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CTEL Exam Questions - California Teacher of English Learners | Braindumps

Teacher-Certification CTEL : California Teacher of English Learners Exam Dumps

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Exam Number : CTEL
Exam Name : California Teacher of English Learners
Vendor Name : Teacher-Certification
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CTEL Exam Format | CTEL Course Contents | CTEL Course Outline | CTEL Exam Syllabus | CTEL Exam Objectives

California Teachers of English Learners (CTEL)

Program Leading to Certification to Teach

The Commission is the agency of California government that licenses teachers and other professionals
who serve in the public schools. As the policy-making body that establishes and maintains standards for
the education profession in the state, the Commission is concerned with the quality and effectiveness of
the preparation of teachers and other school practitioners. On behalf of the education profession and
the general public, one of the Commissions most important responsibilities is to establish and
implement strong, effective standards of quality for the preparation and exam of teachers who
will teach English learners.

AB 2987, passed in 1992 (California Education Code sections 44253.1- 44253.6), created a two-tiered
teacher certification structure for teaching English learners. Known as the Bilingual, Crosscultural,
Language and Academic Development Exam and Certificate, this structure has been in effect
from 1994 to the present, and it consists of the following six tests or domains:

• Test 1: Language Structure and First- and Second-Language Development;

• Test 2: Methodology of Bilingual Instruction, English Language Development and Content Instruction;

• Test 3: Culture and Cultural Diversity;

• Test 4: Methodology for Primary-Language Instruction;

• Test 5: The Culture of Emphasis; and

• Test 6: The Language of Emphasis (listening, reading, speaking, and writing)

The first tier, called Crosscultural, Language and Academic Development (CLAD) Certificate, authorizes
instruction for English Language Development (ELD) and Specially Designed Academic Instruction in
English (SDAIE). Candidates must pass the first 3 Tests (above) to earn this certification. The second
level, called the Bilingual Crosscultural, Language and Academic Development (BCLAD) Certificate,
authorizes instruction in ELD and SDAIE as well as instruction for primary-language development and
content instruction in the primary language. Candidates must pass all six tests in order to earn the
BCLAD Certificate.

The Standards of Program Quality and Effectiveness for Professional Teacher Preparation Programs were
also referenced by the panel in its development of the CTEL Knowledge, Skills, and Abilities and the CTEL
Program Standards. This was to ensure that content of CTEL Programs and the CTEL Exam were
closely aligned with the relevant content in the 2042 multiple and single subject teaching credential,
since all of these routes lead to an equivalent English learner authorization. The standards of the
national professional organizations such as those adopted by TESOL (Teachers of English to Speakers of
Other Languages) also served as a guide and provided a comprehensive perspective for panel members

The ELIDT developed two types of standards to guide institutional responses and expert review for CTEL
Programs. The first type, called “Program Design Standards”, make up Category I of the CTEL Program
Standards. These standards inform institutions about the organizational structures and resources
required for sponsorship of a CTEL program. Category II of the Standards Specific to CTEL Programs
provides guidance on the instructional content of the curriculum as well as the competencies that
candidates must demonstrate in order to meet the requirements of the CLAD Certificate. These
standards, called the “Candidate Competency Standards” are closely aligned with the CTEL Knowledge,
Skills, and Abilities.

Once the ELIDT completed the draft CTEL standards, Commission staff worked with formatting and
organization in order to align with the most currently-developed standards of quality for teacher
preparation. The Commission adopted the Standards of Quality and Effectiveness for California
Teachers of English Learners (CTEL) Programs Leading to CLAD Certification on November 30, 2006.

Language and Language Development

Domain 1:

Language Structure

and Use

Phonology and Morphology

Syntax and Semantics

Language Functions and Variations



Domain 2:

Additive Language


Theories, Processes, and Stages of Language Acquisition

Theories, Models, and Processes of Second-Language Acquisition

Cognitive, Linguistic, and Physical Factors Affecting Language


Affective Factors Affecting Language Development

Sociocultural and Political Factors Affecting Language





Domain 1:

Assessment of

English Learners

Principles of Standards-Based Assessment and Instruction

Role, Purposes, and Types of Assessment

Language and Content-Area Assessment

Domain 2:

Foundations of



Development and

Content Instruction

Foundations of Programs for English Learners

Foundations of English Language Literacy

Instructional Planning and Organization for ELD and SDAIE

Components of Effective Instructional Delivery in ELD and SDAIE

Effective Resource Use in ELD and SDAIE

Domain 3:

Approaches and

Methods for ELD

and Content


ELD – Approaches and Methods

ELD – Listening and Speaking

ELD – Reading and Writing

Specially Designed Academic Instruction in English (SDAIE)

Culture and


Domain 1:

Culture and Cultural

Diversity and Their

Relationship to



Cultural Concepts and Perspectives

Cultural Contact

Cultural Diversity in California and the United States

Crosscultural Interaction

Domain 2:

Culturally Inclusive


The Role of Culture in the Classroom and School

Culturally Inclusive Learning Environment

Family and Community Involvement

Culturally Inclusive Curriculum and Instruction

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Teacher-Certification of test


Intentionally complex tests don’t make the grade for prospective NJ teachers | Opinion

By Robert Goodman

There is now legislation to remove obstacles to teacher certification that has swiftly moved through the Assembly and is now before the Senate Education Committee. The bill, (A.5419/S.3884), no longer requiring new teachers to undergo the Praxis Core Academics Skills for Educators test to become certified, is the latest in a number of smart efforts to remove ineffective testing that has further exacerbated the state’s teacher shortage.

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Daniel Pearson: Hold CT legislators accountable to end to crisis of teacher shortages

We’ve seen many changes since the 2020 school year, but one thing that remains the same is the pattern of ever-increasing pressure and responsibility that our educators have been forced to endure.

This year we must break the cycle.

As Connecticut teachers and students prepare for the 2023-24 return to the classroom, they also are preparing to return to schools still suffering from staffing shortages. This is the year we need to focus on addressing these issues.

Students, staff protest cuts to Connecticut’s community colleges

In our work, a common issue we continue hearing from educators is that the teacher certification process in the state is not accessible, and it continues to deter qualified people from becoming classroom teachers. As the certification process continues to be difficult, fewer educators are entering the classroom, and this places more pressure and responsibilities on current teachers. This overwhelming situation can cause some teachers to leave the profession, further compounding the problem and perpetuating the teacher shortage.

The 2023 Voices from the Classroom annual teacher survey found that 87 percent of teachers agree that they have too many responsibilities. Teachers are losing prep periods by covering absences, teaching beyond their scope of expertise, and are acting as mental health facilitators, social workers and more. It is too much, making the teaching profession look less attractive to others. In fact, according to the survey, only 14 percent of teachers would recommend the profession to others. We need to be doing more to improve the image of the teaching profession, and to increase the way we value our educators.

This also likely would help address the need for more teacher diversity in Connecticut schools. By removing some of the financial and time barriers that exist in the teaching certification process, we are opening up opportunities for more people from different backgrounds, situations and career experiences. This is especially important after the recent ruling from the Supreme Court regarding affirmative action. If there is less diversity in higher education, there will be less diversity among our classroom teachers. This can be detrimental to the success of Connecticut’s diverse student population, and further the segregation that exists in Connecticut schools.

One way to achieve this goal is to create new pathways to becoming an educator in Connecticut. These pathways can include solutions like taking previous classroom experience into account, along with test scores and required classroom hours; teacher residency programs for current substitute teachers or paraprofessionals; or grow-your- own programs for students who are currently learning in the classroom and have expressed an interest in teaching.

Over the past few years, Connecticut has made great strides in education legislation with the passing of the children’s mental health bill in 2022, and the increase to school funding passed in 2023. However, none of this progress can come to fruition without the educators needed to care for and teach our children. This school year, one of our top priorities is the need to modernize the teaching certification process in Connecticut, along with the need to diversify the teaching profession. It’s time we appreciate teachers for all they do and hold legislators accountable to put an end to this crisis of teacher shortages.

Daniel Pearson is executive director for Educators for Excellence in Connecticut.


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