Principles of Effective ELL Services
Which of the following are fundamental elements to the success of ELL students in BC school system and society?
A. social and academic language competence
B. English language proficiency
C. knowledge of Canadian cultures
D. both B and C
Answer: What is D, both B and C
According to Principles for effective ELL Services, English language proficiency and knowledge of the cultures of Canada are fundamental to success of students in the BC school systems.
British Columbia. 2018. ELL Policy Guidelines. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf.
6.) Which of the following is NOT considered sufficient support strategy for ELLs?
A. Classroom teacher using differentiation.
B. Reduction of class size to cater to the needs of ELLs in the classroom.
C. ELL educator delivering small-group instruction
D. Collaborative planning with individual student regarding language goals and strategies
Answer: What is B - The English Language Learning Guidelines 2018 considers reduction of class size as not a sufficient service to meet the definition of ELL service.
British Columbia. 2018. English Language Learning Policy Guidelines. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pd
When a teacher allows a student to submit an audio recording as evidence of learning in place of a visual presentation, which UDL principle is demonstrated?
A. Multiple means of action and expression.
B. Multiple means of representation.
C. Multiple means of engagement.
D. None of the choices.
Answer: What is A. Katie Novak, in her article, Why UDL Matters for English Language Learners states that “there are many different paths to reach the same destination” and as educators, we “need to embrace the many possible journeys that our students can take in order to arrive at the same place.”
Novak, Katie. “Why UDL Matters for English Language Learners.” Language Magazine March 9, 2018. https://www.languagemagazine.com/2018/03/09/why-udl-matters-for-english-language-learners/
Cognitive Academic Language Proficiency (CALP) refers to
A. academic language competence
B. academic and emotional proficiency
C. social language competence
D. written and oral communication proficiency
Answer: What is A – Academic language competence is also known as CALP. This proficiency focuses on language skills needed in the academic classroom which are usually context-reduced and abstract.
British Columbia. 2018. English Language Learning Policy Guidelines. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf.
Which of the following are the principles of learning that have been identified for ELL students by BC Ministry of Education?
A. Learning requires the active participation of the student.
B. People Learn in a variety of ways and at different rates.
C. Learning is both an individual and a group process.
D. All of the above.
Answer: What is D. According to the document “English Language Learners”: A Guide for Classroom Teachers, all three principles of learning used for all students in BC also apply to ELL students.
English Language Learners: A Guide for Classroom Teachers, 1999. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/classroom.pdf
According to The Universal Design for Learning (UDL) Guidelines, providing multiple means of representation for students accesses the _______ of learning?
A. why
B. how
C. where
D. what
Answer: What is D. The Guidelines for Universal Design for Leaning (UDL) by CAST illustrates that providing students with multiple means of representation accesses the “what” of learning.
The UDL Guidelines. CAST 2018. https://udlguidelines.cast.org/?utm_source=castsite&utm_medium=web&utm_campaign=none&utm_content=footer
Social English or Basic Interpersonal Communicative Skills (BICS) is the language that ELLs learn first because it is easier to master than CALP. The following are instance when BICS is used except in
A. talking with friends
B. personal e-mail
C. class presentations
D. twitter message
Answer: What is C: Basic Interpersonal Communicative Skills (BICS) is the language for everyday life. These are language skills needed in social situations and are usually context embedded. A student typically acquires these skills in between six months and two years.
British Columbia. 2018. English Language Learning Policy Guidelines. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf
When conducting an initial assessment for ELLs’ language proficiency, all the following may be used except for
A. standardized tests
B. anecdotal notes
C. oral interviews
D. writing samples
Answer: A. According to the English Language Learners Guide, any assessment used as a basis for making placement or planning decisions for ELLs should involve the use of informal techniques and criterion-based instruments (e.g., oral interviews, writing samples) rather than standardized tests.
English Language Learners: A Guide for Classroom Teachers, 1999. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/classroom.pdf
When implementing UDL in teaching ELLs, providing multiple means of engagement for students is best exemplified by
A. showing a video.
B. working in groups.
C. submission of a graphic organizer.
D. listening to audio books
Answer: What is B. Working in groups foster collaboration and community (UDL Guidelines) and Katie Novak argues that “engagement is at the core of all learning experiences.” She continues, “peers provide an amazing opportunity for English learners to practice speaking in the classroom.
The UDL Guidelines. CAST 2018. https://udlguidelines.cast.org/?utm_source=castsite&utm_medium=web&utm_campaign=none&utm_content=footer
Novak, Katie. “Why UDL Matters for English Language Learners.” Language Magazine March 9, 2018. https://www.languagemagazine.com/2018/03/09/why-udl-matters-for-english-language-learners/
The following areas of English language development are considered when assessing and identifying an ELL student EXCEPT for
A. writing
B. penmanship
C. oral language
D. reading
Answer: What is B. The English Language Learning Guidelines 2018 states that for a student to be identified as an ELL, assessment of their English language proficiency in all areas of language development including oral language, reading, and writing must be carried out initially.
Why are commercially available standardized tests not recommended when conducting an initial assessment of ELLs’ language proficiency?
A. The results might be misleading. 
B. Most are not designed to assess ELL students.
C. Most are written for, or normed on English-speaking students.
D. All the above.
Answer: What is D. The BC provincial document recommends the use of informal techniques and criterion-based instruments in conducting the initial assessment for language proficiency for ELLs rather than standardized tests because these tests are mostly written and designed English-speaking students and the results might be misleading.
English Language Learners: A Guide for Classroom Teachers, 1999. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/classroom.pdf
Which of the following information is not included in preparing for Annual Instructional Plans (AIPs)?
A. Language assessment and determined language proficiency.
B. Linguistic and/or literary goals for the current year.
C. Support plan and strategies for language development.
D. Parents’ approval for their child to receive ELL service.
Answer: What is D. The English Language Learning Guidelines 2018 lists items A to B. It states, however, that as part of the planning process, parents should be notified that their child is receiving ELL service.
British Columbia. 2018. English Language Learning Policy Guidelines. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf
Which of the following is NOT a principle of Universal Design for Learning (UDL) are
A. Multiple means of representation. 
B. Multiple means of action and expression.
C. Multiple means adaptation. 
D. Multiple means of engagement.
Answer: What is C. The three principles of UDL are multiple means of representation, action and expression, and engagement. These principles, when planning a learning activity for ELLs provide the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction.
Ralabate, Patti. “Universal Design for Learning: Meeting the Needs of All Students. Reading Rockets. https://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students.