Foundations of ESL Instruction and English Language Development
Domain overview
This domain tests how candidates explain second-language acquisition and use it to justify instruction for English learners (ELs). Expect questions on comprehensible input, interaction, output, BICS/CALP, transfer, interlanguage, and program models.
Core concepts
- Krashen: comprehensible input (i+1) and the affective filter; useful but not a complete theory.
- Swain: output pushes learners to notice gaps; Long: interaction and negotiation of meaning matter.
- Cummins: BICS (conversational fluency, often 1–3 years) versus CALP (academic language, often 5–7 years).
- Interlanguage is rule-governed and developmental; errors can show L1 transfer or overgeneralization.
- SIOP/SEI: content and language objectives, visuals, modeling, and structured practice.
Worked example
A fifth grader chats fluently at recess but reads a science passage slowly and misses causal language. The surface answer 'she is fluent' is wrong for instruction. Her BICS is strong; her CALP is still developing. Plan supports: preteach 'because/therefore/affect,' pair the text with a diagram, use a sentence frame ('___ causes ___ because ___'), and assess her explanation, not just oral fluency.
Traps
Do not equate conversational ease with academic proficiency; do not treat every error as L1 interference; do not overcorrect during fluency work; do not present Krashen as the only SLA theory; do not assume one program model fits every EL.