- Teacher Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language and linguistic systems to support English language learners' development of literacy.
- Teacher Candidates have (and use) knowledge and skills to construct learning environments that support development of English language proficiency: literacy, academic, and cognitive development.
2. Cultural Diversity
- Teacher Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups.
- Teacher Candidates create a learning environment that is sensitive to and supportive of English language learner's cultural identities, language and literacy development, and content area knowledge.
- Teacher Candidates know, understand, and use the Utah English Language Proficiency Standards in selection of programs, practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom, organization, teaching strategies for development and integrating language skills, and choosing and adapting classroom resources.
- Teacher Candidates understand issues of assessment and accommodation and use a variety of measurement tools to evaluate English language learners for placement, proficiency and instruction.
5. Family and Community Involvement
- Teacher Candidates understand the role and contribution of family and community in the cognitive, linguistic and social development of students.
- Teacher Candidates provide support and advocacy for ELs and their families and understand the history, laws, and policies of ESL teaching.
- Teacher Candidates work in partnerships with families and communities to create positive learning environments.