Is 240 a good study guide for the MTTC English as a Second Language (126)?

Yes. The 240 study guide is built around the official exam framework and this page shows detailed alignment domain by domain and competency by competency.

MTTC English as a Second Language (126) Study Guide Test Alignment

Q: How closely does 240 align to the MTTC English as a Second Language (126) exam?

This guide is 92% test-aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.

Q: Does 240 cover every competency?

Coverage is shown transparently across covered, partially covered, and identified gaps: 80 covered, 16 partially covered, and 0 gaps across 96 competencies.

Q: 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.

Why Test Alignment Matters for Your MTTC English as a Second Language 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 English as a Second Language (126) 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 126 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

6 domains · 96 competencies reviewed · 92% test-aligned

Covered— competency is comprehensively supported by the guide

Partially covered— core content is covered, but some depth gaps remain

Coverage gap identified— a 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.

110 Qs9 Materials50 Cards5 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	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, historical and/or regional variation) and factors that affect language variation (e.g., language contact, vocation, physical and/or social isolation)	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, diglossia)	ESL.Registers of Language; ESL.Bilingualism; ESL.Interrelatedness; ESL.Common Behaviors of English Language Learners; ELA.ELL Strategies - Oral Language	Covered	70	5	19	4	Covered by 5 topics (70 questions, 5 materials, 19 cards, 4 videos).
d. demonstrating knowledge of basic aspects of language families	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 (i.e., the development of listening, speaking, reading, and writing skills) in English.

263 Qs15 Materials106 Cards7 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 English learners develop language and literacy skills in English	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 endings, roots and affixes) and identifying strategies for applying knowledge of morphology to help English learners develop language and literacy skills in English	ESL.Word Formation; ELA.Types of Morphemes - Free and Bound; ELA.ELL Strategies - Phonics and Word Analysis	Covered	21	3	20	1	Covered by 3 topics (21 questions, 3 materials, 20 cards, 1 videos).
c. demonstrating knowledge of syntax (e.g., parts of speech, sentence patterns) and identifying strategies for applying knowledge of syntax to help English Language Learners develop language and literacy skills in English	ESL.Teaching Syntax and Semantics	Covered	6	1	15	1	Covered by 1 topic (6 questions, 1 materials, 15 cards, 1 videos).
d. demonstrating knowledge of semantics (e.g., words with multiple meanings, idioms) and identifying strategies for applying knowledge of semantics to help English Language Learners develop language and literacy skills in English	ELA.Basic Linguistic Concepts; ELA.Parts of Speech; ESL.Teaching Syntax and Semantics; ESL.Common Areas of Difficulty	Covered	76	4	45	3	Covered by 4 topics (76 questions, 4 materials, 45 cards, 3 videos).
e. demonstrating knowledge of oral and written discourse (e.g., discourse markers, speech acts, participant structure, genres) and identifying strategies for applying knowledge of discourse to help English Language Learners develop language and literacy skills in English	ESL.Teaching Discourse and Pragmatics; ELA.Teaching - Spoken vs Written English	Covered	15	2	12	0	Covered by 2 topics (15 questions, 2 materials, 12 cards, 0 videos).
f. identifying strategies for applying knowledge of linguistic elements of English and of students' languages to make thoughtful comparisons between features of English and those of other languages	ESL.Common Areas of Difficulty; ESL.Literacy Knowledge Transfer	Covered	22	2	15	1	Covered by 2 topics (22 questions, 2 materials, 15 cards, 1 videos).

SMR I.003 Understand fundamentals of sociolinguistics and how to apply this understanding to promote language and literacy development in English.

45 Qs5 Materials19 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
a. analyzing how pragmatic features of oral and written English (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	Covered	42	4	13	Covered by 4 topics (42 questions, 4 materials, 13 cards, 0 videos).
b. identifying strategies for applying knowledge of pragmatics to help English learners use spoken English 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	Partial coverage by 1 topic (4 questions, 1 materials, 3 cards, 0 videos); limited supporting content.
c. 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 English learners' awareness of, respect for, and understanding of different varieties of English	ESL.Teaching Language Function and Variation	Partially covered	3	1	6	Partial coverage by 1 topic (3 questions, 1 materials, 6 cards, 0 videos); limited supporting content.
d. identifying strategies for serving as a good language model for English Language Learners and for providing English Language Learners with a wide variety of linguistic experiences (e.g., exposure to a variety of English speakers)	ESL.Teaching Discourse and Pragmatics; ESL.Teaching Language Function and Variation	Covered	7	2	9	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 Qs4 Materials14 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
a. demonstrating knowledge of major cultural concepts (e.g., cultural relativism, cultural universalism)	ESL.Cultural Contact	Covered	12	1	6	Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos).
b. demonstrating knowledge of various processes of cultural contact (e.g., acculturation, assimilation, accommodation)	ESL.Cultural Contact; ESL.Additive Approach; Acculturation and Assimilation	Covered	27	3	7	Covered by 3 topics (27 questions, 3 materials, 7 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	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 status) and identifying strategies for making thoughtful comparisons between English-speaking and heritage cultures in the context of teaching and learning English as a second language (ESL)	ESL.Defining Culture	Covered	7	1	7	Covered by 1 topic (7 questions, 1 materials, 7 cards, 0 videos).

SMR II.005 Understand the role of culture in language development and academic achievement.

45 Qs3 Materials9 Cards1 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. demonstrating knowledge of how valuing cultural diversity and valuing cultural identities of English learners affects their language development and academic achievement 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 English learners	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 English learners and their families	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 ESL 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.

172 Qs10 Materials25 Cards4 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. recognizing the value and role of diverse literary and cultural texts, including oral tradition (e.g., epic poems, folktales) and texts that reflect students' heritage and cultures in the ESL classroom and identifying strategies for using these materials 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.
b. 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 ESL 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).
c. recognizing the role of culture in the classroom and school (e.g., effects of the degree of cultural congruence between students' cultures and the school culture) and identifying strategies for accommodating cultural differences in approaches to learning (e.g., cooperation versus competition, individual versus 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 English learners with opportunities to use their cultural perspectives to promote learning (e.g., connecting curriculum to students' experiences at home and in their communities, 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	167	8	21	4	Covered by 8 topics (167 questions, 8 materials, 21 cards, 4 videos).

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 English Language Learners' language and literacy development.

94 Qs12 Materials43 Cards5 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. demonstrating knowledge of second language acquisition theories (e.g., constructivist, interactionist) and concepts (e.g., interlanguage)	P.Learning Theories; ESL.Interlanguage	Covered	13	2	6	1	Covered by 2 topics (13 questions, 2 materials, 6 cards, 1 videos).
b. 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 as described in the WIDA English Language Development Standards	ESL.Stages of Second Language Acquisition; ESL.Proficiency Levels; ESL.BICS vs CALP; ESL.Literacy Development of ELLs	Covered	38	4	20	2	Covered by 4 topics (38 questions, 4 materials, 20 cards, 2 videos).
c. demonstrating knowledge of best practices for distinguishing between learning challenges and behaviors associated with language development and learning challenges and behaviors associated with learning disabilities	ESL.Adaptations for Diversity - ELL and Special Programs	Partially covered	5	1	2	0	Partial coverage by 1 topic (5 questions, 1 materials, 2 cards, 0 videos); limited supporting content.
d. demonstrating knowledge of research related to error analysis and performance analysis in second language acquisition and identifying strategies for appropriately monitoring English learners' language errors in the 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 second language acquisition and identifying strategies for providing English learners with comprehensible input and opportunities to produce comprehensible output	ESL.Linguistic Accommodations	Covered	9	1	6	0	Covered by 1 topic (9 questions, 1 materials, 6 cards, 0 videos).
f. demonstrating knowledge of the role of meaningful interaction in the development of communicative competence in a new language and identifying strategies for providing English learners with opportunities to communicate in a variety of social and academic settings	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 identifying strategies for scaffolding language and literacy tasks to promote English Language Learners' language 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 English learners develop effective cognitive and social language-learning strategies (e.g., elaboration, self-monitoring, requests for clarification)	ESL.Cognitive Processes for Language Rules; ESL.Content-Based ESL Instruction	Covered	19	2	9	1	Covered by 2 topics (19 questions, 2 materials, 9 cards, 1 videos).

SMR III.008 Understand individual learner variables in the second language acquisition process and how to apply this understanding to facilitate English Language Learners' language and literacy development.

45 Qs5 Materials18 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
a. demonstrating knowledge of linguistic variables that affect an English learner's second language acquisition (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, long-term English learners) and identifying strategies for building on each student's current language skills as a foundation for learning English	ESL.Factors Affecting ESL Students; ESL.English Learner Typologies	Covered	18	2	8	Covered by 2 topics (18 questions, 2 materials, 8 cards, 0 videos).
b. demonstrating knowledge of cognitive and physical variables that affect an English learner's second language acquisition (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	Covered by 2 topics (40 questions, 2 materials, 9 cards, 0 videos).
c. demonstrating knowledge of affective variables that affect an English Language Learner's second language acquisition (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	Covered by 2 topics (16 questions, 2 materials, 8 cards, 0 videos).
d. demonstrating knowledge of social variables that affect an English learner's second language acquisition (e.g., family expectations, community influences and involvement) and identifying strategies for applying this knowledge to facilitate the process of learning English as a second language	ESL.Factors Affecting ESL Students	Covered	16	1	4	Covered by 1 topic (16 questions, 1 materials, 4 cards, 0 videos).
e. demonstrating knowledge of variables related to an English learner's educational background and level of English language proficiency and identifying strategies for including and promoting the full participation of all English learners in the classroom	ESL.Teaching - Issues with Content-Based; ESL.Factors Affecting ESL Students	Covered	19	2	5	Covered by 2 topics (19 questions, 2 materials, 5 cards, 0 videos).

SMR III.009 Understand research-based best practices related to planning, managing, and implementing English as a second language (ESL) instruction, including how to select, adapt, and use instructional resources.

181 Qs18 Materials65 Cards5 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. demonstrating knowledge of relevant national and state standards and benchmarks (i.e., WIDA ELD Standards and Michigan Academic Standards) and how to use standards and benchmarks in curricular planning	ESL.Michigan Specific Program Information (ESL)	Partially covered	3	1	6	0	Partial coverage by 1 topic (3 questions, 1 materials, 6 cards, 0 videos); limited supporting content.
b. demonstrating knowledge of second language teaching methodologies, both past (e.g., the audiolingual method, grammar-translation method) and current (e.g., content-based approaches, communicative approaches, sheltered instruction), and their applicability in developing instructional practices and resources to meet the needs of individual English learners	ESL.Sheltered Instruction; ESL.Krashen's 5 Hypotheses; ESL.Natural Approach; ESL.CALLA Approach; ESL.Nativist Theory; ESL.Social Interactionist Theory; ESL.Other Language Approaches	Covered	53	7	31	2	Covered by 7 topics (53 questions, 7 materials, 31 cards, 2 videos).
c. identifying research-based strategies for creating, organizing, and managing a supportive classroom learning environment that includes opportunities for interaction in English (e.g., paired and small-group activities, role-playing) and encourages English learners 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.General Best Practices; ESL.Rich Linguistic Environment	Covered	81	5	12	2	Covered by 5 topics (81 questions, 5 materials, 12 cards, 2 videos).
d. demonstrating knowledge of criteria and methods for using standards and benchmarks to evaluate, select, design, and adapt appropriate instructional resources for English learners that are linguistically accessible, culturally responsive, and age appropriate	ESL.Avoiding Cultural Bias	Covered	7	1	5	0	Covered by 1 topic (7 questions, 1 materials, 5 cards, 0 videos).
e. recognizing how to use a wide range of materials, resources, and technologies (e.g., diverse literary and cultural texts, visual aids, props, games, realia, computer software, the Internet) in effective English language and content instruction for English learners	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.
f. 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 English learners' 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).
g. recognizing the interrelationships among the domains of language (i.e., listening, speaking, reading, and writing) and identifying strategies for providing activities and resources that integrate English language and literacy skills (e.g., thematic units) to promote English learners' 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).

APPLICATION OF STANDARDS-BASED CURRICULUM AND INSTRUCTION (DOMAIN IV) Partially covered

SMR IV.010 Understand the WIDA English Language Development (ELD) Standards the Michigan K-12 Standards for English Language Arts (ELA) related to listening and strategies for teaching English learners how to acquire and use listening skills for academic and social purposes in English.

10 Qs1 Materials1 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
a. demonstrating knowledge of strategies and techniques for promoting English Language Learners' achievement of the WIDA ELD Standards and Michigan K-12 Standards for ELA related to listening for social purposes (e.g., listening to others with care, demonstrating understanding of questions and directions, processing everyday social words and phrases))	ELA.ELL Teaching - Listening Comprehension	Covered	10	1	1	Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos).
b. demonstrating knowledge of strategies and techniques for promoting English learners' achievement of the WIDA ELD Standards and the Michigan K-12 Standards for ELA related to listening for academic purposes (e.g., following simple and complex directions, identifying main ideas and supporting details from spoken English, identifying the meaning of content-area vocabulary)	ELA.ELL Teaching - Listening Comprehension	Covered	10	1	1	Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos).
c. demonstrating knowledge of strategies and techniques for promoting English learners' competence in using critical-thinking skills in concert with listening in English (e.g., identifying a speaker's attitude and point of view, making inferences and predictions, delineating a speaker's argument and specific claims)	ELA.ELL Teaching - Listening Comprehension	Covered	10	1	1	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 English learners how to acquire and use speaking skills for academic and social purposes in English

94 Qs4 Materials14 Cards2 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. demonstrating knowledge of strategies and techniques for promoting English learners' achievement of the WIDA ELD Standards and the Michigan K-12 Standards related to speaking skills and strategies (e.g., speaking clearly at an understandable pace, adapting speech to a variety of contexts and tasks)	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 English learners' achievement of the WIDA ELD Standards and the Michigan K-12 Standards for ELA related to speaking for social purposes (e.g., using everyday social words and expressions)	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 English learners' achievement of the WIDA ELD Standards and the Michigan K-12 Standards for ELA related to speaking for academic purposes (e.g., engaging in a range of collaborative discussions, providing and obtaining information, expressing and exchanging opinions)	ESL.Michigan Specific Program Information (ESL)	Partially covered	3	1	6	0	Partial coverage by 1 topic (3 questions, 1 materials, 6 cards, 0 videos); limited supporting content.
d. demonstrating knowledge of strategies and techniques for promoting English learners' competence in using critical-thinking skills in concert with speaking in English (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; P.Teaching Listening and Speaking for ELLs	Covered	72	2	4	1	Covered by 2 topics (72 questions, 2 materials, 4 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 English learners to acquire and use reading skills for academic and social purposes in English.

223 Qs9 Materials70 Cards2 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. demonstrating knowledge of strategies and techniques for promoting English learners' achievement of the WIDA ELD Standards and the Michigan K-12 Standards for ELA 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	169	6	52	1	Covered by 6 topics (169 questions, 6 materials, 52 cards, 1 videos).
b. demonstrating knowledge of strategies and techniques for promoting English English learners' achievement of the WIDA ELD Standards and the Michigan K-12 Standards for ELA 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	94	1	20	1	Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos).
c. demonstrating knowledge of strategies and techniques for promoting English English learners' achievement of the WIDA ELD Standards and the Michigan K-12 Standards for ELA related to reading comprehension (e.g., identifying main ideas and supporting details, comparing and contrasting overall structure of events, ideas, concepts, or information in two or more texts)	ELA.Impact of Fluency on Comprehension; ELA.Teaching - Reading Comprehension (All Texts)	Covered	106	2	22	1	Covered by 2 topics (106 questions, 2 materials, 22 cards, 1 videos).
d. demonstrating knowledge of strategies and techniques for promoting English learners' competence in using critical-thinking skills in concert with reading in English (e.g., making inferences and predictions and drawing conclusions; identifying author's voice, attitude, and point of view)	ELA.Teaching - Reading Comprehension (All Texts); ESL.Reciprocal Teaching	Covered	97	2	21	1	Covered by 2 topics (97 questions, 2 materials, 21 cards, 1 videos).
e. demonstrating knowledge of strategies and techniques for promoting English English learners' achievement of the WIDA ELD Standards and the Michigan K-12 Standards for ELA 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	18	1	Covered by 1 topic (39 questions, 1 materials, 18 cards, 1 videos).

SMR IV.013 Understand the WIDA ELD Standards and the Michigan K–12 Standards for ELA related to writing and how to teach English learners to acquire and use writing skills for academic and social purposes in English.

139 Qs7 Materials39 Cards2 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. demonstrating knowledge of strategies and techniques for promoting English learners' achievement of the WIDA ELD Standards and the Michigan K–12 Standards for ELA related to writing conventions (e.g., using conventions and formats of written English, using grammatical conventions of English, 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	37	3	4	2	Covered by 3 topics (37 questions, 3 materials, 4 cards, 2 videos).
b. demonstrating knowledge of strategies and techniques for promoting English learners' achievement of the WIDA ELD Standards and the Michigan K–12 Standards for ELA related to the writing process (e.g., organizing and developing paragraphs to support a central idea; using various types of writing for specific purposes, such as informational or argumentative)	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 English learners' achievement of the WIDA ELD Standards and the Michigan K–12 Standards for ELA related to research and writing (e.g., using multiple sources to extend 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 English learners' competence in using critical thinking skills in concert with writing in English (e.g., using tone and voice to engage specific audiences, using evidence to support a written argument)	ELA.Teaching - Informational Writing Skills; ELA.Teaching - Persuasive Writing Skills	Covered	32	2	23	0	Covered by 2 topics (32 questions, 2 materials, 23 cards, 0 videos).

SMR IV.014 Understand the WIDA ELD Standards and the Michigan Academic Standards and strategies for promoting English learners' successful access to grade-level academic language and content.

29 Qs7 Materials14 Cards1 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. demonstrating knowledge of the principles and applications of content-based ESL instruction that are effective in developing English learners' academic-language skills	ESL.SDAIE Strategies Used in Implementation; ESL.Multicultural Curriculum	Covered	9	2	5	0	Covered by 2 topics (9 questions, 2 materials, 5 cards, 0 videos).
b. demonstrating knowledge of principles and applications of sheltered instruction (e.g., integrating language and content objectives, linking content-area concepts to students' background experiences) that are effective in promoting English learners' development of content knowledge and skills	ESL.Specifically Designed Academic Instruction in English; ESL.SDAIE Procedures Used in Planning; ESL.SDAIE Strategies Used in Implementation; ESL.Multicultural Curriculum	Covered	17	4	9	0	Covered by 4 topics (17 questions, 4 materials, 9 cards, 0 videos).
c. demonstrating knowledge of strategies for making content-area concepts comprehensible to English learners (e.g., pre-teaching content-specific vocabulary and language structures, contextualizing new vocabulary and concepts, modifying language without simplifying content) and for scaffolding content-area tasks to promote English learners' academic achievement	ESL.SDAIE Strategies Used in Implementation; ESL.Teaching - Issues with Content-Based for Bilingual Education	Partially covered	5	2	2	0	Partial coverage by 2 topics (5 questions, 2 materials, 2 cards, 0 videos); limited supporting content.
d. demonstrating knowledge of strategies and resources (e.g., graphic organizers) for supporting English learners' 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.Graphic Organizers	Partially covered	6	2	2	0	Partial coverage by 2 topics (6 questions, 2 materials, 2 cards, 0 videos); limited supporting content.
e. demonstrating knowledge of strategies and resources (e.g., graphic organizers) for supporting English learners' 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.Content-Based ESL Instruction	Covered	9	1	4	1	Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos).

ASSESSMENT (DOMAIN V) Partially covered

SMR V.015 Understand major concepts and principles related to standards-based assessment of English learners.

190 Qs7 Materials31 Cards4 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 assessments, summative and formative assessments) with English learners	P.Types of Assessment; ELA.Types of Assessment	Covered	153	2	18	2	Covered by 2 topics (153 questions, 2 materials, 18 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 English learners	ESL.Bilingual Assessments; P.Types of Assessment; ELA.Types of Assessment; ESL.Assessing ESL Skills	Covered	154	4	22	2	Covered by 4 topics (154 questions, 4 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 and self-assessments) and the difference between language proficiency testing and other types of assessment in the context of teaching and learning English as a second language	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 English learners	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 uses 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 English learners.

68 Qs7 Materials21 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
a. demonstrating knowledge of the challenges associated with assessing English learners 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	ELA.ELL Assessment - Reading Comprehension; ESL.Test-Taking Strategies	Covered	14	2	1	Covered by 2 topics (14 questions, 2 materials, 1 cards, 0 videos).
b. demonstrating knowledge of assessment issues related to English learners who have special needs and/or may be gifted and talented	P.Adaptations for Diversity - Gifted and Talented; P.IDEA	Covered	30	2	9	Covered by 2 topics (30 questions, 2 materials, 9 cards, 0 videos).
c. demonstrating awareness of appropriate accommodations on assessments	ESL.Assessment Adjustments	Covered	12	1	2	Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos).
d. recognizing when a student's English language performance falls outside the expected range for the student's English proficiency level and may indicate the need for classroom interventions or additional services	ELA.WIDA Levels	Partially covered	3	1	7	Partial coverage by 1 topic (3 questions, 1 materials, 7 cards, 0 videos); limited supporting content.
e. identifying strategies for accessing assessment results and communicating these results to all stakeholders (e.g., students, parents/guardians, other educators, the school district) and for providing opportunities for discussion of assessment information and its interpretations to promote ongoing student progress	ESL.Communicating Assessment Results	Covered	9	1	2	Covered by 1 topic (9 questions, 1 materials, 2 cards, 0 videos).

SMR V.017 Understand reflective assessment practices, including how to select, develop, adapt, and use various classroom assessment tools and techniques; analyze assessment results; and adjust instruction for English learners based on assessment results.

21 Qs2 Materials3 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	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 English learners	ESL.Assessment Adjustments	Covered	12	1	2	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 English learners	ESL.Assessment Adjustments	Covered	12	1	2	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 English learners	ESL.Assessment Adjustments	Covered	12	1	2	Covered by 1 topic (12 questions, 1 materials, 2 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 English learners	ESL.Assessment Adjustments	Covered	12	1	2	Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos).
e. recognizing how to select, develop, adapt, and use a variety of content assessments, including performance-based assessment tools and techniques; analyze assessment results; and use this information to inform, evaluate, and adjust content instruction for English learners	ESL.Using Assessment to Adjust Instruction	Covered	9	1	1	Covered by 1 topic (9 questions, 1 materials, 1 cards, 0 videos).
f. recognizing how issues of bias may affect the selection, development, adaptation, and use of a variety of assessments as well as the analysis of assessment results and the use of this information in informing, evaluating, and adjusting instruction for English learners	ESL.Using Assessment to Adjust Instruction	Covered	9	1	1	Covered by 1 topic (9 questions, 1 materials, 1 cards, 0 videos).

PROFESSIONALISM (DOMAIN VI) Partially covered

SMR VI.018 Understand the legal and historical foundations of English as a second language (ESL) programs.

30 Qs4 Materials30 Cards1 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. demonstrating knowledge of the legislative impact on teaching in programs for world languages, English as a second language (ESL), and bilingual education	ESL.History of ESL Programs Nationally; ESL.History of ESL Programs - Court Cases	Covered	14	2	11	1	Covered by 2 topics (14 questions, 2 materials, 11 cards, 1 videos).
b. demonstrating knowledge of historical and current trends and issues in teaching world language learners, English learners, and bilingual education students and analyzing how they affect public policy and advocacy with respect to world language, ESL, and bilingual education programs	ESL.Current Issues and Trends; ESL.History of ESL Programs Nationally	Covered	5	2	11	0	Covered by 2 topics (5 questions, 2 materials, 11 cards, 0 videos).
c. demonstrating knowledge of ESL program models that address the needs of English learners and produce successful language outcomes (e.g., characteristics and goals of various program models, research findings on the effectiveness of various program models)	ESL.Types of ESL Programs	Covered	13	1	18	0	Covered by 1 topic (13 questions, 1 materials, 18 cards, 0 videos).

SMR VI.019 Understand the ESL teacher's role as a professional within a discipline.

53 Qs4 Materials5 Cards1 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 ESL)	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	1	Covered by 1 topic (34 questions, 1 materials, 2 cards, 1 videos).
c. identifying strategies for serving as a professional ESL resource in the educational community (e.g., modeling effective ESL instructional practices, planning and implementing professional ESL workshops 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 working with colleagues to provide comprehensive, challenging educational opportunities for English Language Learners	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 English learners and how to build effective partnerships with English learners' families and communities to support students' language development and academic achievement.

48 Qs4 Materials5 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
a. demonstrating knowledge of school and community resources available to English learners 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	39	2	1	Covered by 2 topics (39 questions, 2 materials, 1 cards, 0 videos).
b. identifying strategies for serving as an advocate for English learners and their families in various school contexts (e.g., promoting equitable access to academic resources and instructional technology), including advocating for and promoting the additive value that bilingualism/multilingualism brings to the overall success of all students	ESL.Family and Community Involvement; ESL.ESL Teacher Roles at Campus	Covered	31	2	3	Covered by 2 topics (31 questions, 2 materials, 3 cards, 0 videos).
c. recognizing the important role that families play in an English learner's development and identifying strategies for effectively communicating and building partnerships with English learners' families (e.g., using interpreters and cultural mediators appropriately, corresponding in the home language) 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	Covered by 2 topics (32 questions, 2 materials, 3 cards, 0 videos).
d. identifying the benefits of and strategies for building partnerships with English learners' communities to support students' language development and academic achievement	ESL.Characteristics of Effective Methods - Bilingual; ESL.Family and Community Involvement	Covered	32	2	3	Covered by 2 topics (32 questions, 2 materials, 3 cards, 0 videos).

How 240 Creates The MTTC English as a Second Language (126) Study Guide

Learn more →

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.

1

Review the official exam framework

We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.

2

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.

3

Build lessons around tested content

We create study materials to support the official blueprint, not broad filler content.

4

Cross-check practice against exam expectations

We review practice content against the framework and real exam patterns so preparation stays targeted.

5

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 English as a Second Language.

Generic

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

Test-aligned

240 Test-Aligned MTTC 126 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 English as a Second Language Study Guide

The questions teacher candidates ask us most often about the MTTC English as a Second Language study guide.

1

Is 240 a good study guide for MTTC English as a Second Language?

240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.

2

How closely does 240 align to the MTTC 126 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.

3

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.

4

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.

240's MTTC English as a Second Language Study Guide Is 92% Test-Aligned