Competency 1&2
It would be most appropriate to use a formal language register for which of the following types of oral presentations?
A. Participating in a discussion with friends
B. Presenting a talk at a town meeting
C. Being interviewed by a classmate
D. Asking a younger sibling a question
B. Presenting a talk at a town meeting
An ESL teacher, who students have varying levels of English proficiency, is teaching an integrated science/ social studies unit on the prehistoric errors. Which of the following projects would be most appropriate for students in class who have very limited proficiency in English?
A. Choosing one type of dinosaur and using the Internet to find information to use in a short oral presentation.
B. Creating a volcano out of papier-mâché and using baking soda and vinegar to simulate interruption.
C. Using information in the science textbook to write a short report comparing the key features of different prehistoric errors.
D. Constructing a shoebox diorama of the Paleolithic era and labeling or captioning basic geological features in various Florida and Fauna.
D. Constructing a shoebox diorama of the Paleolithic era and labeling or captioning, basic geological features and various flora and Fauna.
An ESL teacher reads aloud, a story to a student who is in emergent literacy stage of reading development. The teacher wants to assess the students literal comprehension of the sequence of events in the story. Which of the following assessment strategies would be most appropriate for this purpose?
A. Encouraging the students to begin by describing the beginning and the end of the story.
B. Asking the students to identify the most important episode in the story.
C. Providing the students with visual aids to use in explaining what happened in the story.
D. Asking the students to explain the consequences of the characters actions
C. Providing the student with visual aids to use in explaining what happened in the story.
Learners in Miss Hortons, high school math classes, frequently explore mathematical concepts in small groups, working on learner-generated math problems that have a variety of possible correct answers. This approach is most likely to foster learning among the ESL students in Miss Horton‘s class by:
A. Breaking down concepts into discrete parts that are easy for learners to comprehend.
B. Providing learners with ample opportunity for individual skills practice.
C. Giving learners opportunities to develop and use critical thinking skills.
D. Allowing carefully structured knowledge to be transferred directly from teacher to learner.
C. Giving learners opportunities to develop and use critical thinking skills.
After giving a lesson on simple sentences, Mr. Hummel posts a single review question and he asks the students to answer this question on an exit slip before heading off to lunch. What form of assessment is Mr. Hummel using?
A.norm-referenced
B. diagnostic
C. formative
D. summative
C. Formative
In most cases, basic communication skills take less time to develop than academics language skills. Which of the following best illustrates this phenomenon?
A. A student can us common idioms & slang but is often unable to conjugate verbs correctly
B. A student can read and understand American short stories but cannot summarize them correctly
C. A student demonstrates perfect pronunciation but frequently omits articles & prepositions
D. A student speaks English fluently, but is having difficulty understanding content – area lectures
D. A student speaks, English fluently, but is having difficulty understanding content – area lectures
Students in a sixth grade ESL class have been researching the advantages and disadvantages of different sources of energy. The teacher would like to use this opportunity to extend students knowledge and skills related to persuasive speaking. To accomplish this goal, it would be most effective to ask students to use the information they have gathered to:
A. Present an oral report using charts as visual aids, supporting their data.
B. Prepare a talk using scientific terminology for a hypothetical convention of scientists.
C. Create a radio commercial selling consumers a particular energy source for home heating
D. Describe various energy sources using figurative language.
C. Create a radio commercial selling consumers a particular energy source for home heating
A bilingual education teacher is beginning a unit in English on US colonial history. She begins by showing a picture of everyday life in the colonies and asking, “ what can you tell me about the people in the picture?” this approach to introducing the unit is particularly appropriate for English language learners primarily because it helps the students to:
A. Establish a frame of reference on which to construct new knowledge.B. Identify some of their strengths and weaknesses with regard to their academic language skills in English.
C. Become acquainted with some of the English vocabulary they will need to meet the units linguistic challenge.
D. Develop their own questions about the unit and predict possible answers.
A. Establish a frame of reference on which to construct new knowledge.
Which of the following best characterizes the education of language minority children in the United States before the 1970s?
A. There was no concerted effort to assist non-English speaking student students in school.
B. English as a second language programs were common in larger urban school systems only.
C. Children who did not speak English could be prevented legally from registering in school.
D. The majority of limited English speakers attended, bilingual parochial schools.
A. There was no concerted effort to assist non-English speaking students in school.
Which of the following is an affective factor that can influence a learner of a second language?
A.natural linguistic ability
B.years of previous education
C.time available for studying the second language
D.willingness to risk embarrassment in learning a second language
D. Willingness to risk embarrassment in learning a second language
An English language learner exhibits a cognitive style indicative of “right brain dominance.” This means that the student is likely to learn a second language best through instruction based on:
A. Detailed verbal instructions and explanations about English
B. Spontaneous, multi sensory language activities
C. Explicit presentations of the grammatical rules of English
D. Objective, short answer, language activities
B. Spontaneous, multi sensory language activities
To foster her ESL learners, cognitive and linguistic developments, Miss Schaeffer encourages their involvement in a wide variety of projects (Ex: talk shows featuring school, staff and community members as guests; book reviews for the school library). Which of the following cognitive and linguistic principles is demonstrated by Miss Schaeffer’s instructional approach?
A. Learners first acquire language and content knowledge, then apply these to their reading and problem-solving.
B. Language acquisition and intellectual development are mutually reinforced through reading, discussing, and problem-solving.
C. Learners have an innate capacity for problem-solving, acquiring knowledge, and developing written language.
D. To develop knowledge, learners must first be exposed to comprehensible written and oral messages.
B. Language acquisition and intellectual development are mutually reinforced through reading, discussing, and problem-solving.
During class discussion about stories, a third grade English language learner often mispronounces keywords from the stories. The teachers best response would be to:
A. Ask the student to pause and correct her pronunciation before she continues with her remarks.
B. Analyze the students, pronunciation patterns and plan and intervention to adjust her needs.
C. Encourage other students in the class to help the student work on pronouncing words correctly.
D. Write down the words and include them on a list of words for the student to practice pronouncing.
B. Analyze the students, pronunciation patterns and plan an intervention to address her needs.
NESL education program that is most likely to encourage English language learners, personal and cultural self-esteem, as well as their academic success would emphasize a curriculum that:
A. Develops student students understanding of mainstream American culture along with their English literacy skills.
B. Presents the learning of English as an additional skill rather than as a replacement for students primary language.
C. Transitions students as quickly as possible from first language instruction across the curriculum to some English language instruction.
D. Permits some use of the students primary language of content area instruction until English language skills are fully developed.
B. Presents the learning of English as an additional skill rather than as a replacement for students primary language.
Jose, a six-year-old ELL student from Colombia, said what sounded like, "I am angry" a few days in a row around lunchtime. Mrs. Jones, his ESL teacher, eventually realized that he was actually trying to tell her that he was hungry. Jose might need some help with:
A.morphology.
B.pragmatics.
C.phonology.
D. syntax.
C. Phonology
To promote her fourth graders, cognitive and linguistic development in the second language, an ESL teacher encourages their involvement in a wide variety of projects (ex: “ talk shows featuring school, Staff and community members as guests, book reviews for the school library). Which of the following cognitive and linguistic principles is the best demonstrated by the teacher’s instructional approach?
A. Development of reading, and problem-solving takes place after students acquire language and content knowledge.
B. Development of language and content knowledge is reinforced through reading, discussing, and problem-solving.
C. Students have an innate capacity for solving problems, acquiring knowledge, and developing written language.
D. Students must first be exposed to comprehensible written and oral messages in order to develop knowledge.
B. Development of language and content knowledge is reinforced through reading, discussing, and problem-solving.
An ESL teacher helps learners make a list of questions to guide their writing and encourages them to develop the habit of referring to the questions during the writing process. The following are some examples of these questions: “ why am I writing this?” “ who will read it?” “ what is the clearest way to express my ideas?” this approach is most likely to help ESL learners by develop developing their ability to:
A. Work independently to improve their written English.
B. Adjust the difficulty level of their writing in English.
C. Assess their writing progress overtime.
D. Self correct their mistakes in written English.
A. Work independently to improve their written English.
A high school student with writing difficulty is usually able to identify an appropriate writing topic and participates well in pre-writing activities, such as group, brainstorming and semantic mapping. The student becomes anxious, however, during the initial stages of writing and often complains of writer’s blog. Which of the following approaches would be most helpful in addressing the students writing needs?
A. Engaging the student in a discussion about common reasons for writers block and reassuring him that this is not unusual.
B. Having the student prepare a detailed outline of main ideas and supporting details before he begins to write.
C. Student to record his composition until he becomes more comfortable with the writing process.
D. Having the student journal, free-write and quick write in preparation for more formal writing.
D. Having the student journal, free-write and quick write in preparation for more formal writing.
A middle school ESL teacher regularly includes news and magazine articles in the ESL curriculum that focus on multinational organizations or businesses, and that highlight careers in which it is advantageous or essential to have knowledge of more than one language. The use of such reading materials in the ESL program is beneficial for English language learners primarily because the materials will help students:
A. Identify the features of different types of speech communities, and networks.
B. Recognize the benefits of being bilingual and bicultural in a global society.
C. Understand the circumstances that may have brought their families to the United States.
D. Decide where they would like to live and work when they grow up.
B. Recognize the benefits of being bilingual and bicultural in a global society.
A class contains students of diverse cultural backgrounds, English language levels, and some students with disabilities. This is an example of a(an):
A.self-contained model.
B.inclusion model.
C.transitional bilingual education model.
D.pull-out model.
B. Inclusion model
A middle school ESL teacher wants to begin moving his ESL learners beyond conversational language towards the development of academic language skills. An effective initial strategy to use to meet their goal would be to encourage learners to:
A. Evaluate information from various written sources.
B. Identify differences in the styles of written works.
C. Use favorite works as models to develop their own writings in a variety of genres.
D. Participate in guided reading and discussions of young adult literature.
D. Participate in guided reading and discussions of young adult literature.
A middle school English language learner studied English in his home country before immigrating to the United States. Although he is fairly fluent in English, he is unfamiliar with most aspects of the majority culture. When talking to English speaking students whom he does not know very well, he is most likely to be comfortable in conversations that include:
A. A discussion of the values and beliefs of his home culture
B. The exchange of information about classroom activities.
C. A discussion of his emotional reaction to his experience in a new culture.
D. The exchange of pleasantries, according to established social formulas.
D. The exchange of pleasantries, according to established social formulas.
A first grade ESL teacher regularly, assesses the reading skills of student students in the class. Which of the following assessments results most clearly suggest the need for an instructional intervention to strengthen word, identification skills?
A. A student uses phonetic spelling when writing many common single syllable words.
B. A student relies heavily on background knowledge to construct meaning from a text.
C. A student has trouble decoding common syllable, words with regular spellings.
D. A student has trouble dividing spoken words into syllables or morphemes
C. A student has trouble decoding common syllable, words with regular spellings.
Educators in the ESL program at an elementary school, involve students families in program, decision-making and support families participation in other school activities and projects. These practices best reflect and awareness of which of the following factors affecting language development?
A. English language learners, whose families have positive opinions about school and learning are more likely to develop English language proficiency.
B. Family members are student students first teachers, and the more they know about language instruction, the better they can teach their children specific aspects of language.
C. Family involvement in school activities provide provides students with a model of the kind of purposeful communication that is the ultimate goal of language instruction.
D. Student students family members are better able to evaluate the effectiveness of language instruction when they are familiar with the curriculum.
A. English language learners, whose families have positive opinions about school and learning are more likely to develop English language proficiency.
Which of the following court cases results in a ruling that states cannot constitutionally deny students a free public education on account of their immigration status?
A.Castaneda v. Pickard
B.Plyler v. Doe
C.Brown v. Board of Education
D.Lau v. Nichols
B. Plyler v. Doe