This literature review explores how accountability systems like the Texas English Language Proficiency Assessment System (TELPAS) intersect with innovative instructional practices for Emergent Bilingual (EB) students. Throughout my career as a bilingual/dual language teacher and now as an Instructional Technology Specialist, I have observed that while EB students often make progress in reading and writing, growth in listening and speaking lags behind. TELPAS data confirm these trends, underscoring the need for targeted oral language interventions.

The review highlights TELPAS’s strengths, including its predictive validity and consistent statewide data, while also examining barriers such as inequities in resources, pandemic-related setbacks, and concerns about automated scoring. It further explores how technology—especially short-form video formats—can create authentic, engaging opportunities for students to practice oral language in ways that mirror real-world communication.

This foundation informs my action research project, which pilots TikTok-inspired video activities to strengthen Grades 2–5 EB students’ listening and speaking skills. The guiding research question is: What is the impact of leading a pilot program utilizing TikTok-inspired video activities on Grades 2–5 English learners’ TELPAS listening and speaking outcomes, and how can the findings from this initiative be used to champion and scale equitable, technology-integrated instructional practices across the campus?