Test Information Guide

Overview and Test Objectives
Field 79: Bilingual Education

Test Overview

Table outlining the test format, number of questions, time, and passing score.

Format	Computer-based test (CBT) and online proctored test; 100 multiple-choice questions
Time	3 hours (does not include 15-minute CBT tutorial)
Passing Score	To be determined

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.

Test Objectives

Table outlining test content and subject weighting by sub area and objective

Subareas		Range of Objectives	Approximate Test Weighting
Multiple-Choice
I1	Language, Linguistics, and Comparisons	01–03	15%
II	Culture	04–06	15%
III	Second-Language Acquisition and Instructional Practices	07–09	15%
IV	Integration of Standards into Curriculum and Instruction	10–14	25%
V5	Assessment	15–17	15%
VI	Professionalism	18–20	15%

 

Subarea I1–Language, Linguistics, and Comparisons

Objective 0001: Understand major concepts and principles related to the nature of language and language systems.

For example:

• Demonstrate knowledge of the dynamic, changing nature of language and language systems and concepts related to innateness and universality of language acquisition.
• Demonstrate knowledge of different types of variation that occur in a language (e.g., dialects, registers, diachronic and/or regional variation) and factors that affect language variation.
• Demonstrate knowledge of the nature of bilingualism/multilingualism and concepts related to bilingualism/multilingualism (e.g., code switching).
• Demonstrate knowledge of the theoretical foundations of bilingual education and the development of biliteracy (e.g., Cummins' Common Underlying Proficiency theory, Krashen's Input hypothesis).
• Demonstrate knowledge of basic aspects of world language families for linguistic comparisons.

Objective 0002: Understand fundamentals of linguistics and comparative linguistics and how to apply this understanding to promote language and literacy development in English and the target non-English non English  language of instruction.

For example:

• Demonstrate knowledge of phonology (e.g., phonemes, intonation patterns) and identify strategies for applying knowledge of phonology to help bilingual education students develop language and literacy skills in English and the target non-English non English  language of instruction.
• Demonstrate knowledge of morphology (e.g., inflectional and derivational endings, roots and affixes) and identify strategies for applying knowledge of morphology to help bilingual education students develop language and literacy skills in English and the target non-English non English  language of instruction.
• Demonstrate knowledge of syntax (e.g., parts of speech, sentence patterns) and identify strategies for applying knowledge of syntax to help bilingual education students develop language and literacy skills in English and the target non-English non English  language of instruction.
• Demonstrate knowledge of semantics (e.g., words with multiple meanings, idioms) and identify strategies for applying knowledge of semantics to help bilingual education students develop language and literacy skills in English and the target non-English non English  language of instruction.
• Demonstrate knowledge of oral and written discourse (e.g., discourse markers, speech acts) and identify strategies for applying knowledge of discourse to help bilingual education students develop language and literacy skills in English and the target non-English non English  language of instruction.
• Identify strategies for applying knowledge of English and the target non English language of instruction to make connections and comparisons between features of English and features of the target non English language of instruction.

Objective 0003: Understand fundamentals of sociolinguistics and how to apply this understanding to promote language and literacy development in English and the target non-English non English  language of instruction.

For example:

• Recognize the value of bilingualism/multilingualism and the significance of bilingualism/multilingualism in the overall success of all students.
• Identify how pragmatic features of oral and written language (e.g., formal and informal styles of discourse, nonverbal elements) influence or convey meaning, and recognize factors (e.g., cultural and social norms, setting, purpose, audience) that affect a speaker's or writer's choice of pragmatic features.
• Identify strategies for applying knowledge of pragmatics to help bilingual education students use spoken language and nonverbal communication in socially and culturally appropriate ways in a variety of contexts, including formal and informal settings, and for a variety of purposes and audiences.
• Recognize factors (e.g., culture, politics, social context) that influence a speaker's or writer's choice of language variation, and identify strategies for promoting bilingual education students' awareness of, respect for, and understanding of different varieties of English and the target non-English non English  language of instruction.
• Identify strategies for providing bilingual education students with a wide variety of authentic linguistic experiences (e.g., exposure to a variety of speakers of English and the target non-English non English  language of instruction).

 

Subarea II–Culture

Objective 0004: Understand major concepts, principles, theories, and research related to the nature of culture.

For example:

• Demonstrate knowledge of major cultural concepts (e.g., cultural relativism, cultural universalism, cultural pluralism).
• Demonstrate knowledge and effects of various processes of cultural contact (e.g., acculturation, assimilation, accommodation).
• Demonstrate knowledge of stages of the acculturation process (e.g., culture fatigue/shock) and factors that promote or impede adjustment to another culture.
• Demonstrate knowledge of internal and external elements of culture (e.g., values, beliefs, and expectations; patterns of communication; social roles and strategies) and identify strategies for making connections and comparisons between English-speaking and heritage cultures in a bilingual education setting.

Objective 0005: Understand the role of culture in language development and academic achievement.

For example:

• Demonstrate knowledge of how the cultural identities of bilingual education students affect their language development and how levels of cultural identity vary widely among students.
• Demonstrate knowledge of interrelationships between language and culture and the effects of these interrelationships on the language development and academic achievement of bilingual education students.
• Recognize the impact of world events (e.g., U.S. immigration history, patterns, and policies; events in students' home countries) on bilingual education.
• Recognize the effects of racism, stereotyping, and discrimination on teaching and learning, and identify strategies for addressing these issues purposefully in the bilingual education classroom (e.g., promoting an inclusive classroom climate) and the school community (e.g., recognize students' language rights).

Objective 0006: Understand how to create a culturally inclusive learning environment that supports individual students' language development and academic achievement.

For example:

• Recognize how to use a variety of print and nonprint resources, including the Internet, to learn about world cultures and the cultures of students in the bilingual education classroom, and identify strategies for reflecting on one's own cultural values and beliefs as they relate to students.
• Recognize the value of and role of literary and cultural texts and strategies for using these texts to help students reflect on the perspectives of cultures over time.
• Recognize the role of culture in the classroom and school (e.g., effects of the degree of cultural congruence between students' heritage cultures and the school culture) and identify strategies for accommodating cultural differences in approaches to learning (e.g., cooperation vs. competition, individual vs. group).
• Demonstrate knowledge of cross-cultural cross cultural  communication, including differences in verbal and nonverbal communication (e.g., turn-taking turn taking  practices, use/role of silence, eye contact, gestures), and identify strategies for facilitating positive interactions among students from diverse backgrounds.
• Identify strategies for supporting a linguistically and culturally rich community of learners and providing bilingual education students with opportunities to use their cultural perspectives to promote learning (e.g., connecting curriculum to students' experiences and skills of home and community, recognizing and accepting all languages as valid systems of communication).
• Identify strategies for helping bilingual education students access cultural viewpoints in multiple content areas and make connections and comparisons among the perspectives of cultures and their practices and products.

 

Subarea III–Second-Language second language  Acquisition and Instructional Practices

Objective 0007: Understand second-language second language  acquisition theories and research and how to apply this understanding to facilitate bilingual education students' language and literacy development.

For example:

• Demonstrate knowledge of second-language second language  acquisition theories and concepts.
• Demonstrate knowledge of concepts related to the development of bilingualism and biliteracy (e.g., language transfer).
• Demonstrate knowledge of research related to processes and stages of second-language second language  acquisition, including differences between social- and academic-language social and academic language , and recognize characteristic features of different English language proficiency levels as described in the WIDA W I D A  English Language Development (ELD E L D ) Standards.
• Demonstrate knowledge of research related to error analysis and performance analysis in second-language second language  acquisition and the development of biliteracy, and identify strategies for appropriately monitoring bilingual education students' language errors in English in context of overall performance and providing appropriate feedback.
• Demonstrate knowledge of the nature and role of comprehensible input and output in language acquisition and the development of biliteracy, and identify strategies for providing students with comprehensible input and opportunities to produce comprehensible output in English and the target non-English non English  language of instruction.
• Demonstrate knowledge of the role of meaningful interaction in the development of communicative competence and identify strategies for providing bilingual education students with opportunities to communicate in a variety of social and academic settings in both English and the target non-English non English  language of instruction.
• Demonstrate knowledge of the role of scaffolding in second-language second language  acquisition and the development of biliteracy and identify strategies for scaffolding language and literacy tasks to promote bilingual education students' language and literacy development.
• Demonstrate knowledge of cognitive processes involved in synthesizing and internalizing a new language (e.g., generalization and overgeneralization, metacognition) and identify strategies for helping bilingual education students develop effective cognitive and social language-learning language learning  strategies (e.g., elaboration, self-monitoring self monitoring , requests for clarification).

Objective 0008: Understand individual learner variables in the second-language second language  acquisition process and how to apply this understanding to facilitate bilingual education students' language and literacy development.

For example:

• Demonstrate knowledge of linguistic variables that affect a bilingual education student's second-language acquisition and development of biliteracy (e.g., level of first-language sfirst language  proficiency, level of first-language sfirst language  literacy, influence of oral language proficiency on literacy development, positive and negative language transfer), and identify strategies for building on each student's current language skills as a foundation for learning English.
• Demonstrate knowledge of cognitive and physical variables that affect a bilingual education student's second-language second language  acquisition and development of biliteracy (e.g., cognitive development, cognitive learning style, age), and identify instructional strategies that are developmentally appropriate, promote critical thinking and problem solving, and address each student's specific cognitive strengths and needs.
• Demonstrate knowledge of affective variables that affect a bilingual education student's second-language second language  acquisition and development of biliteracy (e.g., personality, motivation, inhibition), and identify strategies for applying this knowledge to address each student's needs.
• Demonstrate knowledge of social variables that affect a bilingual education student's second-language second language  acquisition and development of biliteracy (e.g., family expectations, community influences and involvement), and identify strategies for applying this knowledge to address each student's needs.
• Demonstrate knowledge of variables related to a bilingual education student's educational background and level of English language proficiency, and identify strategies for including and promoting the full participation of all bilingual education students in the classroom.

Objective 0009: Understand research-based research based  best practices related to planning and implementing bilingual education instruction, including how to select, adapt, and use instructional resources.

For example:

• Demonstrate knowledge of relevant state standards and benchmarks (i.e., Massachusetts Curriculum Frameworks) and national standards and benchmarks (i.e., WIDA W I D A  English Language Development Standards, World-Readiness Standards for Learning Languages) and how to use standards and benchmarks in curricular planning.
• Identify research-based research based  strategies for creating, organizing, and managing a supportive classroom learning environment that includes opportunities for interaction in English and the target non-English non English  language of instruction (e.g., paired and small-group small group  activities) and encourages bilingual education students to be actively involved in learning and to extend their learning inside and outside the classroom.
• Demonstrate knowledge of criteria and methods for using standards and benchmarks to evaluate, select, design, and adapt appropriate instructional materials that are linguistically accessible, culturally responsive, and age appropriate for bilingual education students.
• Recognize how to use a wide range of materials, resources, and technologies (e.g., diverse literary and cultural texts, visual aids, realia, computer software, the Internet) in effective language and content instruction for bilingual education students.
• Recognize how to incorporate a variety of activities and resources in instruction that develop authentic uses of language and explore content-area content area  topics in order to maximize bilingual education students' language learning and concept development.
• Recognize the interrelationships among the domains of language (i.e., listening, speaking, reading, and writing), and identify strategies for providing activities and resources that integrate language and literacy skills (e.g., thematic units) to promote bilingual education students' language development and content learning.
• Identify strategies for selecting materials, activities, and resources that are free from bias and do not offend, disadvantage, or discriminate against students on the basis of their personal backgrounds (e.g., race, culture).

 

Subarea IV–Integration of Standards into Curriculum and Instruction

Objective 0010: Understand the WIDA W I D A  English Language Development (ELD E L D ) Standards and the state English language arts (ELA E L A ) standards related to listening and strategies for teaching bilingual education students to acquire and use listening skills in English and the target non-English non English  language of instruction.

For example:

• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to listening (e.g., listening to others with care).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to listening for academic purposes (e.g., analyzing main ideas and supporting details presented orally).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to listening (e.g., analyzing the purpose of information presented orally; evaluating a speaker's point of view).

Objective 0011: Understand the WIDA W I D A  English Language Development (ELD E L D ) Standards and the state English language arts (ELA E L A ) standards related to speaking and strategies for teaching bilingual education students to acquire and use speaking skills in English and the target non-English non English  language of instruction.

For example:

• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to speaking skills and strategies (e.g., asking questions to check understanding of information presented).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to speaking (e.g., following agreed-upon agreed upon  rules for discussions; coming to discussions prepared; speaking one at a time about the topics and texts under discussion).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to speaking for academic purposes (e.g., reviewing the key ideas expressed and demonstrating understanding of multiple perspectives through reflection and paraphrasing).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking critical thinking  skills in relation to speaking (e.g., planning, organizing, and presenting information, concepts, and ideas to an audience of listeners on a variety of topics).

Objective 0012: Understand the WIDA W I D A  English Language Development (ELD E L D ) Standards and the state English language arts (ELA E L A ) standards related to reading and strategies for teaching bilingual education students to acquire and use reading skills in English and the target non-English non English  language of instruction.

For example:

• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the state ELA E L A  standards related to beginning reading development (e.g., acquiring concepts of print, demonstrating phonological awareness, recognizing the relationship between oral language and decoding, building vocabulary knowledge and skills).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to reading skills and strategies (e.g., reading for research purposes, applying reading skills in academic contexts).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to reading comprehension (e.g., demonstrating comprehension of main ideas and supporting details, understanding and using grammatical structures to improve comprehension).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking critical thinking  skills in relation to reading (e.g., making inferences and predictions; drawing conclusions; identifying an author's voice, attitude, and point of view).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to literary analysis (e.g., analyzing style and form of various genres, interpreting and reflecting on diverse literary texts).

Objective 0013: Understand WIDA W I D A  English Language Development (ELD E L D ) Standards and the state English language arts (ELA E L A ) standards related to writing and strategies for teaching bilingual education students to acquire and use writing skills in English and the target non-English non English  language of instruction.

For example:

• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to writing conventions (e.g., applying grammatical conventions to writing, constructing varied sentence structures, using appropriate vocabulary choice and variation).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to writing (e.g., organizing and developing paragraphs to support a central idea; using various types of writing, such as opinion pieces, letters, and essays for specific purposes).
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' achievement of the WIDA W I D A  ELD E L D  Standards and the state ELA E L A  standards related to research and writing.
• Demonstrate knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking critical thinking  skills in relation to writing (e.g., using tone and voice to engage specific audiences, using evidence to support a written argument).

Objective 0014: Understand how to support bilingual education students' access to the core curriculum as outlined in the Massachusetts Curriculum Frameworks as they learn language and academic content.

For example:

• Demonstrate knowledge of the principles and applications of content-based content based  instruction that is effective in developing bilingual education students' academic-language academic language  skills.
• Demonstrate knowledge of a variety of teaching and learning approaches appropriate to the development of bilingual education students' content-area content area  knowledge and skills (e.g., content-area content area  instruction in the first language, content-based content based  instruction, sheltered instruction, communicative approaches, differentiated instruction).
• Demonstrate knowledge of strategies for making content-area content area  concepts comprehensible to bilingual education students (e.g., activating prior knowledge, using preview-review preview review  methods, pre-teaching pre teaching  content-specific content specific  vocabulary and language structures, contextualizing new vocabulary and concepts) and for scaffolding content-area content area  tasks to promote bilingual education students' academic achievement.
• Demonstrate knowledge of strategies and resources (e.g., graphic organizers) for supporting bilingual education students' use of problem-solving problem solving , critical-thinking critical thinking , and cognitive-learning cognitive learning  skills (e.g., organizational skills, study skills, test-taking test taking<  skills) and strategies (e.g., grouping words and concepts, integrating prior knowledge with new ideas) to promote their content-area content area  learning.

 

Subarea V5–Assessment

Objective 0015: Understand major concepts and principles related to standards-based standards based  assessment of bilingual education students.

For example:

• Recognize the relationship between standards and assessment decisions and the importance of and strategies for aligning assessment with standards.
• Demonstrate knowledge of the ongoing nature of assessment and recognize the importance of using multiple methods of assessment (e.g., formal and informal assessment, summative and formative assessment) with bilingual education students.
• Demonstrate knowledge of various purposes of assessment (e.g., identification, placement, demonstration of language proficiency, demonstration of academic achievement) and identify strategies for implementing purposeful assessment measures that are age and level appropriate for bilingual education students.
• Demonstrate knowledge of different types of assessment (e.g., norm-referenced norm referenced  assessments, criterion-referenced criterion referenced  assessments, standards-based standards based  language proficiency instruments, standardized achievement tests of overall mastery, performance-based performance based  assessment tools, peer assessments, self-assessments self assessments ).
• Demonstrate knowledge of national and state requirements for identification and placement of students.
• Demonstrate knowledge of the quality indicators (e.g., validity, reliability) of assessment instruments.

Objective 0016: Understand various assessment issues and factors related to the assessment of bilingual education students.

For example:

• Demonstrate knowledge of the challenges associated with assessing bilingual education students and identify issues related to cultural and linguistic bias (e.g., unfamiliar images or references, unfamiliar test language or formats) and political, social, and psychological factors (e.g., effects of high-stakes high stakes  accountability testing, categorization of students based on test results, test anxiety, limited testing experiences) that may affect assessment design, implementation, or results.
• Demonstrate knowledge of assessment issues related to bilingual education students who have special needs and/or may be gifted and talented.
• Demonstrate awareness of standard and nonstandard accommodations on state standardized tests.
• Identify strategies for communicating assessment results to stakeholders.

Objective 0017: Understand how to select, develop, adapt, and use various classroom assessment tools and techniques; analyze assessment results; and adjust instruction for bilingual education students based on assessment results.

For example:

• Recognize how to select, develop, adapt, and use a variety of listening assessments, including language proficiency and performance-based performance based  assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust listening instruction for bilingual education students.
• Recognize how to select, develop, adapt, and use a variety of speaking assessments, including language proficiency and performance-based performance based  assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust speaking instruction for bilingual education students.
• Recognize how to select, develop, adapt, and use a variety of reading assessments, including language proficiency and performance-based performance based  assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust reading instruction for bilingual education students.
• Recognize how to select, develop, adapt, and use a variety of writing assessments, including language proficiency and performance-based performance based  assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust writing instruction for bilingual education students.
• Recognize how issues of bias may affect the selection, development, adaptation, and use of a variety of content assessments, including language proficiency and performance-based performance based  assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust content instruction for bilingual education students.

 

Subarea VI–Professionalism

Objective 0018: Understand the legal and historical foundations of bilingual education.

For example:

• Demonstrate knowledge of the philosophical and theoretical foundations of bilingual education in the United States.
• Demonstrate knowledge of characteristics, goals, and research on the effectiveness of major models of bilingual education (e.g., dual-language dual language  enrichment programs, late-exit late exit  transitional bilingual education, early-exit early exit  transitional bilingual education, sheltered immersion).
• Demonstrate knowledge of the history of laws and policies related to the field of bilingual education and the impact of legislation (e.g., Brown v. Board of Education, Lau v. Nichols, Casta�eda v. Pickard, Diana v. California State Board of Education) on bilingual education programs.
• Demonstrate knowledge of historical and current trends and issues in bilingual education and analyze how they affect public policy and advocacy issues with respect to bilingual education programs.

Objective 0019: Understand the bilingual education teacher's role as a professional within a discipline.

For example:

• Identify strategies for gaining, analyzing, and reflecting on one's own linguistic and cultural competence and professional knowledge (e.g., establishing professional goals, pursuing professional growth opportunities in the field of bilingual education).
• Identify strategies for locating and using resources for professional improvement (e.g., participating in and accessing the resources of professional organizations).
• Identify strategies for serving as a professional bilingual education resource in the educational community (e.g., modeling effective bilingual education instructional practices, planning and implementing professional bilingual education experiences for colleagues).
• Demonstrate knowledge of collaborative teaching models (e.g., team teaching) and identify strategies for involving colleagues to provide comprehensive, challenging educational opportunities for bilingual education students.

Objective 0020: Understand how to serve as a resource and advocate for bilingual education students and how to build effective partnerships with bilingual education students' families and communities to support students' language development and academic achievement.

For example:

• Demonstrate knowledge of school and community resources available to bilingual education students and their families and identify strategies for serving as a language and education resource for students and their families in the school and community.
• Identify strategies for serving as an advocate for bilingual education students and their families in various school contexts (e.g., ensuring equitable access to academic resources and instructional technology), including advocating for and promoting bilingualism/multilingualism with students, colleagues, and community members.
• Recognize the important role that families play in bilingual education students' development and identify strategies for effectively communicating and building partnerships with bilingual education students' families and for involving families in the classroom and school (e.g., providing opportunities for families to contribute their knowledge and expertise) to support students' language development and academic achievement.
• Identify the benefits of and strategies for building partnerships with bilingual education students' communities to support students' language development and academic achievement.
• Identify strategies for seeking out policy, procedures, and resources to support bilingual programs.

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