I won’t know for about 6 weeks if I passed the California Teachers of English Learners (CTEL) test , which I took yesterday at CSU, Sacramento. Taking the CTEL is an all day affair, if you’re planning to take all three sections. I signed up for all three.
From the parking lot, I joined a few other teachers also on their way to the test. Two were PE teachers, who were questioning the value of having to know the difference between a diphthong and a digraph; the other two were returning to retake the two sections they had previously failed and were fairly frustrated by both the certification requirement and the testing format. I kept my mouth shut.
What I did not share with my fellow CTEL test takers was how deeply interested I am in the topic of English language learners (ELs). Nor did I share my frustration at not being able to find some affordable workshops on the topic. Our local COE canceled their CTEL workshop series based on low enrollment (with close to 300 of us showing up for Saturday’s event, that seems puzzling). And I also did my best not to get in a huff over the fact that I am permanently out $303 (something, admittedly, I could have avoided had I opted to take the test a few years back), whereas my four walking companions mentioned they will be reimbursed for the exam fee as soon as they have proof of passing.
But I’m not writing this post to complain about the CTEL exam. I’m writing to acknowledge four people who helped me prepare for the test, either in print, online, or face-to-face. The first three people I’ve not yet met f2f; the 4th person, I know well:
Lynne Diaz-Rico – Thank you for your helpful book A Course for Teaching English Learners. You provided the first step in preparing for the scope and sequence of the exam – and you reminded me, through research and samples, of the importance of promoting and supporting bilingual education.
Jeffery Heil – Thank you for your contributions to the CTEL wiki! Your PowerPoints helped prep me for the fact that careful reading of the multiple-choice questions would be critical (and sort of got me over the hump that although it was easy to eliminate two of the choices, for many of the questions, deciding between the two remaining answers, choosing the better of the two would not always be obvious). Lucky SDCOE to have you as a resource!
Carol Booth Olsen – Thanks to the Know Els ning (part of the National Writing Project network), I found your Cognitive Strategies Approach to Reading and Writing: Instruction for English Language Learners in Secondary School. On Friday, I had hit rock bottom in terms of getting bogged down with CTEL EL-related acronyms and laws (which were completely missing from Saturday’s test, I might mention). So, in search of a pre-test jitters/blues antidote, I headed to the Know ELs ning – and found your article. As I read about the Pathways Project, and noted the excellent strategies for building ELs’ language toolkits, my interest and enthusiasm for the topic resurfaced. I ended my Friday study session feeling prepared to sit for the test and hoping that the essay sections would provide a venue for showcasing powerful teaching strategies from Writing Project teachers.
And one last person I want to thank Lesley McKillop, 4th grade teacher, A3WP TC, and my friend. Through classroom visits, often extended via phone calls during my daily commute, I have watched you engage your elementary students and build EL strategies, much like Carol Booth Olson has done for secondary students. Three out of four of my CTEL essays were based on best practices from your classroom: