MTEL SEI (56) study plan

Map the full SEI domain outline into a one-page concept web linking second-language acquisition theory, legal/policy foundations, and instructional practice.

Define and contrast the core legal and policy requirements (Lau v. Nichols, Castañeda v. Pickard, Plyler v. Doe, EEOA, Title VI) in a comparison table with the compliance obligation each creates for a Massachusetts district.

Explain the difference between SEI, transitional bilingual education, and dual-language programs, and state which model Massachusetts law requires as the default and what conditions allow alternatives.

Identify the roles of the SEI teacher versus the general education teacher in a sheltered classroom and describe co-teaching configurations.

Summarize the major second-language acquisition theories (Krashen's input hypothesis, Cummins' BICS/CALP, Swain's output hypothesis, Long's interaction hypothesis, Vygotsky's ZPD) and state one classroom implication of each.

Distinguish BICS from CALP and estimate the typical timeframes for each to develop, then explain why these timeframes matter for identifying a possible disability versus normal language development.

Describe the stages of second-language development and match observable student behaviors to each stage.

Explain the role of the first language (L1) in second-language (L2) acquisition, including transfer, interference, and the value of allowing L1 support.

Define key terms: comprehensible input, affective filter, scaffolding, and academic language, using your own examples.

Apply the WIDA English Language Development Standards framework: name the standards, the language domains, and how proficiency levels shape expectations.

Interpret a sample CAN DO descriptor set and translate it into differentiated tasks for entering, developing, and expanding students.

Explain how ACCESS for ELLs results and proficiency levels inform instructional planning and exit/reclassification decisions in Massachusetts.

Differentiate content objectives from language objectives and write matched pairs for a content lesson.

Design sheltered instruction using the SIOP components, naming each component and one observable indicator of it.

Build a lesson that integrates content and language objectives, comprehensible input, and ample interaction opportunities.

Select and justify scaffolding techniques (visuals, graphic organizers, sentence frames, modeled thinking) appropriate to a specific proficiency level.

Plan formative assessment checks that reveal both content mastery and language growth.

Analyze how academic language differs across content areas (math, science, history) and identify the language demands of a specific task.

Create vocabulary instruction that moves beyond definitions to include cognates, word parts, and contextual use.

Design cooperative learning structures that ensure equitable participation and accountable talk for ELs.

Explain how to adapt text complexity without lowering cognitive demand.

Describe the process for identifying ELs, from home language survey through screening and placement, and the timeline requirements.

Distinguish a language difference from a disability and outline the prereferral and referral process, including the role of the team and the data required.

Explain reclassification/exit criteria and monitoring of former ELs after exit.

Identify parent/guardian notification and participation rights, including the right to decline services and the district's obligations.

Review the full domain outline and rate your confidence on each subarea, flagging weak spots.

Practice applying concepts to scenario-based questions by writing your own 15 scenario items with rationales.

Explain how culture affects learning and describe culturally responsive practices that support ELs.

Identify common misconceptions about ELs (e.g., silent period, code-switching, error correction) and correct each with a research-based explanation.

Take a timed full-length practice test under exam conditions and score it by subarea.

Analyze every missed item to identify the underlying concept gap rather than the surface error.

Re-teach your three weakest subareas using your own notes and produce a condensed review sheet.

Rehearse a test-day strategy for scenario items: identify the population, the obligation, and the best instructional response.