MTTC English as a Second Language (126) study guide
MTTC English as a Second Language (126) · Work through your exam, one topic at a time.
The MTTC English as a Second Language (126) is one of the subject-area tests in the Michigan Test for Teacher Certification program, the state's teacher-licensure testing system listed on the official MTTC website. Candidates take it to demonstrate the knowledge expected of an educator who teaches English learners, and it sits alongside related offerings such as Bilingual Education (125) and the world-language tests in the same catalog. The exam is delivered in English and, like other MTTC subject tests, is administered through the program's registration and score-reporting system, with test dates, sites, and score report schedules published on the official site. Preparation is self-directed: the program provides preparation materials, full-length practice tests, and preparation videos, and periodically runs free webinars on preparation strategies. Note that program policies change; the site announced a retake policy update effective 9/26/2025 and, effective January 1, 2026, a requirement that initial endorsements in several areas include passing both a Professional Knowledge and Skills test and the specific subject test. Candidates should confirm current requirements with the Michigan Department of Education and the official MTTC site before registering. Topics on this exam: English as a Second Language. The MTTC English as a Second Language (126) study guide has 1 section and about 441 words.
01English as a Second Language (MTTC 126)
Domain: English as a Second Language. MTTC 126 tests one integrated domain: how language works, how a second language is acquired, how to shelter grade-level content, how to assess fairly, and how Michigan policy shapes services for multilingual learners. Name the language level in any grammar or error item: phonology (sound system), morphology (word parts, inflection), syntax (sentence structure), semantics (meaning), pragmatics (social use). Errors are evidence of rule-building, not carelessness.
441 words, about 2 minMore study resources for MTTC English as a Second Language (126)
- Practice questionsAccording to Krashen's monitor model, which condition is necessary for a learner to naturally acquire, rather than consciously learn, a second language?
- FlashcardsBICS versus CALP. Cummins distinguishes conversational fluency (BICS), reached in about one to three years, from academic language proficiency (CALP), which typically takes five to seven years and is the focus of academic ESL instruction.
- Cheat sheetKrashen's five hypotheses: acquisition-learning distinction, natural order, monitor, input (i+1), and affective filter; comprehensible input drives acquisition, not conscious rule study.
- Key termsBasic Interpersonal Communication Skills (BICS). Conversational language proficiency used in face-to-face, context-rich situations.
- Study planMap the Domain 1 blueprint into its major subareas (language acquisition theory, linguistics for teachers, assessment, instruction, culture) and weight each by expected item share.
- Common mistakesCandidates prepare from general 'ELL strategies' lists and never build a mental model of how proficiency level, prior schooling, L1 literacy, and age interact, so the distinct needs of SLIFE, LTELs, and literate newcomers collapse into one category.
- Exam-day guideBring the original, unexpired ID with a signature and photo that matches the name on your registration.