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 TExES Bilingual Education Supplemental 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 TExES Bilingual Education Supplemental (164) 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 TExES 164 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
1Domains
29Competencies reviewed
90%Test-aligned
23Covered
6Partially 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.
Bilingual Education Supplemental (Domain I)Partially covered
SMR I.0001 · The beginning Bilingual Education teacher understands the foundations of Bilingual Education and the concepts of bilingualism and biculturalism and applies this knowledge to create an effective learning environment for students in the Bilingual Education program.175 questions · 20 materials · 50 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands the historical background of bilingual education in the United States, including pertinent federal and state legislation, significant court cases related to bilingual education and the effects of demographic changes in bilingual education. | ESL.History of Bilingual Programs Nationally; ESL.History of Bilingual Programs - Court Cases; ESL.TX History of ESL Programs; ESL.TX History of Bilingual Programs | Covered | 10 | 4 | 17 | 0 | Covered by 4 topics (10 questions, 4 materials, 17 cards, 0 videos). |
| B. Understands procedures (e.g., Language Proficiency Assessment Committee) for the identification, assessment and instructional placement of English-language learners, including identification of students’ English-language proficiency levels in the domains of listening, speaking, reading and writing.these proficiency levels are in accordance with the descriptors for the beginning, intermediate, advanced and advanced-high levels as described in the English Language Proficiency Standards (ELPS). | ESL.Applying the Types of Bilingual Programs in TX; ESL.TX ESL Program Process; P.Texas ELPS V2; P.Texas ELPS - Reading and Writing; P.Texas ELPS - Listening and Speaking; P.Texas ELPS V3 | Covered | 86 | 6 | 7 | 0 | Covered by 6 topics (86 questions, 6 materials, 7 cards, 0 videos). |
| C. Demonstrates an awareness of global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived throughout the world. | ESL.Issues with Bilingual Programs | Partially covered | 0 | 1 | 5 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 5 cards, 0 videos); limited supporting content. |
| D. Understands the importance of creating an additive educational program that reinforces a bicultural identity, including understanding the differences between acculturation and assimilation. | ESL.Cultural Contact; ESL.Additive Approach | Covered | 20 | 2 | 7 | 0 | Covered by 2 topics (20 questions, 2 materials, 7 cards, 0 videos). |
| E. Uses knowledge of the historical, legal, legislative and global contexts of bilingual education to be an effective advocate for the bilingual education program and to advocate equity for bilingual students. | 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. |
| F. Understands convergent research related to bilingual education (e.g., best instructional practices as determined by student achievement) and applies convergent research when making instructional decisions. | ESL.General Best Practices for Bilingual | Covered | 21 | 1 | 4 | 0 | Covered by 1 topic (21 questions, 1 materials, 4 cards, 0 videos). |
| G. Knows models of bilingual education, including characteristics and goals of various types of bilingual education programs, research findings on the effectiveness of various models of bilingual education and factors that determine the nature of a bilingual program on a particular campus. | ESL.Types of Bilingual Programs Globally; ESL.Types of Bilingual Programs Nationally | Covered | 10 | 2 | 12 | 0 | Covered by 2 topics (10 questions, 2 materials, 12 cards, 0 videos). |
| H. Uses knowledge of various bilingual education models to make appropriate instructional decisions based on program model and design, and selects appropriate instructional strategies and materials in relation to specific program models. | ESL.Applying the Types of Bilingual Programs in TX | Partially covered | 5 | 1 | 3 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| I. Knows how to create an effective bilingual and multicultural learning environment (e.g., by demonstrating sensitivity to students’ diverse cultural backgrounds and generational/acculturation differences, showing respect for regional language differences, incorporating the diversity of the home into the classroom setting, applying strategies to bridge the home and school cultural environments). | ESL.Multicultural Classroom; ESL.Characteristics of Effective Methods - Bilingual | Covered | 24 | 2 | 6 | 1 | Covered by 2 topics (24 questions, 2 materials, 6 cards, 1 videos). |
| J. Knows how to create a learning environment that addresses bilingual students’ affective, linguistic and cognitive needs (e.g., by emphasizing the benefits of bilingualism and biculturalism, selecting linguistically and culturally appropriate instructional materials and methodologies). | ESL.TX ESL Program - 3 Domains | Partially covered | 3 | 1 | 4 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
SMR I.0002 · The beginning Bilingual Education teacher understands processes of first- and second-language acquisition and development and applies this knowledge to promote students’ language proficiency in their first language (L1) and second language (L2).192 questions · 17 materials · 88 cards · 9 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands basic linguistic concepts in L1 and L2 (e.g., language variation and change, dialects, register) and applies knowledge of these concepts to support students’ language development in L1 and L2. | ESL.Registers of Language | Covered | 12 | 1 | 4 | 1 | Covered by 1 topic (12 questions, 1 materials, 4 cards, 1 videos). |
| B. Demonstrates knowledge of major language components (e.g., phonetics, phonology, morphology, syntactic features, semantics, pragmatics) and applies this knowledge to address students’ language development needs in L1 and L2. | ESL.Levels of Language; ELA.Basic Linguistic Concepts; ESL.Phonological Awareness | Covered | 47 | 3 | 29 | 2 | Covered by 3 topics (47 questions, 3 materials, 29 cards, 2 videos). |
| C. Demonstrates knowledge of stages of first- and second-language development and theories/models of first- and second-language development (e.g., behaviorist, cognitive) and understands the instructional implications of these stages and theories/models. | ESL.Stages of Second Language Acquisition; ESL.BICS vs CALP; ESL.Cummins Quadrants | Covered | 30 | 3 | 10 | 2 | Covered by 3 topics (30 questions, 3 materials, 10 cards, 2 videos). |
| D. Applies knowledge of linguistic concepts and theories/models of language acquisition to select and implement linguistically and developmentally appropriate instructional methods, strategies and materials for teaching L1 and L2. | ESL.Krashen's 5 Hypotheses; ESL.Natural Approach; ESL.CALLA Approach; ESL.Nativist Theory; ESL.Social Interactionist Theory; ESL.Other Language Approaches | Covered | 40 | 6 | 29 | 1 | Covered by 6 topics (40 questions, 6 materials, 29 cards, 1 videos). |
| E. Understands the interrelatedness and interdependence of first- and second-language acquisition and assists students in making connections between languages (e.g., using cognates, noting similarities and differences). | ESL.Interrelatedness; ESL.Common Behaviors of English Language Learners | Covered | 34 | 2 | 13 | 2 | Covered by 2 topics (34 questions, 2 materials, 13 cards, 2 videos). |
| F. Knows and uses effective, developmentally appropriate methodologies and strategies for teaching English as a Second Language (ESL) and for supporting ESL development across all areas of the curriculum, including providing focused, targeted and systematic second language acquisition instruction to English-language learners (ELLs) in Grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in listening, speaking, reading and/or writing in accordance with the English Language Proficiency Standards (ELPS). | ESL.Sheltered Instruction | Covered | 13 | 1 | 3 | 1 | Covered by 1 topic (13 questions, 1 materials, 3 cards, 1 videos). |
| G. Understands cognitive, linguistic, social and affective factors affecting second-language acquisition (e.g., academic background, length of time in the United States, language status, age, self-esteem, inhibition, motivation, home/school/community environment, literacy background) and uses this knowledge to promote students’ language development in L2. | ESL.Factors Affecting ESL Students | Covered | 16 | 1 | 4 | 0 | Covered by 1 topic (16 questions, 1 materials, 4 cards, 0 videos). |
SMR I.0003 · The beginning Bilingual Education teacher has comprehensive knowledge of the development and assessment of literacy in L1 and the development and assessment of biliteracy.161 questions · 12 materials · 48 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows common patterns and stages of literacy development in L1 and how to make appropriate instructional modifications to deliver the statewide language arts curriculum in L1 to students at various levels of literacy development. | ESL.Comparing Spanish and English; ELA.ELL Strategies - Reading Comprehension | Covered | 32 | 2 | 12 | 0 | Covered by 2 topics (32 questions, 2 materials, 12 cards, 0 videos). |
| B. Knows types of formal and informal literacy assessments in L1 and uses appropriate assessments on an ongoing basis to help plan effective literacy instruction in L1. | ELA.ELL Assessment - Reading Comprehension | Covered | 12 | 1 | 1 | 0 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 0 videos). |
| C. Knows the state educator certification standards in reading/language arts in grades EC–12, understands distinctive elements in the application of the standards for English and for L1 and applies this knowledge to promote bilingual students’ literacy development in L1. | ESL.Promoting L1 Literacy in Bilingual Students - Texas; ESL.Concepts of Print; ESL.Reading Fluency; ELA.ELL Strategies - Reading Fluency | Covered | 16 | 4 | 18 | 1 | Covered by 4 topics (16 questions, 4 materials, 18 cards, 1 videos). |
| D. Knows the statewide Spanish language arts and reading curriculum for grades EC–6 and ESL middle and high school, as appropriate, as specified in the Texas Essential Knowledge and Skills (TEKS) and applies this knowledge to promote bilingual students’ L1 literacy development in grades EC–12. | ESL.Promoting L1 Literacy in Bilingual Students - Texas | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| E. Knows how to help students transfer literacy competency from L1 to L2 by using students’ prior literacy knowledge in L1 to facilitate their acquisition of L2 literacy, including using explicit instruction to help students make connections between L1 and L2 (e.g., in phonemic awareness, decoding skills, comprehension strategies). | ESL.Literacy Knowledge Transfer; ESL.Promoting Biliteracy; P.Adaptations for Diversity - ELL; ESL.Graphic Organizers; ELA.ELL Strategies - Phonics and Word Analysis | Covered | 101 | 5 | 21 | 0 | Covered by 5 topics (101 questions, 5 materials, 21 cards, 0 videos). |
| F. Knows how to apply linguistic concepts (e.g., comprehensible input) and integrate ESL techniques in reading instruction to promote the development of L2 literacy. | P.Adaptations for Diversity - ELL | Covered | 59 | 1 | 2 | 0 | Covered by 1 topic (59 questions, 1 materials, 2 cards, 0 videos). |
| G. Knows how to promote students’ biliteracy (e.g., by maintaining students’ literacy in L1 while developing students’ literacy in L2, by using ongoing assessment and monitoring of students’ level of proficiency in oral and written language and reading to plan appropriate literacy instruction in L1 and L2, by including authentic children’s literature in L1 and L2). | ESL.Promoting Biliteracy | Covered | 10 | 1 | 5 | 0 | Covered by 1 topic (10 questions, 1 materials, 5 cards, 0 videos). |
SMR I.0004 · The beginning Bilingual Education teacher has comprehensive knowledge of content area instruction in L1 and L2 and uses this knowledge to promote bilingual students’ academic achievement across the curriculum.142 questions · 14 materials · 49 cards · 5 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows how to assess bilingual students’ development of cognitive-academic language proficiency and content-area concepts and skills in both L1 and L2 and to use the results of these assessments to provide appropriate instruction in a manner that is linguistically accommodated (communicated, sequenced, scaffolded) to the students’ levels of English language proficiency to ensure that the student learns the knowledge and skills across all content areas in both L1 and L2. | ESL.Types of Assessment; ESL.Using Assessment to Adjust Instruction; ESL.Assessment Adjustments; ESL.Bilingual Assessments | Covered | 36 | 4 | 16 | 1 | Covered by 4 topics (36 questions, 4 materials, 16 cards, 1 videos). |
| B. Knows how to create authentic and purposeful learning activities and experiences in both L1 and L2 that promote students’ development of cognitive-academic language proficiency and content-area concepts and skills as defined in the state educator certification standards and the statewide curriculum (TEKS), including developing the foundation of English-language vocabulary, grammar, syntax and English mechanics necessary to understand content based instruction and accelerated learning of English in accordance with the English Language Proficiency Standards (ELPS). | ESL.Teaching Vocabulary; ELA.ELL Teaching - Proper Writing and Grammar Conventions; ESL.Culturally and Linguistically Responsive Teaching Strategies; ESL.Content-Based ESL Instruction | Covered | 61 | 4 | 25 | 2 | Covered by 4 topics (61 questions, 4 materials, 25 cards, 2 videos). |
| C. Knows strategies for integrating language arts skills in L1 and L2 into all content areas and how to use content-area instruction in L1 and L2 to promote students’ cognitive and linguistic development. | ESL.Inquiry-Based Learning | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| D. Knows various approaches for delivering comprehensible content area instruction in L2 (e.g., sheltered English approaches, reciprocal teaching) and can use various approaches to promote students’ development of cognitive-academic language and content-area knowledge and skills and learning strategies in L2 (e.g., using prior knowledge, metacognition, and graphic organizers) across content areas. | ESL.Cognitive Processes for Language Rules; P.Foundations of ELL Instruction; ESL.Reciprocal Teaching | Covered | 20 | 3 | 7 | 1 | Covered by 3 topics (20 questions, 3 materials, 7 cards, 1 videos). |
| E. Knows how to differentiate content-area instruction based on student needs and language proficiency levels in L2 and how to select and use a variety of strategies and resources, including technology, to meet students’ needs. | ELA.ELL Strategies - Oral Language; ESL.Adaptations for Diversity - L2 in Bilingual | Covered | 24 | 2 | 3 | 1 | Covered by 2 topics (24 questions, 2 materials, 3 cards, 1 videos). |
How 240 Creates The TExES Bilingual Education Supplemental (164) 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 TExES Bilingual Education Supplemental.
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 TExES 164 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 TExES Bilingual Education Supplemental Study Guide
The questions teacher candidates ask us most often about the TExES Bilingual Education Supplemental study guide.
Is 240 a good study guide for TExES Bilingual Education Supplemental?
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 TExES 164 exam?
This guide is 90% 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.