Coverage by content domain
Lessons and questions are organized around the exam’s content areas so your preparation reflects the structure of the assessment.
Why Test Alignment Matters for Your MTTC Bilingual Education Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your MTTC Bilingual Education (125) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 is the best choice for the MTTC 125 study guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
6Domains
98Competencies reviewed
92%Test-aligned
83Covered
15Partially covered
0Gaps
- CoveredCompetency is comprehensively supported by the guide.
- Partially coveredCore content is covered, but some depth gaps remain.
- Coverage gap identifiedA content gap has been identified.
This study guide is based on the current official exam framework. We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
LANGUAGE, LINGUISTICS, AND COMPARISONS (Domain I)Partially covered
SMR I.001 · Understand major concepts and principles related to the nature of language and language systems.101 questions · 10 materials · 56 cards · 5 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of the dynamic, changing nature of language and language systems and concepts related to innateness and universality of language acquisition | ELA.Teaching - Basic Linguistic Concepts | Covered | 10 | 1 | 6 | 0 | Covered by 1 topic (10 questions, 1 materials, 6 cards, 0 videos). |
| b. demonstrating knowledge of different types of variation that occur in a language (e.g., dialects, registers, diachronic and/or regional variation) and factors that affect language variation | ESL.Registers of Language; ELA.Dialects and Variations in Language; ESL.Communicative Competence | Covered | 37 | 3 | 16 | 2 | Covered by 3 topics (37 questions, 3 materials, 16 cards, 2 videos). |
| c. demonstrating knowledge of the nature of bilingualism/multilingualism and concepts related to bilingualism/multilingualism (e.g., code switching) | ESL.Registers of Language; ESL.Bilingualism; ESL.Interrelatedness; ESL.Common Behaviors of English Language Learners | Covered | 49 | 4 | 18 | 3 | Covered by 4 topics (49 questions, 4 materials, 18 cards, 3 videos). |
| d. demonstrating knowledge of the theoretical foundations of bilingual education and the development of biliteracy (e.g., Cummins' Common Underlying Proficiency theory, Krashen's Input hypothesis) | ESL.Cummins Quadrants; ESL.Krashen's 5 Hypotheses | Covered | 12 | 2 | 8 | 1 | Covered by 2 topics (12 questions, 2 materials, 8 cards, 1 videos). |
| e. demonstrating knowledge of basic aspects of world language families for linguistic comparisons | ESL.Language Families | Covered | 5 | 1 | 17 | 0 | Covered by 1 topic (5 questions, 1 materials, 17 cards, 0 videos). |
SMR I.002 · Understand fundamentals of linguistics and comparative linguistics and how to apply this understanding to promote language and literacy development in English and the target non-English language of instruction.270 questions · 15 materials · 102 cards · 8 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of phonology (e.g., phonemes, intonation patterns) and identifying strategies for applying knowledge of phonology to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction | ELA.Phonological Awareness; ESL.Places of Articulation; ELA.Process of Learning - Literacy; ELA.Teaching - Phonological Awareness; ELA.Teaching - Alphabetic Knowledge and Principle | Covered | 138 | 5 | 32 | 3 | Covered by 5 topics (138 questions, 5 materials, 32 cards, 3 videos). |
| b. demonstrating knowledge of morphology (e.g., inflectional and derivational endings, roots and affixes) and identifying strategies for applying knowledge of morphology to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction | ELA.Basic Linguistic Concepts; ESL.Word Formation; ELA.Types of Morphemes - Free and Bound; ELA.ELL Strategies - Phonics and Word Analysis | Covered | 53 | 4 | 31 | 2 | Covered by 4 topics (53 questions, 4 materials, 31 cards, 2 videos). |
| c. demonstrating knowledge of syntax (e.g., parts of speech, sentence patterns) and identifying strategies for applying knowledge of syntax to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction | ESL.Teaching Syntax and Semantics; ELA.ELL Strategies - Oral Language | Covered | 26 | 2 | 17 | 2 | Covered by 2 topics (26 questions, 2 materials, 17 cards, 2 videos). |
| d. demonstrating knowledge of semantics (e.g., words with multiple meanings, idioms) and identifying strategies for applying knowledge of semantics to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction | ELA.Parts of Speech; ESL.Teaching Syntax and Semantics; ESL.Common Areas of Difficulty | Covered | 44 | 3 | 35 | 2 | Covered by 3 topics (44 questions, 3 materials, 35 cards, 2 videos). |
| e. demonstrating knowledge of oral and written discourse (e.g., discourse markers, speech acts) and identifying strategies for applying knowledge of discourse to help bilingual education students develop language and literacy skills in English and the target non-English language of instruction | ELA.Teaching - Spoken vs Written English; ESL.Teaching Discourse and Pragmatics | Covered | 15 | 2 | 12 | 0 | Covered by 2 topics (15 questions, 2 materials, 12 cards, 0 videos). |
| f. identifying strategies for applying knowledge of English and the target non-English language of instruction to make connections and comparisons between features of English and features of the target non-English language of instruction | ESL.Common Areas of Difficulty | Covered | 9 | 1 | 9 | 1 | Covered by 1 topic (9 questions, 1 materials, 9 cards, 1 videos). |
SMR I.003 · Understand fundamentals of sociolinguistics and how to apply this understanding to promote language and literacy development in English and the target non-English language of instruction.95 questions · 7 materials · 30 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. recognizing the value of bilingualism/multilingualism and the significance of bilingualism/multilingualism in the overall success of all students | ESL.General Best Practices for Bilingual | Covered | 21 | 1 | 4 | 0 | Covered by 1 topic (21 questions, 1 materials, 4 cards, 0 videos). |
| b. identifying how pragmatic features of oral and written language (e.g., formal and informal styles of discourse, nonverbal elements) influence or convey meaning and recognizing factors (e.g., cultural and social norms, setting, purpose, audience) that affect a speaker's or writer's choice of pragmatic features | ESL.Discourse; ELA.Teaching - Spoken vs Written English; ESL.Teaching Discourse and Pragmatics; ELA.Oral Language to Support Reading and Writing; P.Managing Student Behavior | Covered | 71 | 5 | 20 | 1 | Covered by 5 topics (71 questions, 5 materials, 20 cards, 1 videos). |
| c. identifying strategies for applying knowledge of pragmatics to help bilingual education students use spoken language and nonverbal communication in socially and culturally appropriate ways in a variety of contexts, including formal and informal settings, and for a variety of purposes and audiences | ESL.Teaching Discourse and Pragmatics | Partially covered | 4 | 1 | 3 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| d. recognizing factors (e.g., culture, politics, social context) that influence a speaker's or writer's choice of language variation and identifying strategies for promoting bilingual education students' awareness of, respect for, and understanding of different varieties of English and the target non-English language of instruction | ESL.Teaching Language Function and Variation | Partially covered | 3 | 1 | 6 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 6 cards, 0 videos); limited supporting content. |
| e. identifying strategies for providing bilingual education students with a wide variety of authentic linguistic experiences (e.g., exposure to a variety of speakers of English and the target non-English language of instruction) | ESL.Teaching Discourse and Pragmatics; ESL.Teaching Language Function and Variation | Covered | 7 | 2 | 9 | 0 | Covered by 2 topics (7 questions, 2 materials, 9 cards, 0 videos). |
CULTURE (Domain II)Partially covered
SMR II.004 · Understand major concepts, principles, theories, and research related to the nature of culture.34 questions · 4 materials · 14 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of major cultural concepts (e.g., cultural relativism, cultural universalism, cultural pluralism) | ESL.Cultural Contact | Covered | 12 | 1 | 6 | 0 | Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos). |
| b. demonstrating knowledge and effects of various processes of cultural contact (e.g., acculturation, assimilation, accommodation) | ESL.Additive Approach; Acculturation and Assimilation | Covered | 15 | 2 | 3 | 0 | Covered by 2 topics (15 questions, 2 materials, 3 cards, 0 videos). |
| c. demonstrating knowledge of stages of the acculturation process (e.g., culture fatigue/shock) and factors that promote or impede adjustment to another culture | ESL.Cultural Contact; ESL.Additive Approach; Acculturation and Assimilation | Covered | 27 | 3 | 7 | 0 | Covered by 3 topics (27 questions, 3 materials, 7 cards, 0 videos). |
| d. demonstrating knowledge of internal and external elements of culture (e.g., values, beliefs, and expectations; patterns of communication; social roles and strategies) and identifying strategies for making connections and comparisons between English-speaking and heritage cultures in a bilingual education setting | ESL.Defining Culture; ESL.Cultural Contact | Covered | 19 | 2 | 13 | 0 | Covered by 2 topics (19 questions, 2 materials, 13 cards, 0 videos). |
SMR II.005 · Understand the role of culture in language development and academic achievement.45 questions · 3 materials · 9 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of how the cultural identities of bilingual education students affect their language development and how levels of cultural identity vary widely among students | P.Adaptations for Diversity - Cultural Differences | Covered | 34 | 1 | 2 | 1 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 1 videos). |
| b. demonstrating knowledge of interrelationships between language and culture and the effects of these interrelationships on the language development and academic achievement of bilingual education students | P.Adaptations for Diversity - Cultural Differences | Covered | 34 | 1 | 2 | 1 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 1 videos). |
| c. recognizing the impact of world events (e.g., U.S. immigration history, patterns, and policies; events in students' home countries) on bilingual education | ESL.Teaching - Issues with Literacy | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| d. recognizing the effects of racism, stereotyping, and discrimination on teaching and learning, and identifying strategies for addressing these issues purposefully in the bilingual education classroom (e.g., promoting an inclusive classroom climate) and the school community (e.g., recognizing students' language rights) | ESL.Avoiding Cultural Bias | Covered | 7 | 1 | 5 | 0 | Covered by 1 topic (7 questions, 1 materials, 5 cards, 0 videos). |
SMR II.006 · Understand how to create a culturally inclusive learning environment that supports individual students' language development and academic achievement.176 questions · 10 materials · 30 cards · 2 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. recognizing how to use a variety of print and nonprint resources, including the Internet, to learn about world cultures and the cultures of students in the bilingual education classroom and identifying strategies for reflecting on one's own cultural values and beliefs as they relate to students | ELA.Culturally Responsive Reading Instruction; ESL.Multicultural Classroom | Covered | 39 | 2 | 8 | 2 | Covered by 2 topics (39 questions, 2 materials, 8 cards, 2 videos). |
| b. recognizing the value of and role of literary and cultural texts and strategies for using these texts to help students reflect on the perspectives of cultures over time | ESL.Multicultural Curriculum | Partially covered | 5 | 1 | 4 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| c. recognizing the role of culture in the classroom and school (e.g., effects of the degree of cultural congruence between students' heritage cultures and the school culture) and identifying strategies for accommodating cultural differences in approaches to learning (e.g., cooperation vs. competition, individual vs. group) | ESL.Communication Strategies for Diverse Learners | Covered | 7 | 1 | 4 | 0 | Covered by 1 topic (7 questions, 1 materials, 4 cards, 0 videos). |
| d. demonstrating knowledge of cross-cultural communication, including differences in verbal and nonverbal communication (e.g., turn-taking practices, use/role of silence, eye contact, gestures), and identifying strategies for facilitating positive interactions among students from diverse backgrounds | ESL.Communication Strategies for Diverse Learners; P.ELL Classroom Management Basics | Covered | 7 | 2 | 5 | 0 | Covered by 2 topics (7 questions, 2 materials, 5 cards, 0 videos). |
| e. identifying strategies for supporting a linguistically and culturally rich community of learners and providing bilingual education students with opportunities to use their cultural perspectives to promote learning (e.g., connecting curriculum to students' experiences and skills of home and community, recognizing and accepting all languages as valid systems of communication) | ESL.Characteristics of Effective Methods - ESL; P.Teaching Diverse Students; ESL.Communication Strategies for Diverse Learners; ELA.Culturally Responsive Reading Instruction; ESL.Multicultural Classroom; P.Adaptations for Diversity - Socioeconomic Differences; P.Adaptations for Diversity - ELL; ESL.Adaptations for Diversity - L2 in Bilingual | Covered | 171 | 8 | 26 | 2 | Covered by 8 topics (171 questions, 8 materials, 26 cards, 2 videos). |
| f. identifying strategies for helping bilingual education students access cultural viewpoints in multiple content areas and make connections and comparisons among the perspectives of cultures and their practices and products | ESL.Multicultural Curriculum | Partially covered | 5 | 1 | 4 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
SECOND LANGUAGE ACQUISITION AND INSTRUCTIONAL PRACTICES (Domain III)Partially covered
SMR III.007 · Understand second language acquisition theories and research and how to apply this understanding to facilitate bilingual education students' language and literacy development.105 questions · 10 materials · 47 cards · 6 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of second language acquisition theories and concepts | P.Learning Theories | Covered | 10 | 1 | 17 | 1 | Covered by 1 topic (10 questions, 1 materials, 17 cards, 1 videos). |
| b. demonstrating knowledge of concepts related to the development of bilingualism and biliteracy (e.g., language transfer, development of Basic Interpersonal Communication Skills [BICS] and Cognitive Academic Language Proficiency [CALP]) | ESL.BICS vs CALP; ESL.Promoting Biliteracy | Covered | 16 | 2 | 8 | 1 | Covered by 2 topics (16 questions, 2 materials, 8 cards, 1 videos). |
| c. demonstrating knowledge of research related to processes and stages of second language acquisition, including differences between social- and academic-language development, and recognizing characteristic features of different English language proficiency levels | ESL.Stages of Second Language Acquisition; ESL.Proficiency Levels; ESL.BICS vs CALP | Covered | 33 | 3 | 14 | 2 | Covered by 3 topics (33 questions, 3 materials, 14 cards, 2 videos). |
| d. demonstrating knowledge of research related to error analysis and performance analysis in second language acquisition and the development of biliteracy and identifying strategies for appropriately monitoring bilingual education students' language errors in English in context of overall performance and providing appropriate feedback | ESL.Providing Feedback | Partially covered | 6 | 1 | 0 | 1 | Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 1 videos); limited supporting content. |
| e. demonstrating knowledge of the nature and role of comprehensible input and output in language acquisition and the development of biliteracy and identifying strategies for providing students with comprehensible input and opportunities to produce comprehensible output in English and the target non-English language of instruction | ESL.General Best Practices | Covered | 23 | 1 | 5 | 1 | Covered by 1 topic (23 questions, 1 materials, 5 cards, 1 videos). |
| f. demonstrating knowledge of the role of meaningful interaction in the development of communicative competence and identifying strategies for providing bilingual education students with opportunities to communicate in a variety of social and academic settings in both English and the target non-English language of instruction | ESL.Cummins Quadrants | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| g. demonstrating knowledge of the role of scaffolding in second-language acquisition and the development of biliteracy and identifying strategies for scaffolding language and literacy tasks to promote bilingual education students' language and literacy development | ESL.Content-Based ESL Instruction | Covered | 9 | 1 | 4 | 1 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos). |
| h. demonstrating knowledge of cognitive processes involved in synthesizing and internalizing a new language (e.g., generalization and overgeneralization, metacognition) and identifying strategies for helping bilingual education students develop effective cognitive and social language-learning strategies (e.g., elaboration, self-monitoring, requests for clarification) | ESL.Cognitive Processes for Language Rules | Covered | 10 | 1 | 6 | 0 | Covered by 1 topic (10 questions, 1 materials, 6 cards, 0 videos). |
SMR III.008 · Understand individual learner variables in the second language acquisition process and how to apply this understanding to facilitate bilingual education students' language and literacy development.61 questions · 6 materials · 26 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of linguistic variables that affect a bilingual education student's second language acquisition and development of biliteracy (e.g., level of primary-language proficiency, level of primary-language literacy, influence of oral language proficiency on literacy development, positive and negative language transfer) and identifying strategies for building on each student's current language skills as a foundation for learning English | ESL.Literacy Knowledge Transfer; ESL.Factors Affecting ESL Students; ESL.Literacy Development of ELLs | Covered | 34 | 3 | 16 | 0 | Covered by 3 topics (34 questions, 3 materials, 16 cards, 0 videos). |
| b. demonstrating knowledge of cognitive and physical variables that affect a bilingual education student's second language acquisition and development of biliteracy (e.g., cognitive development, cognitive learning style, age) and identifying instructional strategies that are developmentally appropriate, promote critical thinking and problem solving, and address each student's specific cognitive strengths and needs | P.Multimodal Teaching; ESL.Factors Affecting ESL Students | Covered | 40 | 2 | 9 | 0 | Covered by 2 topics (40 questions, 2 materials, 9 cards, 0 videos). |
| c. demonstrating knowledge of affective variables that affect a bilingual education student's second language acquisition and development of biliteracy (e.g., personality, motivation, inhibition) and identifying strategies for applying this knowledge to address each student's needs | ESL.Factors Affecting ESL Students; ESL.Issues with Bilingual Programs | Covered | 16 | 2 | 8 | 0 | Covered by 2 topics (16 questions, 2 materials, 8 cards, 0 videos). |
| d. demonstrating knowledge of social variables that affect a bilingual education student's second language acquisition and development of biliteracy (e.g., family expectations, community influences and involvement) and identifying strategies for applying this knowledge to address each student's needs | ESL.Factors Affecting ESL Students | Covered | 16 | 1 | 4 | 0 | Covered by 1 topic (16 questions, 1 materials, 4 cards, 0 videos). |
| e. demonstrating knowledge of variables related to a bilingual education student's educational background and level of English language proficiency and identifying strategies for including and promoting the full participation of all bilingual education students in the classroom | ESL.Teaching - Issues with Content-Based; ESL.Factors Affecting ESL Students | Covered | 19 | 2 | 5 | 0 | Covered by 2 topics (19 questions, 2 materials, 5 cards, 0 videos). |
SMR III.009 · Understand research-based best practices related to planning and implementing bilingual education instruction, including how to select, adapt, and use instructional resources.113 questions · 11 materials · 33 cards · 2 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of relevant state standards and benchmarks (i.e., Michigan English Language Proficiency Standards for K–12 Schools, Michigan Curriculum Framework) and national standards and benchmarks (i.e., ESL Standards for Pre-K–12 Students, Standards for Foreign Language Learning in the 21st Century) and how to use standards and benchmarks in curricular planning | ESL.Michigan Specific Program Information (Bilingual) | Partially covered | 3 | 1 | 5 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 5 cards, 0 videos); limited supporting content. |
| b. identifying research-based strategies for creating, organizing, and managing a supportive classroom learning environment that includes opportunities for interaction in English and the target non-English language of instruction (e.g., paired and small-group activities, role-playing) and encourages bilingual education students to be actively involved in learning and to extend their learning inside and outside the classroom | ELA.Teaching - Using Groups; P.Meaningful and Relevant Teaching; ESL.Multilingual Classroom; ESL.Rich Linguistic Environment | Covered | 58 | 4 | 7 | 1 | Covered by 4 topics (58 questions, 4 materials, 7 cards, 1 videos). |
| c. demonstrating knowledge of criteria and methods for using standards and benchmarks to evaluate, select, design, and adapt appropriate instructional materials that are linguistically accessible, culturally responsive, and age appropriate for bilingual education students | ESL.Avoiding Cultural Bias | Covered | 7 | 1 | 5 | 0 | Covered by 1 topic (7 questions, 1 materials, 5 cards, 0 videos). |
| d. recognizing how to use a wide range of materials, resources, and technologies (e.g., diverse literary and cultural texts, visual aids, realia, computer software, the Internet) in effective language and content instruction for bilingual education students | ESL.Teaching Technology | Partially covered | 6 | 1 | 4 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| e. recognizing how to incorporate a variety of activities and resources in instruction that develop authentic uses of language and explore content-area topics in order to maximize bilingual education students' language learning and concept development | ESL.Multicultural Classroom | Covered | 19 | 1 | 5 | 1 | Covered by 1 topic (19 questions, 1 materials, 5 cards, 1 videos). |
| f. recognizing the interrelationships among the domains of language and identifying strategies for providing activities and resources that integrate language and literacy skills (e.g., thematic units) to promote bilingual education students' language development and content learning | ESL.Integration of Language Skills; ELA.ELL Importance of - Phonological Awareness on Spelling | Covered | 12 | 2 | 4 | 0 | Covered by 2 topics (12 questions, 2 materials, 4 cards, 0 videos). |
| g. identifying strategies for selecting materials, activities, and resources that are free from bias and do not offend, disadvantage, or discriminate against students on the basis of their personal backgrounds (e.g., race, culture) | ELA.Teaching - Small-Group Reading Texts | Covered | 8 | 1 | 3 | 0 | Covered by 1 topic (8 questions, 1 materials, 3 cards, 0 videos). |
INTEGRATION OF STANDARDS INTO CURRICULUM AND INSTRUCTION (Domain IV)Covered
SMR IV.010 · Understand the WIDA English Language Development (ELD) Standards and the Michigan K–12 Standards for English Language Arts (ELA) related to listening and strategies for teaching bilingual education students how to acquire and use listening skills for academic and social purposes in English and the target non-English language of instruction.10 questions · 1 materials · 1 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to listening for social purposes (e.g., greetings, leave taking, questions and directions) | ELA.ELL Teaching - Listening Comprehension | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| b. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to listening for academic purposes (e.g., following simple and complex directions, identifying main ideas and supporting details from spoken language, identifying the meaning of content-area vocabulary) | ELA.ELL Teaching - Listening Comprehension | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| c. demonstrating knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to listening (e.g., identifying a speaker's attitude and point of view, making inferences and predictions) | ELA.ELL Teaching - Listening Comprehension | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
SMR IV.011 · Understand the WIDA ELD Standards and the Michigan K–12 Standards for ELA related to speaking and strategies for teaching bilingual education students how to acquire and use speaking skills for academic and social purposes in English and the target non-English language of instruction.93 questions · 3 materials · 7 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to speaking skills and strategies (e.g., demonstrating comprehensible pronunciation and intonation for clarity in oral communication, using strategies to extend communicative competence) | P.Stimulating Higher Order Thinking | Covered | 64 | 1 | 3 | 1 | Covered by 1 topic (64 questions, 1 materials, 3 cards, 1 videos). |
| b. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to speaking for social purposes (e.g., engaging in personal conversations for personal expression and enjoyment) | ELA.Teaching - Oral Language | Covered | 19 | 1 | 4 | 1 | Covered by 1 topic (19 questions, 1 materials, 4 cards, 1 videos). |
| c. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to speaking for academic purposes (e.g., using English and the target non-English language of instruction to interact in the classroom, provide and obtain information, and express and exchange opinions) | ELA.Cross-Curricular Applications - Listening and Speaking (General) | Covered | 10 | 1 | 0 | 0 | Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos). |
| d. demonstrating knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to speaking (e.g., planning, organizing, and presenting information, concepts, and ideas to an audience of listeners on a variety of topics) | P.Stimulating Higher Order Thinking | Covered | 64 | 1 | 3 | 1 | Covered by 1 topic (64 questions, 1 materials, 3 cards, 1 videos). |
SMR IV.012 · Understand the WIDA ELD Standards and the Michigan K–12 Standards for ELA related to reading and strategies for teaching bilingual education students how to acquire and use reading skills for academic and social purposes in English and the target non-English language of instruction.213 questions · 9 materials · 69 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to beginning reading development (e.g., acquiring concepts of print, demonstrating phonological awareness, recognizing the relationship between oral language and decoding, building vocabulary knowledge and skills) | ESL.Teaching Vocabulary; ESL.Teaching Vocabulary - Advanced; ELA.Impact of Phonological Awareness on Literacy; ELA.Impact of Phonics and Word Decoding on Fluency and Vocabulary; ELA.Teaching - Reading Comprehension (All Texts); ELA.Teaching - Concepts of Print | Covered | 159 | 6 | 52 | 1 | Covered by 6 topics (159 questions, 6 materials, 52 cards, 1 videos). |
| b. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to reading skills and strategies (e.g., reading for research purposes, applying reading skills in social and academic contexts) | ELA.Teaching - Reading Comprehension (All Texts) | Covered | 84 | 1 | 20 | 1 | Covered by 1 topic (84 questions, 1 materials, 20 cards, 1 videos). |
| c. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to reading comprehension (e.g., demonstrating comprehension of main ideas and supporting details, understanding and using grammatical structures to improve comprehension) | ELA.Impact of Fluency on Comprehension; ELA.Teaching - Reading Comprehension (All Texts) | Covered | 96 | 2 | 22 | 1 | Covered by 2 topics (96 questions, 2 materials, 22 cards, 1 videos). |
| d. demonstrating knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to reading (e.g., making inferences and predictions; drawing conclusions; identifying an author's voice, attitude, and point of view) | ELA.Teaching - Reading Comprehension (All Texts); ESL.Reciprocal Teaching | Covered | 87 | 2 | 21 | 1 | Covered by 2 topics (87 questions, 2 materials, 21 cards, 1 videos). |
| e. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to literary analysis (e.g., analyzing style and form of various genres, interpreting and reflecting on diverse literary texts) | ELA.Teaching - Literary Analysis | Covered | 39 | 1 | 17 | 1 | Covered by 1 topic (39 questions, 1 materials, 17 cards, 1 videos). |
SMR IV.013 · Understand the WIDA ELD Standards and the Michigan K–12 Standards for ELA related to writing and strategies for teaching bilingual education students how to acquire and use writing skills for academic and social purposes in English and the target non-English language of instruction.119 questions · 6 materials · 26 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to writing conventions (e.g., applying grammatical conventions to writing, constructing varied sentence structures, using appropriate vocabulary choice and variation) | ELA.ELL Teaching - Proper Writing and Grammar Conventions; P.Teaching Reading and Writing for ELLs; P.Teaching Reading and Writing for ELLs - Advanced | Covered | 36 | 3 | 4 | 2 | Covered by 3 topics (36 questions, 3 materials, 4 cards, 2 videos). |
| b. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to writing (e.g., organizing and developing paragraphs to support a central idea; using various types of writing, such as personal narratives, lists, and letters, for specific purposes) | ELA.Teaching - Writing Skills; ELA.Writing Types and Various Contexts; ELA.Teaching - Informational Writing Skills; P.Teaching Reading and Writing for ELLs - Advanced | Covered | 95 | 4 | 24 | 0 | Covered by 4 topics (95 questions, 4 materials, 24 cards, 0 videos). |
| c. demonstrating knowledge of strategies and techniques for promoting bilingual education students' achievement of state standards related to research and writing | ELA.Teaching - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| d. demonstrating knowledge of strategies and techniques for promoting bilingual education students' competence in using critical-thinking skills in relation to writing (e.g., using tone and voice to engage specific audiences, using evidence to support a written argument) | ELA.Teaching - Informational Writing Skills | Covered | 13 | 1 | 9 | 0 | Covered by 1 topic (13 questions, 1 materials, 9 cards, 0 videos). |
SMR IV.014 · Understand the WIDAW I D A ELDE L D Standards and the Michigan Academic Standards and strategies for promoting bilingual education students' successful access to grade-level academic language and content.101 questions · 11 materials · 42 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of the principles and applications of content-based instruction that is effective in developing bilingual education students' academic-language skills | ESL.SDAIE Strategies Used in Implementation | Covered | 8 | 1 | 2 | 0 | Covered by 1 topic (8 questions, 1 materials, 2 cards, 0 videos). |
| b. demonstrating knowledge of a variety of teaching and learning approaches appropriate to the development of bilingual education students' content-area knowledge and skills (e.g., content-area instruction in the primary language, content-based instruction, sheltered instruction, communicative approaches, differentiated instruction) | ESL.Sheltered Instruction; ESL.Natural Approach; ESL.CALLA Approach; ESL.Nativist Theory; ESL.Social Interactionist Theory; ESL.Other Language Approaches; ESL.Specifically Designed Academic Instruction in English; ESL.SDAIE Strategies Used in Implementation | Covered | 57 | 8 | 30 | 1 | Covered by 8 topics (57 questions, 8 materials, 30 cards, 1 videos). |
| c. demonstrating knowledge of strategies for making content-area concepts comprehensible to bilingual education students (e.g., activating prior knowledge, using preview-review methods, pre-teaching content-specific vocabulary and language structures, contextualizing new vocabulary and concepts) and for scaffolding content-area tasks to promote bilingual education students' academic achievement | ESL.Specifically Designed Academic Instruction in English; ESL.SDAIE Procedures Used in Planning; ESL.SDAIE Strategies Used in Implementation; ESL.Culturally and Linguistically Responsive Teaching Strategies; ESL.General Best Practices | Covered | 56 | 5 | 19 | 1 | Covered by 5 topics (56 questions, 5 materials, 19 cards, 1 videos). |
| d. demonstrating knowledge of strategies and resources (e.g., graphic organizers) for supporting bilingual education students' use of problem-solving, critical-thinking, and cognitive-learning skills (e.g., organizational skills, study skills, test-taking skills) and strategies (e.g., grouping words and concepts, integrating prior knowledge with new ideas) to promote their content-area learning | ESL.SDAIE Strategies Used in Implementation; ESL.General Best Practices | Covered | 31 | 2 | 6 | 1 | Covered by 2 topics (31 questions, 2 materials, 6 cards, 1 videos). |
ASSESSMENT (Domain V)Partially covered
SMR V.015 · Understand major concepts and principles related to standards-based assessment of bilingual education students.243 questions · 6 materials · 31 cards · 4 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. recognizing the relationship between standards and assessment decisions and the importance of and strategies for aligning assessment with standards | P.Backward Design | Covered | 14 | 1 | 2 | 1 | Covered by 1 topic (14 questions, 1 materials, 2 cards, 1 videos). |
| b. demonstrating knowledge of the ongoing nature of assessment and recognizing the importance of using multiple methods of assessment (e.g., formal and informal assessment, summative and formative assessment) with bilingual education students | P.Types of Assessment; ELA.Types of Assessment | Covered | 153 | 2 | 20 | 2 | Covered by 2 topics (153 questions, 2 materials, 20 cards, 2 videos). |
| c. demonstrating knowledge of various purposes of assessment (e.g., identification, placement, demonstration of language proficiency, demonstration of academic achievement) and identifying strategies for implementing purposeful assessment measures that are age and level appropriate for bilingual education students | P.Types of Assessment; ELA.Types of Assessment; P.Using Assessment to Adjust Instruction | Covered | 207 | 3 | 22 | 2 | Covered by 3 topics (207 questions, 3 materials, 22 cards, 2 videos). |
| d. demonstrating knowledge of different types of assessment (e.g., norm-referenced assessments, criterion-referenced assessments, standards-based language proficiency instruments, standardized achievement tests of overall mastery, performance-based assessment tools, peer assessments, self-assessments) | ELA.Types of Assessment | Covered | 51 | 1 | 18 | 1 | Covered by 1 topic (51 questions, 1 materials, 18 cards, 1 videos). |
| e. demonstrating knowledge of national and state requirements for identification and placement of students | ESL.ESL Program Process | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| f. demonstrating knowledge of the quality indicators (e.g., validity, reliability) of assessment instruments | P.Fair Assessment | Covered | 21 | 1 | 6 | 1 | Covered by 1 topic (21 questions, 1 materials, 6 cards, 1 videos). |
SMR V.016 · Understand various assessment issues and factors related to the assessment of bilingual education students.73 questions · 7 materials · 26 cards · 0 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of the challenges associated with assessing bilingual education students and identifying issues related to cultural and linguistic bias (e.g., unfamiliar images or references, unfamiliar test language or formats) and political, social, and psychological factors (e.g., effects of high-stakes accountability testing, categorization of students based on test results, test anxiety, limited testing experiences) that may affect assessment design, implementation, or results | ESL.Test-Taking Strategies | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| b. demonstrating knowledge of assessment issues related to bilingual education students who have special needs and/or may be gifted and talented | P.Adaptations for Diversity - Gifted and Talented; ESL.Adaptations for Diversity - ELL and Special Programs; P.IDEA | Covered | 41 | 3 | 16 | 0 | Covered by 3 topics (41 questions, 3 materials, 16 cards, 0 videos). |
| c. demonstrating awareness of standard and nonstandard accommodations on state standardized tests | ESL.Linguistic Accommodations; ESL.Assessment Adjustments | Covered | 21 | 2 | 8 | 0 | Covered by 2 topics (21 questions, 2 materials, 8 cards, 0 videos). |
| d. identifying strategies for communicating assessment results to stakeholders | ESL.Communicating Assessment Results | Covered | 9 | 1 | 2 | 0 | Covered by 1 topic (9 questions, 1 materials, 2 cards, 0 videos). |
SMR V.017 · Understand how to select, develop, adapt, and use various classroom assessment tools and techniques, analyze assessment results, and adjust instruction for bilingual education students based on assessment results.25 questions · 4 materials · 7 cards · 0 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. recognizing how to select, develop, adapt, and use a variety of listening assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust listening instruction for bilingual education students | ESL.Assessment Adjustments | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| b. recognizing how to select, develop, adapt, and use a variety of speaking assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust speaking instruction for bilingual education students | ESL.Assessment Adjustments | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| c. recognizing how to select, develop, adapt, and use a variety of reading assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust reading instruction for bilingual education students | ELA.ELL Assessment - Reading Comprehension; ESL.Assessment Adjustments | Covered | 24 | 2 | 3 | 0 | Covered by 2 topics (24 questions, 2 materials, 3 cards, 0 videos). |
| d. recognizing how to select, develop, adapt, and use a variety of writing assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust writing instruction for bilingual education students | ESL.Assessment Adjustments | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| e. recognizing how issues of bias may affect the selection, development, adaptation, and use of a variety of content assessments, including language proficiency and performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust content instruction for bilingual education students | ESL.Bilingual Assessments; ESL.Assessing ESL Skills | Partially covered | 1 | 2 | 4 | 0 | Partial coverage by 2 topics (1 questions, 2 materials, 4 cards, 0 videos); limited supporting content. |
PROFESSIONALISM (Domain VI)Partially covered
SMR VI.018 · Understand the legal and historical foundations of bilingual education.35 questions · 7 materials · 42 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of the philosophical and theoretical foundations of bilingual education in the United States | ESL.Types of Bilingual Programs Nationally | Covered | 10 | 1 | 7 | 0 | Covered by 1 topic (10 questions, 1 materials, 7 cards, 0 videos). |
| b. demonstrating knowledge of characteristics, goals, and research on the effectiveness of major models of bilingual education (e.g., dual-language enrichment programs, late-exit transitional bilingual education, early-exit transitional bilingual education, sheltered immersion) | ESL.Types of Bilingual Programs Globally; ESL.Types of Bilingual Programs Nationally; ESL.Types of ESL Programs; ESL.History of Bilingual Programs - Court Cases | Covered | 30 | 4 | 31 | 0 | Covered by 4 topics (30 questions, 4 materials, 31 cards, 0 videos). |
| c. demonstrating knowledge of the history of laws and policies related to the field of bilingual education and the impact of legislation (e.g., Brown v. Board of Education, Lau v. Nichols, Castañeda v. Pickard, Diana v. California State Board of Education) on bilingual education programs | ESL.History of ESL Programs Nationally; ESL.History of Bilingual Programs Nationally | Covered | 2 | 2 | 13 | 0 | Covered by 2 topics (2 questions, 2 materials, 13 cards, 0 videos). |
| d. demonstrating knowledge of historical and current trends and issues in bilingual education and analyzing how they affect public policy and advocacy issues with respect to bilingual education programs | ESL.Current Issues and Trends; ESL.History of ESL Programs Nationally; ESL.History of Bilingual Programs - Court Cases | Covered | 12 | 3 | 14 | 0 | Covered by 3 topics (12 questions, 3 materials, 14 cards, 0 videos). |
SMR VI.019 · Understand the bilingual education teacher's role as a professional within a discipline.53 questions · 4 materials · 5 cards · 0 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. identifying strategies for gaining, analyzing, and reflecting on one's own linguistic and cultural competence and professional knowledge (e.g., establishing professional goals, pursuing professional growth opportunities in the field of bilingual education) | P.Effect of Teacher Attitudes on Students | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
| b. identifying strategies for locating and using resources for professional improvement (e.g., participating in and accessing the resources of professional organizations) | P.Professional Development | Covered | 34 | 1 | 2 | 0 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 0 videos). |
| c. identifying strategies for serving as a professional bilingual education resource in the educational community (e.g., modeling effective bilingual education instructional practices, planning and implementing professional bilingual education experiences for colleagues) | ESL.ESL Teacher Roles at Campus | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| d. demonstrating knowledge of collaborative teaching models (e.g., team teaching) and identifying strategies for involving colleagues to provide comprehensive, challenging educational opportunities for bilingual education students | P.Collaborative Teaching Models | Partially covered | 7 | 1 | 1 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
SMR VI.020 · Understand how to serve as a resource and advocate for bilingual education students and how to build effective partnerships with bilingual education students' families and communities to support students' language development and academic achievement.57 questions · 5 materials · 5 cards · 0 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of school and community resources available to bilingual education students and their families and identifying strategies for serving as a language and education resource for students and their families in the school and community | ESL.Family and Community Involvement; P.Collaboration with the Community | Covered | 47 | 2 | 1 | 0 | Covered by 2 topics (47 questions, 2 materials, 1 cards, 0 videos). |
| b. identifying strategies for serving as an advocate for bilingual education students and their families in various school contexts (e.g., ensuring equitable access to academic resources and instructional technology), including advocating for and promoting bilingualism/multilingualism with students, colleagues, and community members | ESL.Family and Community Involvement; ESL.ESL Teacher Roles at Campus | Covered | 31 | 2 | 3 | 0 | Covered by 2 topics (31 questions, 2 materials, 3 cards, 0 videos). |
| c. recognizing the important role that families play in bilingual education students' development and identifying strategies for effectively communicating and building partnerships with bilingual education students' families and for involving families in the classroom and school (e.g., providing opportunities for families to contribute their knowledge and expertise) to support students' language development and academic achievement | ESL.Characteristics of Effective Methods - Bilingual; ESL.Family and Community Involvement | Covered | 32 | 2 | 3 | 0 | Covered by 2 topics (32 questions, 2 materials, 3 cards, 0 videos). |
| d. identifying the benefits of and strategies for building partnerships with bilingual education students' communities to support students' language development and academic achievement | ESL.Characteristics of Effective Methods - Bilingual; ESL.Family and Community Involvement | Covered | 32 | 2 | 3 | 0 | Covered by 2 topics (32 questions, 2 materials, 3 cards, 0 videos). |
| e. identifying strategies for seeking out policy, procedures, and resources to support bilingual programs | ESL.Advocacy of Bilingual Programs Nationally | Partially covered | 1 | 1 | 2 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
How 240 Creates The MTTC Bilingual Education (125) Study Guide
Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the MTTC Bilingual Education.
Generic prep
- Covers broad subject areas without structure
- No clear connection to the official exam framework
- Practice questions may not reflect the real test format
- May not update when official standards change
- Can be helpful for quick, broad review
240 test-aligned MTTC 125 prep
- Every lesson maps to an official domain or competency
- Built directly from the official exam framework
- Practice questions aligned to what the exam actually measures
- A clear study path by tested category
- Study smarter and enter test day more prepared
FAQs About the MTTC Bilingual Education Study Guide
The questions teacher candidates ask us most often about the MTTC Bilingual Education study guide.
Is 240 a good study guide for MTTC Bilingual Education?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
How closely does 240 align to the MTTC 125 exam?
This guide is 92% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.