ELL / bilingual education
Department of Teaching & Learning
Endorsement competencies for ELL P-12 (2007 Standards)
State of Washington
1.0 Common Core – Content Knowledge: Language and Literacy Development
1.1 Candidates know, understand, and
use the major concepts, theories, and research from
applied linguistics, second language acquisition, and
literacy development.
1.2 Candidates understand how the
student’s first language proficiency in
listening, speaking, reading, and writing transfers to
English and impacts second language acquisition.
1.3 Candidates are competent in the
structure of the English language including;
- phonology (the sound system),
- morphology (word formation),
- syntax (phrase and sentence structure),
- semantics (meaning), and
- pragmatics (context and function).
1.4 Candidates have knowledge of basic
interpersonal communication skills (BICS) and cognitive
academic language proficiency (CALP), incorporating the
four domains of listening, speaking, reading, and
writing.
1.5 Candidates know, understand, and
apply Washington State’s English Language
Development Standards (ELDS) and proficiency levels.
2.0 Common Core – Culture:
2.1 Teacher candidates of
linguistically and culturally diverse learners are
knowledgeable about the interrelationship between
language and culture and its effects on teaching and
learning.
2.2 Candidates know and understand
ways to incorporate cultural and linguistic diversity
to support teaching and learning.
2.3 Candidates understand the
diversity within the English language learner
population (e.g., immigrant, migrant, refugee, and
those born in the United States) and the impact of
socioeconomic status, race, religion, class, national
origin, disability, and gender on student
learning.
2.4 Candidates recognize the
contributions of diverse cultural groups to Washington
State and to the United States.
2.5 Candidates can explain the
differences between assimilation, acculturation, and
cultural pluracy and their potential impact on
students’ cultural identity.
2.6 Candidates understand their own
identity and how ethnicity, culture, and socioeconomic
status influences teaching practices.
3.0 Common Core - Planning and Managing Instruction:
3.1 Candidates know and understand
effective practices and strategies for planning,
implementing, adapting, and modifying curriculum and
instruction in a variety of English language learner
delivery models and strategies.
3.2 Candidates recognize potential
linguistic and cultural biases of pedagogies,
curricula, and assessment instruments when determining
classroom practices for the English language learner.
4.0 Common Core - Assessment:
4.1 Candidates know and understand issues, principles, instruments, and methods of assessment related to the education of English language learners.
5.0 Common Core - Professional Leadership:
5.1 Candidates demonstrate knowledge
of relevant history and current legal and social issues
concerning the education of English language learners
in the State of Washington and the United States.
5.2 Candidates know and understand how
to serve as an effective resource for working with
English language learners and the importance of
collaborating with other educational staff and
community members.
5.3 Candidates know and understand how
to advocate for the English language learner in a
school environment.
5.4 Candidates have an awareness of
the research and resources pertaining to language
acquisition versus language disorder, gifted and
talented, and special education needs of English
language learners.
6.0 Common Core - Instructional Methods:
6.1 Candidates construct and
facilitate learning environments that support English
language development through literacy and content area
knowledge.
6.2 Candidates apply linguistic
concepts and knowledge of language systems to teach
English language learners in the four domains of
listening, speaking, reading, and writing.
6.3 Candidates demonstrate a high
level of oral and academic language proficiency in
English and are competent to teach and assess
listening, speaking, reading, and writing in
English.
6.4 Candidates differentiate
instruction by applying concepts, theories, and
research of applied linguistics, second language
acquisition, and literacy development.
6.5 Candidates are able to identify
culturally-appropriate ways to engage, communicate
with, and involve the student’s family and
community.
6.6 Candidates know, understand, and
apply ways to integrate cultural and linguistic
differences within the learning environment.
6.7 Candidates demonstrate awareness
and an appreciation of the student’s cultural
identity and its effects on language learning and
school achievement.
6.8 Candidates demonstrate culturally
responsive teaching.
6.9 Candidates apply effective
practices and strategies to plan, implement, adapt, and
modify curriculum and instruction for multiple language
proficiency level classrooms with students from diverse
backgrounds.
6.10 Candidates apply effective
practices and strategies for organizing and managing a
variety of supportive learning environments (e.g.,
cooperative groups, independent learning, and
individualized instruction).
6.11 Candidates apply a range of
teaching strategies, structures, and methods to support
the development of basic interpersonal communication
skills (BICS) and cognitive academic language
proficiency (CALP), incorporating the four domains of
listening, speaking, reading, and writing.
6.12 Candidates apply a range of
teaching strategies, structures, and methods to support
the development of higher level thinking skills.
6.13 Candidates collaborate with grade
level teachers, content teachers, administrators, and
other educational staff to support and facilitate
English language development in basic interpersonal
communication skills (BICS) and cognitive academic
language proficiency (CALP), incorporating the four
domains of listening, speaking, reading, and writing
within the content areas.
6.14 Candidates employ an appropriate
variety of research-based materials for language
learning including books, visual aides, props, realia,
software, internet resources, and technological
resources to enhance language and content-area
knowledge.
6.15 Candidates use a variety of
language proficiency instruments and assessment methods
(both formative and summative) for various purposes
(e.g., listening, speaking, reading, and writing in
first and second language and within content
areas).
6.16 Candidates apply a variety of
formative and summative classroom-based assessment
tools and methods to inform instruction and monitor
academic progress.
6.17 Candidates recognize potential
linguistic and cultural biases of formative and
summative assessment instruments and implements
appropriate modifications and accommodations.
6.18 Candidates demonstrate the
ability to observe and reflect on classroom, school,
and community experiences and how such experiences
influence the education of culturally and
linguistically diverse populations.
6.19 Candidates demonstrate the
ability to work effectively in the classroom settings
with culturally and linguistically diverse
populations.
6.20 Candidates demonstrate the
ability to incorporate the principles of second
language instructional techniques as they develop
assessments and instructional plans.
6.21 Candidates demonstrate the
ability to serve as a resource and collaborate with
other education professionals and community members.
More info
For detailed information on program requirements and application procedures, contact:
Office of Graduate Studies
gradstudies@wsu.edu
252 Cleveland Hall
(509) 335-7016 or
(509) 335-9195