking, reading, and writing to ensure well-rounded language competence.

  3. Understand and apply grammar rules: Pay attention to grammar, punctuation, accentuation, and other language-specific rules in both written and oral communication.

  4. Use appropriate academic vocabulary: Ensure you are familiar with the general and content-area vocabulary used in teaching the Texas Essential Knowledge and Skills (TEKS) in various content areas.

  5. Practice cultural knowledge and sensitivity: Demonstrate awareness and understanding of cultural aspects relevant to the bilingual classroom and school environment.

  6. Prepare for various communication contexts: Be ready to use formal and informal registers, respond to different scenarios, and interact with various audiences, such as students, colleagues, and parents/guardians.

  7. Step out of your comfort zone: Challenge yourself to use Spanish in different situations, pushing yourself beyond your comfort level to gain confidence in your language abilities.

  8. Use available resources: Utilize study materials, practice exams, and workshops to familiarize yourself with the test format, content, and expectations.

  9. Manage your time effectively: Learn to manage your time during the exam to ensure you can complete all sections within the given timeframe.

  10. Persevere and be consistent: Dedicate consistent effort and time to your preparation, understanding that success in the BTLPT requires commitment and practice.

For more information and guidance, visit https://www.enablinglearning.com/btlpt/

 

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