English Teaching and Learning: West-E100

Section 1: Overview of the Program
Section 2: WEST–E Test-Taking Strategies
Section 3: Test Summary and Framework
Section 4: Sample Multiple-Choice Questions

50% Language and Language Development

Understand the structure, purposes, and uses of language.
Understand processes and sequences in language development and concepts related to second language acquisition.
Understand major concepts related to child and adolescent development and the individuality of language learners in the world language classroom.
Understand the role of developmental stages and sequences in creating an appropriate and positive learning environment to meet the needs of all students.

50% Principles of World Language Instruction, Assessment, and Professional Development

Demonstrate knowledge of principles of instruction in the world language classroom.
Demonstrate knowledge of principles of assessment in the world language classroom.
Understand language proficiency guidelines, performance characteristics of language learners, and the integration of standards in the world language classroom.
Demonstrate knowledge of strategies for professional development.

West E-100 Preparation

The following is my note from 2021 CLTA WA Designated World Language E 100 workshop.pdf

Mock E 100 test, see https://sharonwu-startalk.weebly.com/ : 24 questions
and Section 4: Sample Multiple-Choice Questions: total 16 questions
https://sharonwuenglish.blogspot.com/2021/04/west-e-100-practice-test.html, 10 questions

Gardner’s Multiple Intelligences and other learning styles

The 4 learning styles: Visual; Aural; Reading and writing; Kinesthetic
The 8 multiple intelligences: Verbal-linguistic; Logical-mathematical; Visual-spatial; Musical; Naturalistic; Bodily-kinesthetic; Interpersonal; Intrapersonal.

According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language.

Metalinguistic awareness, also known as metalinguistic ability, refers to the ability to consciously reflect on the nature of language. The concept of metalinguistic awareness is helpful in explaining the execution and transfer of linguistic knowledge across languages,

---my comment: I don't buy into this theory. I don't think my Chinese will help me learning English.

Pragmatics: the branch of linguistics dealing with language in use and the contexts in which it is used

Also explore other branches: phonology, morphology, syntax

Speech acts: verbal actions that accomplish something: we greet, insult, compliment, plead, flirt, supply information, and get work done.

Conversational scaffolding

the caregiver is a linguistic model for the child

Vygotsky's zone of proximal development

Vygotsky's theory of cognitive development

Kinesthetic learning style

See Gardner’s Multiple Intelligences for other learning styles

Two world language methods based on movement:

Total Physical Response (TPR): Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress. The purpose of TPR is to create a brain link between speech and action to boost language and vocabulary learning.
TPRS storytelling and movement

Resources

On line methods course at https://coerll.utexas.edu/methods/
Krashen’s resources http://www.sdkrashen.com/
While We're On the Topic: BVP on Language, Acquisition, and Classroom Practice by Bill VanPatten, through ACTFL

Assessment

Formative: while the learning is happening, checking in
Summative: at the “end” of a learning segment, to see if students have met the target to then move to the next target

Writing skills over time

maintaining individual portfolios of student writing samples that can be added to on a regular basis best answer

Planning by backward design:

Start with the end in mind
What do you want students to be able to DO with the language by the end of a lesson/activity/unit?
Determine relevant language objectives for the lesson

NCSSFL/ACTFL can do statements are are great resource!

https://www.actfl.org/resources/ncssfl-actfl-can-do-statements

Resources

TELL: http://www.tellproject.org/tools/further-reading/
STARTALK
ACTFL: www.actfl.org ; publications including The Keys to Planning for Learning

Monday, April 26, 2021

West E-100 Practice test

West E-100 Test

50% Language and Language Development

50% Principles of World Language Instruction, Assessment, and Professional Development

West E-100 Preparation