NBPTS EAYA World Languages study plan
NBPTS EAYA World Languages · Give each week a clear focus.
8 weeks · About 7 hours per week
Knowledge of Students and Language Development & Planning, Instruction, and Assessment for Language Learning
Map the NBPTS EAYA World Languages standards and certificate requirements into a one-page checklist of what your portfolio must demonstrate
Build a learner profile template covering proficiency level, L1 literacy, home language use, IEP/504 status, and cultural background for three real or representative students
Trace second-language acquisition stages and identify two instructional implications for each stage you teach
Draft a diagnostic routine that places incoming students on an ACTFL-style proficiency continuum using interpretive, interpersonal, and presentational evidence
Your checkpoint
A completed three-student learner profile packet plus a one-page proficiency-placement protocol with cited rationale for each decision
Knowledge of Students and Language Development & Planning, Instruction, and Assessment for Language Learning
Differentiate one unit for three proficiency bands using scaffolded input, output supports, and tiered success criteria
Design comprehensible-input routines that shelter vocabulary without diluting cognitive demand
Analyze how L1 transfer, anxiety, and affective filter affect performance, and plan two mitigation moves
Write measurable language objectives aligned to a proficiency target rather than a grammar point
Your checkpoint
A differentiated three-tier unit plan with proficiency-anchored objectives, scaffolding inventory, and a rationale paragraph per tier
Language and Culture: Interpersonal Communication
Design three interpersonal tasks that require negotiation of meaning and information gaps rather than display questions
Write analytic rubrics for interpersonal speaking and writing using proficiency descriptors, not point deductions
Plan how to teach and assess interactional moves such as clarification, circumlocution, and turn-taking
Collect and annotate samples of authentic target-language interaction to use as models
Your checkpoint
Two interpersonal task packets with analytic rubrics and annotated anchor samples at novice, intermediate, and advanced levels
Language and Culture: Interpretive Communication
Select authentic interpretive texts across genres (infographic, podcast clip, literary excerpt, news item) matched to proficiency levels
Write interpretive reading and listening item sets that move from literal comprehension to inference and author perspective
Design a scaffold sequence that teaches learners to tolerate unfamiliar vocabulary without resorting to translation
Build a protocol for using interpretive evidence to inform the next instructional move
Your checkpoint
A four-text interpretive assessment bank with leveled item sets and an answer rationale key
Language and Culture: Presentational Communication & Planning, Instruction, and Assessment for Language Learning
Design a presentational task sequence that moves from modeled performance to independent production
Write a presentational rubric that separates language control, content, and cultural appropriateness
Plan formative checkpoints that let students revise before summative presentational performance
Integrate technology tools that support recording, feedback, and revision without replacing language work
Your checkpoint
A presentational unit with two formative checkpoints, a three-trait rubric, and a student revision protocol
Planning, Instruction, and Assessment for Language Learning & Language and Culture: Interpersonal Communication
Align a full unit's assessments backward from a proficiency target using a planning template
Analyze student work samples to identify patterns of error and plan responsive reteaching
Design a feedback cycle that prioritizes meaning over surface errors at lower proficiency levels
Build a data-tracking sheet that records proficiency growth across the three modes
Your checkpoint
A backward-designed unit plan with an annotated student-work analysis and a completed proficiency-tracking sheet
Professional Learning, Collaboration, and Advocacy & Language and Culture: Interpretive Communication
Draft a professional growth plan identifying two evidence-based areas for development with concrete actions
Plan a collaboration cycle with a colleague or department focused on shared assessment criteria
Identify advocacy actions that communicate program value to administrators, families, and the community
Reflect on how your interpretive instruction reflects cultural products, practices, and perspectives rather than facts alone
Your checkpoint
A written professional growth and advocacy plan with a collaboration timeline and measurable outcomes
Professional Learning, Collaboration, and Advocacy & Planning, Instruction, and Assessment for Language Learning & Knowledge of Students and Language Development
Assemble portfolio evidence mapped explicitly to each of the six domains
Write reflective commentaries that connect evidence to student learning and justify instructional decisions
Conduct a timed practice analysis of a teaching scenario, articulating rationale grounded in proficiency research
Audit the plan for gaps and schedule remaining evidence collection before submission
Your checkpoint
A domain-mapped portfolio index with draft reflective commentaries and a gap-closure action list
Milestones
Week 2: Can you explain, in writing, how each of your three learner profiles changed a specific instructional decision? If not, revise before moving on.
Week 4: Do your interpersonal and interpretive tasks each require learners to construct meaning rather than recall it? Confirm with anchor samples that show real negotiation and inference.
Week 6: Does your unit show clear alignment from proficiency target to task to rubric to feedback? A colleague should be able to trace the chain without your explanation.
Week 8: Is every one of the six domains supported by at least one piece of evidence and a reflective commentary? Any empty domain becomes your first task for the remaining weeks.