iRubric: TESOL Standard 1.b. Language Acquisition and Development rubric

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TESOL Standard 1.b. Language Acquisition and Development

These rubrics are additive. Meets Standard assumes that the candidate has also met the criteria under Approaches Standard. Exceeds Standards assumes that the candidate has also met the criteria under Approaches Standard and Meets Standard. Performance indicators provide examples of candidate performance, and are not intended to be prescriptive. Please see link: http://www.tesol.org/docs/books/the-revised-tesol-ncate-standards-for-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-(2010-pdf).pdf

Rubric Code: R9249A

By Tesol_

Ready to use

Public Rubric

Subject: English

Type: Assessment

Grade Levels: K-5, 6-8, 9-12

Performance Indicator
	Approaches Standard 1 pts	Meets Standard 2 pts	Exceeds Standard 3 pts
1.b.1. Demonstrate understanding of current and historical theories and research in language acquisition as applied to ELLs.	Approaches Standard Candidates understand some aspects of language acquisition theory and research.	Meets Standard Candidates apply their knowledge of L1 and L2 acquisition to ESOL learning.	Exceeds Standard Candidates use their understanding of language acquisition theory and research to provide optimal learning environments for their ELLs and to conduct theory based research in their own classrooms.
1.b.2 Candidates understand theories and research that explain how L1 literacy development differs from L2 literacy development.	Approaches Standard Candidates are aware of theories and research that explain how L1 literacy development differs from L2 literacy development.	Meets Standard Candidates use theories and research that address how L1 literacy development differs from L2 literacy development to inform their teaching.	Exceeds Standard Candidates use theories and research that explain how L1 literacy development differs from L2 literacy development to design instruction and to conduct their own classroom research.
1.b.3. Recognize the importance of ELLs’ L1s and language varieties and build on these skills as a foundation for learning English.	Approaches Standard Candidates allow ELLs to use their L1 to facilitate their understanding or participation in class.	Meets Standard Candidates understand the importance of ELLs’ L1 and encourage families to use that language with their children at home. Whenever possible, candidates use the L1 as a foundation and resource for learning English in the classroom through bilingual aides, families, and volunteer support.	Exceeds Standard Candidates provide regular opportunities for ELLs to read, learn, and express themselves in their L1 in class. Candidates use the L1 in the classroom to support literacy and content learning.
1.b.4. Understand and apply knowledge of sociocultural, psychological, and political variables to facilitate the process of learning English.	Approaches Standard Candidates are aware of the sociocultural, psychological, and political variables within a community of ELLs.	Meets Standard Candidates understand the complex social, psychological, and political nature of learning an L2 in school and integrate this knowledge in their teaching.	Exceeds Standard Candidates apply knowledge of sociocultural, psychological, and political variables to design instruction and improve communication with ELLs and their families. Candidates investigate variables that affect language learning.
1.b.5. Understand and apply knowledge of the role of individual learner variables in the process of learning English.	Approaches Standard Candidates recognize individual differences among their ELLs (e.g., age, L1 literacy level, personality, motivation, socioeconomic status).	Meets Standard Candidates know their ELLs and understand that individual variables can have important effects on the process and level of L2 learning. Candidates apply this knowledge by setting high but reasonable expectations for individual students, varying instructional objectives and strategies, and monitoring student success. Candidates vary their teaching style to accommodate students’ different learning styles.	Exceeds Standard Candidates use their understanding of learner variables to consistently provide individualized language- and content-learning goals and appropriate instructional environments for ELLs.

Keywords:

ESL, English, Language, TESOL, Standard

Subjects:

English

Types:

Assessment

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