When I got the little firework banner message proclaiming I passed–I was finally Erin Austin, NBCT–I cried. (I wanted to be tougher than that, but apparently I’m not.) The NBPTS process is long, difficult, and expensive. I completed the four components plus the language tests over the course of two years, and during the second year I was pregnant, dealing with a toddler at home, teaching full-time, and working a couple of side jobs. It. Was. Tough. And I know I’m not alone.
I could not have achieved certification without help and support. My mentor–the teacher I aspire to be even half as good as–was certified, and she cheered me along every step of the way. I had three colleagues who were certified, and they were always willing to talk through the process with me. I joined a Facebook group for World Language teachers working on certification, and everyone there responded to questions so quickly. And my family and friends were a constant chorus of “You got this!”
In an effort to pay it forward, here is everything I tell World Language teachers about the Component 1 test.
Knowledge of Language
This section is difficult to study for. There are a few sample questions provided by NBPTS, and they are helpful. Some teachers recommend taking practice Praxis tests to study, but I didn’t do that.
The problem with this section is that either know the content or you don’t. Some of the questions are so out there that the only way you would know the answer is if you had a highly specific graduate course that covered it. There are definitely questions whose answers no one I know would know. Conversely, some of the questions are strangely easy. It is simple to flag questions you’re unsure about and come back to them later while testing.
Knowledge of Language Acquisition
This includes questions where you see student work samples and have to analyze them. Where did the student go wrong. What you would do (strategy-wise) to help him/her? For most language teachers, this is another “you know it or you don’t” type of situation. That said, familiarize yourself with the ACTFL World Language Standards so that you can include one or two in your analysis. Again, the sample questions on the NBPTS guide (linked above) are great to study.
The other part of this section is cultural, and this is where you can really study! Here is what I did:
I took three topics I knew a bit about and that were global in reach. I am a French teacher, so I chose topics that weren’t solely about France, but about the greater francophone world. Then I researched, researched, researched…studied, studied, studied…read, read, read. I took notes on what I found, and I made note of important historical figures, dates, locations, connections, etc, that related to the topic. I pretended I was in undergrad and had a test coming up but I didn’t know exactly what topic the professor was going to give us. That way, I went into the C1 test with a solid amount of knowledge on three big topics, and when I saw the question that came up on the test I could choose which topic I studied would best fit and proceed accordingly.
This part of the C1 directions is important: “In your response, you will thoroughly discuss the cultural topic in relation to the products, practices, and perspectives of the French-speaking world, including the social, historical, political, economic, intellectual, artistic, scientific, and/or geographic perspectives.” So when you pick your “3 topics” to study up on, make sure they hit multiple of those key words.
GOOD LUCK!
The NBPTS process is grueling–I know! But the reward is great: it will help you become a better teacher. Stick with it and allow the process to shape your practice. It’s worth it, and you got this.
If you have questions on C1, don’t hesitate to contact me! I’m happy to help as best I can!
