Exam Format, Domains, and Competencies

TExES ESL Supplemental (154) Exam Format

Domain Breakdown and Weights

Key insight: Domain II is the largest at 45% of the exam. If you are limited on study time, prioritize Competencies 3 through 7.

Domain I: Language Concepts and Language Acquisition (25%)

Competency 1, Fundamental language concepts and structure of English

• 1.A: Demonstrates knowledge of the nature of language, basic linguistic concepts (e.g., phonology, morphology, syntax, lexicon, semantics, discourse, pragmatics) and the role of the primary/home language in English language acquisition
• 1.B: Demonstrates knowledge of the interrelatedness of listening, speaking, reading and writing and how development in one area supports development in other areas
• 1.C: Demonstrates knowledge of the structure of English (e.g., word formation, grammar, sentence structure, mechanics) and the patterns and conventions of written and spoken English
• 1.D: Understands the importance of helping ESL students recognize the similarities and differences between English and the primary/home language and how to use this knowledge to facilitate English language acquisition

Competency 2, First and second language acquisition processes

• 2.A: Demonstrates knowledge of theories and research in first and second language acquisition and development and factors that may affect students’ English language development
• 2.B: Demonstrates understanding of the stages of first and second language acquisition and the interrelatedness of first and second language acquisition
• 2.C: Demonstrates knowledge of cognitive processes involved in internalizing language rules and vocabulary for second language acquisition and the cognitive and linguistic demands of various tasks required of EB students
• 2.D: Demonstrates understanding of how the relationship between the primary/home language and English affects second language acquisition, including the role of transfer and language interference
• 2.E: Demonstrates awareness of individual differences that may affect a student’s English language development and provides for individual student needs in planning ESL instruction

Domain II: ESL Instruction and Assessment (45%)

Competency 3, ESL teaching methods and effective instruction

• 3.A: Understands the goals and philosophy of ESL education and the various types of ESL programs (e.g., content-based, pull-out, self-contained)
• 3.B: Demonstrates understanding of current research-based practices, resources and materials for providing standards-based ESL instruction
• 3.C: Demonstrates the ability to manage the ESL classroom and to plan, implement and monitor standards-based instruction that addresses the affective, linguistic and cognitive needs of EB students
• 3.D: Demonstrates understanding of strategies for planning, managing and implementing both ELPS-based and content-based ESL instruction
• 3.E: Demonstrates the ability to use the TEKS, ELPS and research-based strategies, materials and resources to plan and implement effective ESL instruction for EB students at varying stages of English language development

Competency 4, Promoting communicative language development

• 4.A: Understands the role of the linguistic environment and comprehensible input in second language development and the importance of providing a language-rich classroom environment with many opportunities for meaningful communication
• 4.B: Demonstrates the ability to apply current research-based knowledge of effective strategies and activities for developing EB students’ oral language proficiency in English
• 4.C: Demonstrates understanding of the relationship between oral language development and literacy in English and uses this knowledge to plan effective instruction for EB students
• 4.D: Knows how to provide ESL instruction that integrates listening, speaking, reading and writing for a variety of instructional settings and purposes
• 4.E: Demonstrates the ability to use formal and informal feedback to enhance EB students’ oral language development in English
• 4.F: Understands the importance of providing EB students with instruction in the use of learning strategies for the development of language skills in English
• 4.G: Knows how to promote students’ communicative language development by providing instruction in the use of various registers, styles and genres appropriate to different situations and purposes

Competency 5, Promoting literacy development in English

• 5.A: Demonstrates understanding of the nature of literacy development and the relationship between first language literacy and English literacy for EB students
• 5.B: Demonstrates the ability to apply knowledge of phonological development and its relationship to literacy to plan effective literacy instruction for EB students
• 5.C: Demonstrates the ability to apply research-based strategies for developing EB students’ reading skills in English, including skills in word recognition, decoding, fluency and comprehension
• 5.D: Demonstrates the ability to apply research-based strategies for developing EB students’ writing skills in English, including skills related to writing mechanics and conventions, writing for a variety of purposes and audiences and using the writing process
• 5.E: Demonstrates the ability to provide effective literacy instruction that addresses the needs of EB students at varying levels of English language proficiency and literacy
• 5.F: Understands the importance of providing EB students with authentic, meaningful literacy activities and knows how to provide EB students with reading and writing experiences in a variety of content areas
• 5.G: Demonstrates the ability to use formal and informal assessment results to plan literacy instruction for EB students at varying levels of English language proficiency and literacy

Competency 6, Content-area learning and academic language

• 6.A: Demonstrates the ability to apply research-based strategies for developing EB students’ content-area learning and academic language proficiency
• 6.B: Demonstrates the ability to use the ELPS, the TEKS and effective strategies to help EB students learn academic vocabulary and to access grade-level content-area instruction
• 6.C: Understands factors that may affect EB students’ content-area learning (e.g., vocabulary in the content area, cultural bias in testing, high-stakes testing) and applies strategies for addressing those factors
• 6.D: Understands the importance of collaboration with other professionals to help EB students achieve content-area learning and applies strategies for effective collaboration

Competency 7, Formal and informal assessment procedures

• 7.A: Demonstrates understanding of assessment issues as they affect EB students (e.g., linguistic and cultural bias in assessment, the use of accommodations)
• 7.B: Knows how to use a variety of formal and informal assessments for a variety of purposes with EB students and demonstrates understanding of the ELPS assessment system
• 7.C: Demonstrates the ability to use ongoing assessment to plan and modify instruction for individual EB students and groups of EB students
• 7.D: Demonstrates knowledge of standardized testing practices and procedures, including the role of the Language Proficiency Assessment Committee (LPAC) in decisions about appropriate assessments and accommodations for EB students
• 7.E: Demonstrates the ability to use assessment results to plan and adapt ESL instruction and to communicate ESL-related assessment information to other professionals and to parents
• 7.F: Understands how to interpret and use assessment data to identify areas of needed instructional support for EB students

Domain III: Foundations of ESL Education, Cultural Awareness, and Family and Community Involvement (30%)

Competency 8, Foundations of ESL education and types of programs

• 8.A: Demonstrates understanding of significant historical, legal and policy developments related to the education of EB students in the United States and Texas
• 8.B: Demonstrates knowledge of the historical and current research base for ESL education and the types of ESL and bilingual programs available in Texas
• 8.C: Demonstrates knowledge of the roles and responsibilities of ESL teachers and other professionals in providing and overseeing ESL education programs
• 8.D: Applies knowledge of cultural, linguistic, socioeconomic and other factors affecting EB students’ learning and knows how to select, modify and use resources to meet the needs of EB students with different learning needs

Competency 9, Factors affecting ESL learning and effective environments

• 9.A: Demonstrates understanding of how cultural factors may affect EB students’ learning and English language development
• 9.B: Demonstrates understanding of the importance of creating a classroom environment in which EB students are encouraged to participate confidently in academic settings
• 9.C: Demonstrates the ability to apply research-based strategies for creating effective multicultural and multilingual learning environments that address the affective, linguistic and cognitive needs of EB students
• 9.D: Demonstrates understanding of the importance of addressing the cultural and sociolinguistic diversity of students and the community in planning and delivering ESL instruction
• 9.E: Demonstrates the ability to apply culturally responsive teaching strategies that support EB students’ academic achievement

Competency 10, Advocacy, family, and community involvement

• 10.A: Demonstrates understanding of the importance of advocating for EB students and their families and serving as a resource for them
• 10.B: Demonstrates the ability to use strategies for effective communication with families of EB students
• 10.C: Demonstrates understanding of the importance of promoting parent and community participation in the education of EB students
• 10.D: Demonstrates the ability to apply strategies for promoting parental involvement in ESL students’ education and establishing effective home-school communication

Test-Taking Tips

• Read every option. Even if option A looks correct, read B, C, and D. TExES questions often have a “best answer” among plausible options.
• Look for absolutes. Words like “always,” “never,” and “only” are usually in wrong answers. Correct answers tend to use “most likely,” “best,” or “primarily.”
• Think like a teacher. The exam tests what you would DO in a classroom, not just what you know. Choose the answer that reflects effective approach, not just textbook knowledge.
• Use the flag feature. If you are unsure, flag the question and come back to it. Do not spend more than 2 minutes on any single question.
• Manage your time. You have 5 hours for 80 questions. That is about 3.75 minutes per question, which is generous. Use it wisely.
• Trust your preparation. If you have studied all 10 competencies and scored well on the practice quizzes, you are ready.