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University of Rochester Warner School of Education
Admission Content Preparation TESOL (2014 standards)
Candidate: Evaluator:
Semester and Year (required): Course #:
This assessment is a summary evaluation of the full Admission Content Preparation Review Worksheet:
Part B - ESOL - Professional Organization Recommendations
The Teachers of English to Speakers of Other Languages (TESOL) organization has identified a number of content standards that ESOL teachers should be proficient in by graduation.  These content standards have been identifiedin the first column of the table below.
For each of these content standards, please indicate in the second column of the table if you already took any courses that addressed that standards; if there are experiences other than coursework that contributed to your learning about this content, please indicate them as well in this column as well (e.g., using this content knowledgein other courses; teaching thiscontent; independent reading/research; relevant high school courses; travel; work experience, etc.).
Please note that content knowledge in each of the areas identified below is a graduation, not an admission, requirement, so background in any of these areas is not an admission requirement or expectation.  Indeed, all of those areas will be covered in one or more of the required courses in your program. Therefore, do not worry ifat this stage you leave some or even all of the areas in the table blank,
and have a lot of 1’s and 2’s!
Finally, in the third column we ask you to provide a self-evaluation of how confident you feel about your preparation in each of the areas identified as important by TESOL, using the following scale:
1: Little to no knowledge of this content.
2: Content is relatively familiar.
3: Sufficiently confident about this content.
4: Very well versed in this content.

Domain 1 – Language 
TESOL1a Language as a system Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.
TESOL1b Language Acquisition and Development Candidates understand and apply theories and research in language acquisition and development to support their ELLs' English language and literacy learning and content-area achievement.

Domain 2 – Culture 
TESOL2a Culture as it Affects Student Learning Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.