Test Information Guide
Overview and Test Objectives
Field 54: English as a Second Language
Test Overview
| Format | Computer-based test (CBT) and online proctored test; 100 multiple-choice questions, 2 open-response items |
|---|---|
| Number of Questions |
|
| Time | 4 hours (does not include 15-minute CBT tutorial) |
| Passing Score | 240 |
The Massachusetts Tests for Educator Licensure (MTEL) are designed to measure a candidate's knowledge of the subject matter contained in the test objectives for each field. The MTEL are aligned with the Massachusetts educator licensure regulations and, as applicable, with the standards in the Massachusetts curriculum frameworks.
The test objectives specify the content to be covered on the test and are organized by major content subareas. The chart below shows the approximate percentage of the total test score derived from each of the subareas.
The test assesses a candidate's proficiency and depth of understanding of the subject at the level required for a baccalaureate major according to Massachusetts standards. Candidates are typically nearing completion of or have completed their undergraduate work when they take the test.
Pie chart of approximate test weighting outlined in the table below.
Test Objectives
| Subareas | Range of Objectives | Approximate Test Weighting | |
|---|---|---|---|
| Multiple-Choice | |||
| I | Foundations of Second-Language Instruction | 01–04 | 35% |
| II | Second-Language and Content Learning | 05–09 | 45% |
| 80% | |||
| Open-Response* | |||
| III | Integration of Knowledge and Understanding | 10 | 20% |
*The open-response items may relate to topics covered in any of the subareas.
Subarea I–Foundations of Second-Language Instruction
Objective 0001: Apply knowledge of basic linguistic and sociolinguistic concepts related to instruction for English language learners.
For example:- Apply knowledge of how languages differ in their systems of phonology, morphology, syntax, semantics, and discourse to understand the influence of first language on second-language learning.
- Apply knowledge of phonology to analyze patterns of sound, stress, rhythm, and intonation.
- Apply knowledge of morphology to analyze a word's structure, function, and meaning.
- Apply knowledge of syntax to analyze the structure of phrases and sentences.
- Apply knowledge of semantics to analyze word and sentence meaning.
- Apply knowledge of discourse features (e.g., cohesion) of written and oral texts.
- Apply knowledge of pragmatic features (e.g., nonverbal elements) of various discourse settings (e.g., classroom, social event) and language functions (e.g., informing, amusing, persuading).
- Apply knowledge of the linguistic features of social and academic language (e.g., tiered vocabulary, complexity of grammatical constructions).
- Apply knowledge of sociolinguistic concepts (e.g., dialect diversity in English; factors affecting language variation, register, and style; language change).
Objective 0002: Apply knowledge of processes and stages of language acquisition.
For example:- Apply knowledge of major theories of first-language acquisition and second-language acquisition and learning, including similarities and differences between first- and second-language acquisition.
- Apply understanding of characteristics, including similarities and differences, of various stages of first- and second-language acquisition.
- Apply understanding of cognitive processes involved in internalizing language rules and learning vocabulary in a second language (e.g., memorization, categorization, metacognition).
- Apply understanding of the various levels of English language proficiency as described in the World-Class Instructional Design and Assessment English Language Development Standards (WIDA ELD Standards).
- Apply understanding that English language proficiency is independent from but interrelated with cognitive and academic levels.
- Apply understanding of the role of the first language in second-language development (e.g., language transfer, interlanguage development, code-switching).
- Apply understanding of typical and atypical development in first and second languages.
Objective 0003: Evaluate and apply knowledge of ESL instructional approaches and best practices for promoting English language learners' English language development.
For example:- Demonstrate knowledge of the characteristics and goals of various program models for promoting English language learners' language development.
- Recognize features and theoretical bases of methods of second-language instruction that can be used to promote language and content learning in ESL classrooms.
- Apply knowledge of effective research-based instructional practices for English language development appropriate to students' cognitive, academic, developmental, and language proficiency levels, including developing and integrating language skills, metalinguistic skills, vocabulary, and the ability to recognize and utilize varied levels of linguistic complexity.
- Evaluate strategies for planning and implementing ESL instruction aligned with relevant language and content curriculum standards (e.g., the WIDA ELD Standards; Massachusetts curriculum frameworks).
- Apply understanding of the characteristics, assets, and needs of special populations of English language learners, including newcomers, long-term English language learners, English language learners with trauma, English language learners with limited or interrupted formal education, and English language learners of low socioeconomic status.
- Apply understanding of the characteristics, assets, and needs of English language learners with disabilities.
- Evaluate strategies for supporting the language development and academic achievement of English language learners with limited or interrupted formal education and English language learners with disabilities.
Objective 0004: Apply knowledge of factors, including socio-emotional and sociocultural considerations, that influence the teaching and learning of English language learners.
For example:- Apply understanding of developmental, affective, social, and academic factors (e.g., age, motivation, learning style, environment) that can influence the teaching and learning of English language learners.
- Apply understanding of sociocultural factors (e.g., cultural, racial, ethnic, and linguistic identity; bilingualism/multilingualism; language variation) that can influence the teaching and learning of English language learners.
- Apply understanding of the nature and role of culture in the classroom and the influence of cultural differences (e.g., values and beliefs, approaches to learning) on the teaching and learning of English language learners.
- Apply understanding of cultural differences in patterns of communication (e.g., turn-taking conventions, role of silence, physical proximity) and strategies for facilitating positive intercultural communication in the classroom.
- Apply understanding of the role of family and community in English language learners' education.
Subarea II–Second-Language and Content Learning
Objective 0005: Apply knowledge of aural and oral language instruction and assessment for English language learners.
For example:- Recognize the role of oral language in the first language as a sound basis for developing English aural and oral skills.
- Evaluate research-based practices for developing English language learners' aural and oral communication and vocabulary skills (e.g., aural comprehension, comprehensible output, listening and speaking vocabularies, a range of linguistic complexity, knowledge of Standard English) for social and instructional purposes within the school setting.
- Apply knowledge of materials and strategies for promoting English language learners' achievement of listening and speaking standards as described in the WIDA ELD Standards and in the Massachusetts Curriculum Framework for English Language Arts and Literacy.
- Apply understanding of characteristics of and guidelines for selecting and using various formal and informal procedures and instruments for assessing listening and speaking.
- Demonstrate knowledge of formal and informal classroom assessment tools and strategies for assessing listening and speaking.
- Demonstrate the ability to use and interpret formal and informal assessment information, including recognizing bias and differentiating between listening and speaking assessments normed for native speakers of English and those normed for English language learners.
Objective 0006: Apply knowledge of theory, research, and practice related to developing reading skills and reading comprehension in English as a first language.
For example:- Demonstrate knowledge of foundational research and key features of significant reading theories and models.
- Recognize the role of oral language in early reading development and the interrelationship of listening, speaking, reading, and writing.
- Apply knowledge of the alphabetic principle and research-based strategies for promoting students' phonological skills (e.g., phonemic awareness), phonics and word recognition skills, and reading fluency.
- Apply knowledge of research-based strategies for developing students' academic language, including addressing the vocabulary-, sentence-, and discourse-level needs of adolescents.
- Apply knowledge of research-based strategies for developing students' reading comprehension skills and strategies as related to different types of reading materials and purposes for reading, including addressing the reading comprehension needs of adolescents.
Objective 0007: Apply knowledge of reading instruction and assessment for English language learners.
For example:- Recognize the role of the first language in English language learners' reading development, including the relationship and transfer of existing first-language reading skills to the second language and differences in initial reading instruction for students who are and are not literate in their first language.
- Apply understanding of factors that affect second-language reading development (e.g., oral proficiency and vocabulary knowledge, prior knowledge and education).
- Evaluate research-based practices and various reading intervention approaches for addressing the specific reading needs of English language learners based on their ages, stages of reading development, levels of English language proficiency, and characteristics of first-language background.
- Apply knowledge of materials and strategies for promoting English language learners' achievement of reading standards as described in the WIDA ELD Standards and in the Massachusetts curriculum frameworks.
- Apply understanding of characteristics of and guidelines for selecting and using various formal and informal procedures and instruments for the assessment of reading, including the advantages and limitations of various types of reading assessments.
- Demonstrate ability to use and interpret formal and informal assessment information, including recognizing bias and differentiating between reading assessments normed for native speakers of English and those normed for English language learners.
- Demonstrate ability to differentiate between typical variation in reading performance and performance that may indicate possible disabilities.
- Recognize ways that a learner's literacy in a first language can influence reading in English due to similarities and differences between English and the first language in the areas of directionality, orthographic depth, morphology, sentence structure, discourse structure, and cultural expectations.
Objective 0008: Apply knowledge of writing instruction and assessment for English language learners.
For example:- Evaluate research-based practices for developing the writing skills of English language learners at a range of ages, reading abilities, and English proficiency levels.
- Apply knowledge of the writing process to promote English language learners' development of writing proficiency.
- Apply understanding of formal elements of written English and explicit, systematic strategies for developing students' knowledge and use of different text structures (e.g., narrative, expository, persuasive) and conventions of written Standard English (e.g., mechanics, syntax, grammar, spelling).
- Apply knowledge of materials and strategies for promoting English language learners' achievement of writing standards as described in the WIDA ELD Standards and in the Massachusetts curriculum frameworks.
- Apply understanding of characteristics of and guidelines for selecting and using various formal and informal procedures and instruments for the assessment of writing.
- Demonstrate ability to use and interpret formal and informal assessment information, including recognizing bias and differentiating between writing assessments normed for native speakers of English and those normed for English language learners.
- Demonstrate ability to differentiate between typical variation in writing performance and performance that may indicate possible disabilities.
- Recognize ways that a learner's literacy in a first language can influence writing in English due to similarities and differences between English and the first language in the areas of directionality, orthographic depth, morphology, sentence structure, discourse structure, and cultural expectations.
Objective 0009: Apply knowledge of instruction and assessment related to the development of English language learners' social and academic language proficiency and content-area learning.
For example:- Evaluate research-based practices for developing English language learners' academic language proficiency (e.g., providing explicit instruction in academic language and vocabulary, integrating content and language objectives).
- Apply knowledge of materials and sheltered strategies for promoting English language learners' ability to communicate for social and instructional purposes within the school setting as described in the WIDA ELD Standards.
- Apply knowledge of materials and sheltered strategies for promoting English language learners' ability to communicate information, ideas, and concepts necessary for academic success in the content areas of language arts, mathematics, science, and social studies as described in the WIDA ELD Standards (e.g., supporting students' use of English to discuss and consider subject matter content).
- Apply knowledge of materials and sheltered strategies for promoting English language learners' achievement of content-area standards as described in the Massachusetts curriculum frameworks (e.g., providing comprehensible input).
- Apply understanding of characteristics of and guidelines for selecting and adapting various formal and informal procedures and instruments for assessing students' academic language proficiency and content-area concepts and skills.
- Demonstrate ability to use and interpret formal and informal assessment information, including recognizing bias in an assessment instrument and recognizing possible differences in content-area performance between English language learners and native speakers of English.
- Demonstrate ability to differentiate between typical variation in content-area performance and performance that may indicate possible disabilities.
Subarea III–Integration of Knowledge and Understanding
Objective 0010: Prepare an organized, developed analysis related to one or more of the following: foundations of second-language instruction; second-language and content learning.
(Refer to objectives 0001 through 0009 and associated descriptive statements.)