75 english learner questions
1)
The beginning ESL teacher is planning a lesson on vocabulary development for beginner-level students. Which of the following instructional strategies would be most effective in promoting students’ vocabulary acquisition?
0.8 Points
Assigning lengthy reading passages for independent reading
Providing a list of vocabulary words without any context
Engaging students in meaningful and contextualized vocabulary activities
Asking students to memorize dictionary definitions of words
2)
A teacher is responsible for promoting bilingual students’ first language (L1) literacy development in grades EC–12. The teacher possesses knowledge of the statewide Spanish language arts and reading curriculum for grades EC–6 and ESL middle and high school, as specified in the Texas Essential Knowledge and Skills (TEKS). How can the teacher best apply this knowledge to promote students’ L1 literacy development?
0.8 Points
Focusing solely on teaching the English language arts and reading curriculum to promote English literacy development.
Incorporating activities and materials from the statewide Spanish language arts and reading curriculum that align with students’ L1 literacy development needs.
Teaching the same curriculum for all students, regardless of their L1 literacy development needs.
Assigning additional homework and practice activities in L1 to enhance students’ L1 literacy skills.
3)
A teacher is assessing the English language proficiency levels of a group of English-language learners (ELLs) in the domains of listening, speaking, reading, and writing. The teacher wants to align the assessment with the English Language Proficiency Standards (ELPS). Which of the following proficiency levels should the teacher use to describe an ELL who demonstrates the ability to understand and respond appropriately to simple conversations and academic language with some support?
0.8 Points
Beginning
Intermediate
Advanced
Advanced-high
4)
The beginning teacher notices that some ESL students in the class struggle with understanding spoken instructions. What strategy could the teacher employ to support these students’ comprehension?
0.8 Points
Speak faster to expose students to natural speech patterns
Use complex and idiomatic expressions to challenge students
Provide visual aids and gestures to accompany verbal instructions
Ignore the struggling students and focus on the rest of the class
5)
Based on Krashen’s Input Hypothesis, which of the following teaching strategies would best align with the theory and maximize language acquisition?
0.8 Points
Providing students with language materials and resources that are beyond their current proficiency level.
Ensuring that students receive comprehensible input that is slightly above their current proficiency level.
Restricting students to using language materials and resources that are within their current proficiency level.
Focusing solely on language production activities without considering the comprehensibility of the input.
6)
Mrs. Nguyen teaches in a bilingual school and wants to enhance her students’ cultural understanding. Which activity would be most effective in achieving this goal?
0.8 Points
Watching English-language movies without subtitles.
Discussing diverse cultural practices and customs in class.
Assigning students to write essays comparing their native culture with the target culture.
Encouraging students to speak only English during school hours.
7)
A language arts teacher is responsible for delivering the statewide language arts curriculum in L1 to a diverse group of students who are at different stages of literacy development in their first language (L1). The teacher possesses knowledge of common patterns and stages of literacy development in L1 and understands how to make appropriate instructional modifications. How can the teacher best apply their knowledge to deliver the curriculum to students at various levels of literacy development?
0.8 Points
Delivering the curriculum in a one-size-fits-all approach, without considering the different stages of literacy development among students.
Providing additional support and remedial instruction to students who are at earlier stages of literacy development in L1.
Identifying students’ individual literacy development levels and making instructional modifications, such as UDL instruction, to meet their specific needs.
Assigning advanced-level texts and tasks to challenge students who are at higher stages of literacy development in L1.
8)
Marcus wants to promote authentic language use in the classroom. Which of the following activities would best achieve this goal?
0.8 Points
Having students memorize and recite scripted dialogues
Encouraging students to use slang and informal language in their conversations
Engaging students in role-plays that simulate real-life situations
Providing only grammar exercises without any communicative tasks
9)
Mr. Thompson teaches a bilingual class and wants to assess his students’ language development progress. Which assessment method is most appropriate for evaluating both the students’ first and second language skills?
0.8 Points
Standardized tests administered in English only.
Multiple-choice exams focusing on grammar and vocabulary.
Performance-based assessments that incorporate speaking, listening, reading, and writing.
Translation tasks requiring students to translate texts from their first language to English.
10)
Which domain(s) are included in the English-language proficiency levels used to assess English-language learners?
0.8 Points
Speaking, reading, writing, and mathematics
Listening, speaking, reading, and writing
Reading, science, social studies, mathematics
Listening and speaking
11)
An ESL teacher is responsible for facilitating ESL students’ application of various learning strategies across content areas. The teacher possesses knowledge of instructional delivery practices that are effective in this regard. How can the teacher best apply this knowledge to support effective instruction?
0.8 Points
Using traditional lecture-style instruction without incorporating hands-on or experiential learning strategies.
Focusing solely on preteaching key vocabulary without incorporating other learning strategies.
Incorporating instructional delivery practices such as preteaching key vocabulary, helping students apply familiar concepts from their cultural backgrounds, using metacognition, hands-on and experiential learning strategies, realia, media, and visual supports (graphic organizers) to introduce and reinforce concepts across content areas.
Relying solely on realia, media, and visual supports without considering other learning strategies.
12)
A teacher is teaching a grammar lesson on verb tenses to intermediate-level students. Which of the following instructional approaches would be most effective for teaching this topic?
0.8 Points
Providing examples of correct verb tenses and asking students to memorize them
Using authentic texts with complex verb tenses without explicit instruction
Engaging students in interactive activities that involve using different verb tenses
Assigning a lengthy grammar exercise book for independent practice
13)
Swain’s Output Hypothesis emphasizes the importance of language production in language learning. Which of the following teaching strategies would best align with this theory?
0.8 Points
Assigning tasks that require students to work individually and produce language independently.
Providing opportunities for students to engage in collaborative activities that promote language production.
Encouraging students to only listen and observe language use without actively engaging in speaking or writing.
Minimizing opportunities for students to produce language and focusing primarily on input-oriented activities.
14)
A bilingual and ESL teacher are planning a reading comprehension activity for intermediate-level students. Which of the following strategies would be most effective in developing students’ reading skills?
0.8 Points
Providing pre-reading activities to activate students’ background knowledge
Assigning lengthy reading passages without any guiding questions
Encouraging students to skim the text quickly without focusing on details
Asking students to write a summary of the reading passage
15)
Maria is a bilingual/ESL teacher who wants to help her students understand the appropriate use of code-mixing and code-switching. Which of the following strategies would be most effective for Maria?
0.8 Points
Discouraging any use of the native language in the classroom.
Providing explicit instruction on when and how to code-switch.
Punishing students who code-mix during class activities.
Separating students based on their language proficiency levels.
16)
Ms. Rodriguez teaches in a bilingual school where students are proficient in both English and Spanish. She wants to implement a dual language program that maximizes the benefits of bilingualism. Which model should Ms. Rodriguez adopt?
0.8 Points
Submersion model, where only English is used for instruction.
Transitional bilingual education, where students gradually transition from their native language to English.
Maintenance bilingual education, where instruction is provided in both languages.
English as a Second Language (ESL) pull-out program, where students are temporarily removed from their regular classrooms for English instruction.
17)
A teacher wants to foster students’ speaking skills through collaborative learning. Which of the following activities would best promote meaningful communication among students?
0.8 Points
Asking students to work individually on grammar exercises
Assigning a presentation task without any opportunities for interaction
Organizing group discussions where students express their opinions
Having students read aloud individually from a textbook
18)
A middle school teacher is planning instructional strategies based on Cummins’ Interdependence Hypothesis. How can the teacher effectively leverage students’ first language proficiency to support their second language acquisition?
0.8 Points
Discouraging students from using their first language during instructional activities to promote exclusive use of the second language.
Providing opportunities for students to make connections between their first language and the second language, drawing upon their existing language skills and knowledge.
Focusing exclusively on the second language without considering students’ first language proficiency.
Prioritizing translation exercises and activities to strengthen students’ second language skills.
19)
The beginning teacher is planning a lesson on academic writing for intermediate-level ESL and bilingual students. Which of the following instructional strategies would best promote the development of students’ academic language proficiency?
0.8 Points
Engaging students in conversational activities only
Providing explicit instruction on formal vocabulary and organizational patterns
Focusing solely on grammar exercises
Assigning independent reading tasks without follow-up discussion
20)
Alejandro, a bilingual student, frequently code-switches during his writing assignments. What can his teacher do to help him minimize code-switching and develop better language skills?
0.8 Points
Assign extra writing tasks in the native language only.
Provide opportunities for peer feedback and revision.
Discourage the use of complex vocabulary in assignments.
Assign more reading comprehension exercises instead of writing tasks.
21)
Which committee is responsible for the identification, assessment, and instructional placement of English-language learners?
0.8 Points
MPAC
ARD
LPAC
MSST
22)
Maria is a teacher in a diverse classroom. She notices that some of her English language learners are struggling to understand the math concepts she is teaching. What should Maria do to support these students?
0.8 Points
Provide additional English language worksheets.
Use visual aids and manipulatives to explain the math concepts.
Assign extra homework to improve their language skills.
Separate the English language learners from the rest of the class during math lessons.
23)
An ESL teacher is working with a group of English language learners to enhance their reading comprehension skills in English. The teacher possesses knowledge of factors that affect ESL students’ reading comprehension, such as vocabulary, text structures, and cultural references. Additionally, the teacher is familiar with effective strategies for facilitating ESL students’ reading comprehension. How can the teacher apply this knowledge to support the students’ reading comprehension?
0.8 Points
Focusing solely on vocabulary instruction without considering text structures or cultural references.
Ignoring the factors that affect reading comprehension and solely using general reading strategies.
Addressing factors that affect reading comprehension, such as vocabulary, text structures, and cultural references, and using effective strategies such as pre-teaching vocabulary, teaching text structures, and making connections to students’ cultural backgrounds
Using cultural references as the primary focus for reading comprehension instruction without considering other factors.
24)
A teacher is assigned to develop a bilingual education program on their campus. The teacher possesses knowledge of models of bilingual education, including characteristics, goals, research findings on effectiveness, and factors that determine program nature. How can the teacher best apply this knowledge to determine the nature of the bilingual program on their campus?
0.8 Points
Implementing a transitional bilingual education program to provide temporary support in the students’ native language until they transition fully to English proficiency.
Designing a dual language immersion program that promotes bilingualism and biliteracy by providing instruction in both English and the students’ native language.
Establishing a heritage language program that focuses on maintaining and developing the students’ cultural and linguistic heritage while also providing English language development.
Selecting a late-exit bilingual program that provides instruction in both English and the students’ native language until the students reach high levels of proficiency in both languages.
25)
What is a key strategy for creating an effective bilingual and multicultural learning environment?
0.8 Points
Ignoring students’ diverse cultural backgrounds
Disregarding regional language differences
Incorporating the diversity of the home into the classroom setting
Isolating the home and school cultural environments
26)
Julia notices that some of her ESL students are struggling with reading comprehension. What would be the most appropriate instructional approach for Julia to address this issue?
0.8 Points
Focus on vocabulary drills and memorization exercises.
Assign additional reading materials only in their native language.
Provide explicit instruction on reading strategies and comprehension skills.
Increase the number of grammar exercises in the curriculum.
27)
An ESL teacher is responsible for facilitating second-language acquisition among students. The teacher possesses knowledge of cognitive processes involved in synthesizing and internalizing language rules. How can the teacher best apply this knowledge to support effective language instruction?
0.8 Points
Ignoring cognitive processes and focusing solely on explicit instruction of language rules.
Using rote memorization techniques to help students internalize language rules.
Incorporating activities that engage cognitive processes such as memorization, categorization, generalization, and metacognition to facilitate the synthesis and internalization of language rules.
Overemphasizing metacognition and disregarding other cognitive processes in language instruction.
28)
The beginning teacher is teaching a lesson on pronunciation to a diverse group of ESL students. They notice that certain students from a particular language background struggle with pronouncing the “th” sound correctly. What should the teacher do to address this challenge?
0.8 Points
Ignore the pronunciation difficulty and focus on other aspects of language learning
Provide individualized feedback and correction for each student in the group
Assign extra homework for the struggling students to practice the sound
Design specific pronunciation exercises targeting the “th” sound and provide guided practice
29)
A teacher is planning a listening and speaking activity for beginner-level students. Which of the following tasks would best integrate the two language skills and promote overall language development?
0.8 Points
Asking students to read a short text aloud
Assigning a writing task on a given topic
Having students listen to a dialogue and answer comprehension questions
Pairing students to discuss a topic and present their ideas to the class
30)
A teacher wants to ensure that ESL students have a strong foundation in English mechanics to understand content-based instruction. Which of the following language components should they prioritize in their instruction?
0.8 Points
Teaching academic vocabulary related to specific content areas
Focusing on memorizing grammar rules and verb conjugations
Providing extensive practice in reading comprehension
Modeling and instructing on sentence structure and word formation
31)
Maria, a bilingual student, frequently switches between English and her native language when speaking with her friends. Which of the following best describes Maria’s behavior?
0.8 Points
Code-mixing
Code-switching
Language blending
Linguistic interference
32)
In a bilingual or ESL education program aligned with Cummins’ Interdependence Hypothesis, what is an effective strategy for creating a supportive learning environment that values and nurtures students’ bilingualism?
0.8 Points
Using only English-language materials and resources to immerse students in the second language.
Providing a rich collection of authentic resources in both the students’ first language and the second language.
Discouraging the use of students’ first language to encourage faster acquisition of the second language.
Limiting classroom activities to only English-language instruction to promote language dominance in the second language.
33)
Samantha is a beginning ESL teacher who has been invited to her first LPAC meeting. She wants to actively contribute to the discussions and provide input. What expertise can Samantha bring to the LPAC meeting?
0.8 Points
Suggestions for using visual aids, graphic organizers, or bilingual dictionaries
Ideas for organizing field trips for ESL student
Strategies for improving teacher training on culturally responsive teaching
Recommendations for expanding the ESL program’s budget
34)
A middle school teacher is planning a lesson to promote students’ development of cognitive-academic language proficiency and content-area concepts. The teacher wants to ensure that the learning activities and experiences align with the state educator certification standards, statewide curriculum (TEKS), and the English Language Proficiency Standards (ELPS). Which of the following learning activities best reflects the teacher’s goal?
0.8 Points
Asking students to read a fictional story in their native language (L1) and then summarize the main events in English (L2).
Providing students with a list of vocabulary words related to a science topic and having them create flashcards with translations in both L1 and L2.
Organizing a debate where students discuss social issues in small groups using L2, while the teacher provides language support and guidance.
Assigning students a research project where they explore a historical event in L2, create a presentation, and present their findings to the class.
35)
Carlos, a bilingual individual, occasionally inserts a word or phrase from his native language into his English sentences. This is an example of:
0.8 Points
Code-mixing
Code-switching
SLA
Language acquisition
36)
At an ARD meeting, Peter is advocating for the unique needs of his ESL students. What is Peter’s role in the meeting?
0.8 Points
Developing individualized education plans for all students
Coordinating extracurricular activities for ESL students
Ensuring that IEPs or Section 504 plans address language development goals
Providing language support through interpreters during the meeting
37)
A second-grade teacher is committed to promoting students’ biliteracy by maintaining their literacy in L1 while developing their literacy in L2. The teacher also wants to use ongoing assessment and monitoring of students’ language proficiency levels to plan appropriate literacy instruction in both languages. Additionally, the teacher aims to incorporate authentic children’s literature in both L1 and L2. Which of the following strategies best reflects the teacher’s goal?
0.8 Points
Providing separate language instruction in L1 and L2, with limited integration of literacy activities.
Assessing students’ oral language proficiency in L1 and L2 at the beginning of the school year and using the results to inform differentiated instruction.
Focusing solely on English literacy development and gradually phasing out support in L1 as students become more proficient in L2.
Using authentic children’s literature in L1 and L2 to develop vocabulary and reading comprehension skills simultaneously.
38)
Jasmine, a bilingual teacher, wants to promote family involvement in her ESL students’ education. What proactive step can Jasmine take to facilitate parent/guardian participation?
0.8 Points
Assigning additional homework tasks for parents/guardians to complete
Organizing culturally diverse family nights
Holding parent-teacher conferences only in English
Restricting access to school activities for parents/guardians
39)
An English language teacher is responsible for providing instruction to develop students’ foundation in English mechanics, which includes word formation, grammar, vocabulary, syntax, and the patterns and conventions of written and spoken English. The teacher also aims to align instruction with the English Language Proficiency Standards (ELPS) to support content-based instruction and accelerated learning of English. How can the teacher best apply this knowledge to provide effective instruction?
0.8 Points
Ignoring the structure of the English language and focusing solely on content-based instruction.
Providing instruction solely on vocabulary development without addressing other aspects of English mechanics.
Utilizing knowledge of the structure of the English language, including word formation, grammar, vocabulary, syntax, and the patterns and conventions of written and spoken English, to model and provide explicit instruction to develop students’ foundation in English mechanics.
Prioritizing the patterns and conventions of spoken English over other aspects of English mechanics in instruction.
40)
Maria, a beginning teacher, wants to effectively communicate and collaborate with parents/guardians of her ESL students. What communication strategy can Maria use to ensure information is accessible to all parties involved?
0.8 Points
Sending only printed letters in English
Utilizing translation apps or bilingual websites
Conducting parent-teacher conferences without interpreters
Ignoring cultural and language differences during communication
41)
Mike, an ESL teacher, wants to engage community members and utilize community resources to benefit his ESL students. What partnerships can Mike establish?
0.8 Points
Requesting donations from local businesses
Creating exclusive events for ESL students
Organizing boycotts against community organizations
Offering collaboration opportunities and mutual benefits
42)
A third-grade teacher is responsible for promoting bilingual students’ literacy development in both English and their native language (L1). The teacher understands the state educator certification standards in reading/language arts and recognizes the distinctive elements in applying these standards for English and L1. How can the teacher best promote the students’ literacy development in L1 while aligning with the state certification standards?
0.8 Points
Teaching reading and writing skills only in English, as it is the dominant language of instruction.
Focusing exclusively on teaching reading and writing skills in L1 to maintain cultural heritage and identity.
Integrating strategies and instructional approaches that address the specific characteristics and needs of bilingual students, such as using cognates and transferable skills, to promote literacy development in L1.
Assigning additional homework and practice activities in L1 to enhance students’ literacy skills in their native language.
43)
Emily wants to actively participate in LPAC meetings. How can Emily contribute her expertise in assessing and monitoring the language proficiency of ESL students?
0.8 Points
Providing input on appropriate accommodations and modifications
Organizing cultural events for ESL students
Offering tutoring services after school
Suggesting changes to the school’s ESL program
44)
Javier is a student who code-switches when speaking to his family members who are more comfortable with their native language. Javier’s code-switching behavior can be influenced by:
0.8 Points
Peer pressure
Linguistic insecurity
Language dominance
All of the above
45)
An ESL teacher is implementing ongoing assessments to monitor students’ reading comprehension progress and provide targeted support. Which of the following options best reflects the purpose and benefits of using formative assessment strategies in this context?
0.8 Points
Formative assessments are only used at the end of a unit to measure students’ overall reading comprehension proficiency.
Formative assessments are not useful for tracking students’ progress and providing targeted support.
Formative assessments, such as reading logs, comprehension questions, and reading conferences, are used continuously to assess students’ reading comprehension, inform instruction, and provide individualized support.
Formative assessments are solely used for assigning grades and evaluating students’ reading comprehension performance.
46)
A high school content-area teacher is responsible for delivering comprehensible content-area instruction in English as a second language (L2) to a diverse group of students. The teacher possesses knowledge of various approaches, such as sheltered English approaches and reciprocal teaching, and aims to promote students’ development of cognitive academic language, content-area knowledge and skills, and learning strategies in L2. How can the teacher best apply their knowledge to support student learning across content areas?
0.8 Points
Using a sheltered English approach exclusively to simplify the content and language demands for L2 students.
Focusing solely on reciprocal teaching as a strategy to promote students’ development of cognitive academic language and content-area knowledge and skills in L2.
Applying a combination of approaches, such as sheltered English and reciprocal teaching, to deliver comprehensible content-area instruction in L2 and promote students’ development of cognitive academic language and content-area knowledge and skills.
Emphasizing the use of graphic organizers as the primary strategy to support students’ development of cognitive academic language and content-area knowledge and skills in L2.
47)
David is preparing for an ARD meeting. What should he advocate for regarding his ESL students’ Individual Education Plans (IEPs) or Section 504 plans?
0.8 Points
Increasing the number of recess breaks for ESL students
Requesting additional funding for ESL activities
Ensuring that language development goals are effectively addressed
Proposing changes to the school’s ARD schedule
48)
An ESL teacher is working with a group of students who are struggling with reading comprehension in English. The teacher possesses knowledge of factors that affect ESL students’ reading comprehension, such as vocabulary, text structures, and cultural references. Additionally, the teacher is familiar with effective strategies for facilitating ESL students’ reading comprehension. How can the teacher best apply this knowledge to support the students’ reading comprehension in English?
0.8 Points
Focusing exclusively on vocabulary instruction without considering other factors that affect reading comprehension.
Teaching isolated reading strategies without addressing the specific needs of ESL students.
Applying effective strategies for facilitating reading comprehension, considering factors such as vocabulary, text structures, and cultural references that affect ESL students’ reading comprehension in English.
Ignoring cultural references and focusing solely on text structures and vocabulary in reading instruction.
49)
A language arts teacher is working with a diverse group of students, including English language learners (ELLs), who need support in developing their literacy skills in English as a second language (L2). The teacher possesses knowledge of linguistic concepts, such as comprehensible input, and understands how to integrate ESL techniques in reading instruction to promote L2 literacy development. How can the teacher best apply their knowledge to support the students’ L2 literacy development?
0.8 Points
Providing ELLs with texts written in their native language (L1) to improve their L2 literacy skills.
Focusing solely on explicit instruction of grammar and vocabulary to enhance ELLs’ L2 reading comprehension.
Incorporating techniques such as providing comprehensible input, using visuals, and scaffolding instruction to make L2 reading materials accessible and promote understanding for all students.
Assigning additional homework and practice activities to ELLs to improve their L2 reading fluency.
50)
John, a bilingual ESL teacher, wants to engage community members to enhance the education of his ESL students. How can he utilize community resources to provide additional support?
0.8 Points
Providing exclusive access to community resources for high-achieving ESL students
Establishing partnerships with local businesses for student job opportunities
Restricting access to community organizations for ESL students
Connecting families with local services and support organizations
51)
What is the difference between acculturation and assimilation in creating an additive educational program?
0.8 Points
Acculturation refers to maintaining one’s cultural identity, while assimilation involves adopting the dominant culture completely.
Acculturation and assimilation have the same meaning in the context of bilingual education.
Acculturation and assimilation both involve rejecting one’s cultural background.
Acculturation refers to adopting the dominant culture completely, while assimilation involves maintaining one’s cultural identity.
52)
The language teacher wants to create a language-rich environment that supports language acquisition in both L1 and L2. Which instructional strategy aligns with the sociocultural theory of language acquisition?
0.8 Points
Providing explicit grammar lessons and vocabulary drills to develop language proficiency.
Encouraging students to engage in collaborative learning activities and peer interactions.
Focusing on repeated exposure to language patterns and reinforcement through repetition.
Using problem-solving activities and critical thinking tasks to develop language skills.
53)
How did the Supreme Court decision in the case of Plyler v. Doe (1982) impact bilingual education?
0.8 Points
It mandated the use of English-only instruction in all schools.
It provided funding for bilingual education programs nationwide.
It guaranteed the right of undocumented students to access public education, including bilingual programs.
It prohibited the use of native languages in educational settings.
54)
A language teacher is working with a diverse group of students in a middle school setting, including English language learners (ELLs) and students who primarily speak English as their first language (L1). The teacher possesses knowledge of major language components and aims to address the students’ language development needs in both L1 and L2. How can the teacher best apply their knowledge to support the students’ language development?
0.8 Points
Focusing primarily on teaching phonetics and phonology to improve ELLs’ pronunciation in L2.
Incorporating activities that solely target the semantic aspects of language to enhance vocabulary development for all students.
Identifying students’ specific language development needs in both L1 and L2 and addressing phonetics, phonology, morphology, syntactic features, semantics, and pragmatics accordingly for all students.
Prioritizing pragmatics over other language components to enhance students’ ability to use language appropriately in social interactions in both L1 and L2.
55)
Which lawsuit resulted in the U.S. Supreme Court ruling that schools must offer language programs for English learners?
0.8 Points
Castañeda v. Pickard
Plyler v. Doe
Williams et al. v. State of California et al.
Lau v. Nichols
56)
What is two-way (dual) immersion?
0.8 Points
English learners and English speakers learn in the same classroom
an exchange program where one student travels to the U.S. and one student travels abroad
English-speaking students learn their heritage language and culture
English-speaking students learn two languages simultaneously
57)
An ESL teacher is providing feedback to students on their developing English-language skills. The teacher wants to ensure that the feedback is appropriate and effective in supporting students’ growth. How can the teacher best apply strategies for providing appropriate feedback in response to students’ developing English-language skills?
0.8 Points
Providing general praise without specific comments on students’ language skills.
Using CALP terminology in the feedback.
Offering specific and targeted feedback that focuses on particular language skills or areas students are working on.
Avoiding constructive criticism and providing only positive reinforcement.
58)
Which of the following is associated with additive bilingualism and empowerment for English learners?
0.8 Points
U.S. enrichment immersion
structured English immersion
transitional bilingual education
two-way immersion
59)
An ESL teacher is implementing effective strategies to develop ESL students’ phonological knowledge and skills, including phonemic awareness and sight-word vocabularies. How can the teacher best apply these strategies to support students’ language development?
0.8 Points
Providing minimal instruction on phonological knowledge and skills and focusing primarily on other aspects of language development.
Teaching phonics without incorporating activities that develop phonemic awareness and sight-word vocabularies.
Applying effective strategies such as explicit instruction on letter-sound associations, phonemic awareness activities, teaching common English phonograms, and introducing sight words to support students’ phonological knowledge and skills.
Using only sight-word instruction and neglecting the development of phonemic awareness and letter-sound associations.
60)
Which of the following is associated with subtractive bilingualism?
0.8 Points
dual-language development programs
front-loaded English
U.S. enrichment immersion
two-way immersion
61)
Which lawsuit resulted in the U.S. Supreme Court ruling that separate educational programs are inherently unequal?
0.8 Points
Brown v. Board of Education
Lau v. Nichols
Gómez v. Illinois State Board of Education
Williams et al. v. State of California
62)
Which of the following is a set of guidelines from the federal government on how to implement bilingual programs at public schools?
0.8 Points
Lau Remedies
Florida Consent Decree
The Civil Rights Act
The Equal Education Opportunities Act
63)
Which of the following is a way that teachers can modify materials for English learners?
0.8 Points
teach students to take notes
provide dictionaries
record text passages into audio
access materials online
64)
What is the main focus of basic interpersonal communication skills?
0.8 Points
getting a message across
getting personal needs met
accuracy in speaking
translanguaging
65)
Which of the following is a strategy to develop students’ speaking skills?
0.8 Points
requests for extemporaneous talk
a quiet corner where students can escape English
error correction during presentations
emphasizing exact pronunciation
66)
It is important for students to learn how to read in their first language before English because:
0.8 Points
personal factors affecting second-language acquisition can be resolved during the period of acquiring the first language.
studies have shown children’s native-language proficiency to be a strong predictor of progress in English.
students need to be literate in at least one language before they can be taught.
student need to be taught the structure of language using the first language for the complexities of grammar and syntax to be understandable.
67)
Which of the following is a positive transfer from first- to second-language acquisition?
0.8 Points
school rules
pronunciation
phonemic awareness
the internet
68)
How can a teacher educate students who are at different levels of English-language proficiency in one classroom?
0.8 Points
spend extra time with some students
teach to the middle
use differentiated instruction
separate each level into individual classes
69)
Which of the following is true about teaching with phonics?
0.8 Points
It is a model that has proved to be the most efficient way of learning to read.
It should be avoided whenever possible, except with very young learners.
It is an outdated model that ELD teachers should avoid.
It should be taught embedded in a total reading/language arts program.
70)
Which reading strategy is appropriate to teach students at the beginning levels of SLA?
0.8 Points
inferring
predicting
outlining
idioms
71)
Which federal act first mandated the testing and yearly assessment of English learners?
0.8 Points
No Child Left Behind Act
Educate America Act
Improving America’s Schools Act
Elementary and Secondary Education Act
72)
What is language-specific bias in testing?
0.8 Points
Tests use words that not all students know.
The terms used in tests represent content from the dominant culture.
Tests that were developed for one language and given in another language.
English learners who are taking any test designed in English.
73)
Which of the following language-skill difficulties stems from a lack of cognates between L1 and L2?
0.8 Points
low information retention
culture shock
language shock
metacognition problems
74)
Macroculture can be described as:
0.8 Points
cultural patterns that dominate a society
gender, race, religion, and ethnicity
cultural beliefs and behaviors that most people follow
verbal and nonverbal cultural styles
75)
In Castañeda v. Pickard, what were the three criteria established by the court for determining whether a school district’s program for English language learners was adequate?
0.8 Points
Equal funding, appropriate resources, and standardized assessments.
Quality of teachers, parental involvement, and student achievement.
Sound educational theory, program implementation, and program evaluation.
Proportional representation, bilingual instruction, and cultural integration.
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