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CTEL test Format | CTEL Course Contents | CTEL Course Outline | CTEL test Syllabus | CTEL test 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 test 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 test 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 test 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


Discourse


Pragmatics


Domain 2:


Additive Language


Development


Theories, Processes, and Stages of Language Acquisition


Theories, Models, and Processes of Second-Language Acquisition


Cognitive, Linguistic, and Physical Factors Affecting Language


Development


Affective Factors Affecting Language Development


Sociocultural and Political Factors Affecting Language


Development


Assessment


and


Instruction


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


English


Language/Literacy


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


Instruction


ELD – Approaches and Methods


ELD – Listening and Speaking


ELD – memorizing and Writing


Specially Designed Academic Instruction in English (SDAIE)


Culture and


Inclusion


Domain 1:


Culture and Cultural


Diversity and Their


Relationship to


Academic


Achievement


Cultural Concepts and Perspectives


Cultural Contact


Cultural Diversity in California and the United States


Crosscultural Interaction


Domain 2:


Culturally Inclusive


Instruction


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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