193 TExES English as a Second Language (ESL)/Generalist EC-6 Exam
As with other certification requirements required by the state of Texas for teaching in Texas schools, the ESL Generalist EC-6 Exam measures general competencies and specific skills pertaining to that competency. To be certified competent to teach in the Texas educational system, the certified teacher needs to understand fundamental language concepts, language acquisition, and also be familiar with the grammar, syntax, basic structure, and conventional uses of English language skills.
Specific skill requirements are encompassed in the measurement of eight domains, most of them of roughly equal weight, except for Domain IV which accounts for 22% of the knowledge requirement. Domain IV refers to the category of Language Arts and Reading and the test itself measures the degree to which the beginning teacher can meet the standards. The remaining Domains measure a range of competencies in specific subjects like Math, Social Studies, Physical Education and the Arts, Science, Culture and Community, Instruction and Academic Assessments and Testing, and Language Concepts and Acquisition.
The ESL Generalist EC-6 Exam consists of 200 questions, of which 185 count towards the final score. The remaining 15 questions are developmental and may be used in future tests, but test takers must be accurate in all responses as the questions which are for future testing purposes are unknown. Scores are scaled within a range of 100 to 300; the minimum passing score is 240.
Domain II warrants special attention because it specifically targets the knowledge requirements of an ESL teacher. There are six standards that fall into Domain II, and all are fundamental requirements necessary for effective teaching among students who are in the process of acquiring or improving skills in the English language. In order to teach English language skills to ESL learners, it is important for the teacher to be familiar with all language concepts, and the basic structure and conventions employed in usage. It is important to know the learning theories and mechanisms that explain how and when language is acquired in phases, and use that knowledge to promote student learning. The impact of culture upon language structure and conventions is also an area with which the beginning ESL teacher must be thoroughly familiar, as it also pertains to teaching effectiveness.
The ESL Generalist EC-6 teacher must be familiar, functional, and capable of teaching effectively in the variety of the academic subject areas required of Texas school students.
193 TExES English as a Second Language (ESL)/Generalist EC-6 Exam Practice Questions:
1. It is well known that animals can communicate and even recognize human vocabulary words. However, a significant difference occurring in human language acquisition is...
a) The ability of humans to copy and speak the words they hear.
b) Dogs can read body language better than humans.
c) The use of syntax.
d) Humans learn language through a process of behavioral conditioning.
2. A traditional fallacy regarding young ESL learners is that...
a) Exposure to two languages at the same time builds cognitive abilities which transfer to other disciplines.
b) Young learners more easily acquire a second language than mature adults.
c) Exposing young children to two languages at the same time may confuse them and can be an obstacle to language acquisition.
d) Dual language learners acquire language more quickly if the first acquired language is used in the classroom.
3. An ESL certified teacher who wishes to expand vocabulary among dual language learners in the elementary grades would likely accomplish this goal effectively by...
a) Developing dual language word lists.
b) Having students memorize word lists.
c) Associating pictures with vocabulary words.
d) All of the above.
4. An ESL teacher entrusted with the task of teaching language skills across content areas other than English might increase effectiveness by...
a) Using a variety of graphic organizers.
b) Using Venn diagrams.
c) Using network trees.
d) Developing specialized vocabulary word lists in each content area.
5. A productive technique that may be used to assist elementary ESL students in comprehending a short fiction selection is...
a) By diagramming sentences from the literature selection.
b) Use of a story action map, a story star, or a story board.
c) Having students write a parody of the story.
d) All of the above.
6. An ESL teacher who wants to develop a positive strategy for ESL assessment should...
a) Hold her ESL students to the same assessment standards as native English speakers.
b) Create longer quizzes and tests that provide ESL students opportunities to show strengths in different areas.
c) Rely on the mainstream teacher's assessment strategies.
d) Devise a double grading strategy for essays and compositions.
7. An ESL teacher is frustrated by attempts to obtain classroom interaction from an English language learner who initially joined in classroom activity but will no longer participate. Select the most suitable response or explanation for this situation.
a) The student has likely entered into the "silent period," a common occurrence among newcomers to a new language.
b) The teacher should make use of different learning style techniques to further stimulate the student's participation.
c) The teacher should send the student to a guidance counselor for evaluation.
d) The student most likely has a low affective filter.
8. A content-qualified ESL teacher who must teach mathematics to a class of English language learners would likely be more successful if he or she...
a) Simplified math concepts.
b) Taught to the same math standards and in the same way as native English speakers.
c) Modified instruction through the use of simplified language and by reinforcing content through team teaching.
d) Emphasized and taught to the goals and standards of the state department of education.
9. Among ELLs who are new to the English speaking culture, the ESL teacher may get a surprising or even hostile response if...
a) The teacher uses slang phrases in the classroom.
b) The teacher is unfamiliar with the body language and non-verbal communication gestures of non-American English speaking cultures.
c) The teacher simplifies the language content to a level below the students' actual comprehension level.
d) The teacher reads aloud to a classroom full of students who read up to grade level.
10. An ESL teacher with many Latino students in class instructs students to write descriptive phrases employing adjectives because...
a) The teacher is trying to establish the fundamental building blocks of sentence structure to the class.
b) Spanish language conventions generally require adjectives to be placed after a noun.
c) English language expression can be expanded greatly in this manner.
d) Repetition of language structures such as descriptive phrases reinforces language learning.
Last Updated: 02/21/2013