Practice Questions for BIL SUPP

cognitive academy linguistic proficiency (CALP):

-focuses on proficiency in academic language or language used in the classroom in the various content areas. -characterized by being abstract, context reduced, and specialized. -learners need to develop skills such as comparing, classifying, synthesizing, evaluating and inferring when developing academic competence. -takes learners at ;east 5 years to develop CALP -research from collier and thomas (1995) has shown that it may take children with no prior instruction or no support in native lang. development at least 7 yrs to develop CALP. -academic language based -few non-verbal cues/context reduced

register(s):

-in linguistics, its the way people use different words, spelling or grammar-talk or write differently-to different ppl in different situations. -they may be more polite to strangers or more respectful to their boss at work -formality scale -how people act towards family, friends in formal situations, at work or an event like a football match.

realia:

-bringing real objects into the class & incorporating them into your lesson -lessons can vary and objects brought in can vary as well -some examples of items to bring to class are: *apples, newspaper, magazines and animals *a dinosaur skeleton as opposed to a plastic replica of a dinosaur bone *native american arrowhead, as opposed to a molded plastic one for sale to gullible tourist *a dried frog as opposed to a frog puppet

contextualized teaching instruction:

-focuses on language -to support meaning with sensory experiences -to activate prior knowledge & or create shared knowledge -affirm identity -facilitate cross-linguistic connections -to develop student learning strategies -make text accessible -plan for peer interaction

morpheme:

a prefix, root word, or suffix

phonemes:

a unit of sounds that distinguishes one word from another in a particular language. (only listen and speak)

developmental bilingual education

late-exit or (maintenance) developmental bilingual education where students are taught in their native language for a period of time while simultaneously learning a new language. this way students improve literacy in their first language which makes it possible for them to later apply this knowledge to the foreign language instruction they're receiving. -less common than early exit (transitional models) -target pop: english learners who speak the same language -typical grade span: k-6 lang. goals: bilingualism & biliteracy academic goals: meet grade level content standards and to be prepared to fulfill societal needs requiring citizens with bilingual skills culture goals: biculturalism instruction: at first 90% in l1 then 10% in english through sheltered instruction but then instruction in l1 decreases slowly and sheltered instruction increases as students move up in grades. instruction continues in both languages until the end of the program.

allusion:

making a reference to a person, place or thing. usually something in history or in literature ex: sally had a smile like monalisa

types of figurative speech:

metaphor, simile, hyperbole, allusion

digraphs vs. consonant blends

the difference is that one produces a single sound (digraph) while the other produces 2 sounds (blend)

prefixes

un- non- in- pre- trans-

consonant blends:

when each sound of 2 or more consonants can be heard as they are blended together. for example /pl/ as in play. you say ( and teach ) /pl/ but the /p/ & /l/ can be heard as separate phonemes. each letter within the blend is pronounced individually, but quickly, so they blend together

connotation

-an idea or feeling that a word invokes in addition to its literal or primary meaning. -emotion based ex: a white dove -innocence -gentleness -tenderness -peace -love -harmony -tranquility

consonant digraph:

2 or more consonants are blended together and make one new sounds -ch -sh -th -wh -ph

consonant blends:

2 or more consonants are blended together with each sounds heard -blast /bl/ (l blends) -train /tr/ (rblends) -star /st/ (s blends)

what are some types of second language acquisition programs

-(TBE) -(DBE) -dual lang. educ (1 & 2 way) -(ESL)

dual language education: two way immersion

-2 lang. groups learn through 2 lang. ell's and english proficient students are served. -minimum of 5-6 yrs -separation of the 2 languages during instruction. -focus on core academic curriculum language goals: bilingualism and biliteracy

spanish has only ____ consonant digraphs which are ___,___,___. meanwhile english has _____.

-3 RR (carro), LL (calle) & CH (chapa) -many

what is english as a second language education (ESL)?

-ESL programs (rather than bilingual programs) are likely to be used in districts where the language minority population is very diverse and represents many different languages. ESL programs can accommodate students from different language backgrounds in the same class, and teachers do not need to be proficient in the home language(s) of their students. -ESL pull-out: This is generally used in elementary school settings. Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a second language. -ESL class period: This is generally used in middle school settings. Students receive ESL instruction during a regular class period and usually receive course credit. They may be grouped for instruction according to their level of English proficiency.The -ESL resource center: This is a variation of the pull-out design, bringing students together from several classrooms or schools. The resource center concentrates ESL materials and staff in one location and is usually staffed by at least one full-time ESL teacher. Instruction is only taught in english and no other language. -A key disadvantage of this program: Children can fall behind academically when they are pulled out for ESL instruction.

what is transitional bilingual education (TBE)?

-Early-Exit Bilingual Education. Students are taught in their native language for a period of two to three years before they are mainstreamed into predominantly English speaking classrooms. -most common type in illinois -target pop: english learners who speak same language -lang. goals: learn english as quickly as possible -academic goals: meet grade level content area standards and transition to mainstream (english only) classroom as soon as possible. -typical grade span: k-3 -culture goals: acculturation or assimilation to the mainstream culture -instruction: at first 90& in students' L1 and 10% in english but then instruction in L1 decreases quickly and students are moved to sheltered instruction as they move up in grade level.

translanguaging:

-In its original conceptualization, refers to the practice in which bilinguals receive information in one language and then use or apply it in the other language. In its expanded sense, refers to the natural and normal ways bilinguals use their languages in their everyday lives to make sense of their bilingual worlds. In teaching, refers to pedagogical practices that use bilingualism as a resource rather than ignore it or perceive it as a problem. -the use of different languages together can be a powerful tool for learning, but it can also go against the grain for language teachers who are used to supporting learners to master the intricacies of a single language.

syntax:

-Sentence structure -every language has their own syntax english: the red car spanish: -el rojo carro (incorrect) -el carro rojo (correct)

denotation

-The dictionary definition of a word -literal based ex: a white dove defined as: -stocky seed and fruit eating bird with a small head, short legs, pointed tail and a cooing voice -known to be messengers

metaphor:

-a comparison of 2 different things that does NOT use the words "like" or "as". example: noah, has a heart of a lion.

simile:

-a comparison of 2 different things using like or as. example: on her first day of school, Jane was as cool as a cucumber.

diphthongs

-a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another (as in coin, loud, and side ). -monosyllabic bc they're pronounced as part of the same syllable.

spanish accent marks -acute accent: -dieresis: -tilde accent:

-acute accent: The Spanish acute accent looks like a little slash. It is always written from left to right on the vowels: 'á', 'é,' 'í', 'ó', 'ú' -dieresis:a mark (¨) placed over a vowel to indicate that it is sounded in a separate syllable, as in naïve or pingüino -tilde accent: Ñ indicates that the word used to be spelled with two Ns but now the tilde stands in for the second one.

what is the preview and review strategy?

-its an esl strategy used to help english learners better comprehend a lesson while learning english. this strategy can use both the home langugage of the ELL and english. this also helps to reinforce key components and vocabulary. *the preview*: a bilingual peer or aide can describe the upcoming lesson so the ELL students is provided with a preview. *the view*: the teacher conducts the lesson using visuals, hands-on-activities, student groups, charts, graphs, frequent comprehension checks, and gestures to assist the ELL student with learning. *review*: students can review with a peer or aide in their native language.

names four important court cases:

-keyes v. school district -lau v. nichols VERY IMPORTANT -plessy v. ferguson -brown v. the board of education

a hiatus or hiato

-occurs in a word with 2 consecutive vowels pronounced separately in 2 different syllables -veo (ve then o) -strong unblended vowels (hiatus vowels) -o+a -o+e -o+o -e+a -e+o -a+o -a+e -a+a -dos vocales en silaba diferente -nucleus of a syllable

dual language education: one way immersion

-only one language group learns through 2 languages. only ELL's are served. -minimum of 5-6 years -separation of the 2 languages during instruction -focus on core academic curriculum -language goals: bilingualism/biliteracy

dieresis

-se usa en espanol exclusivamente con la letra "u: y se hace normalmente para marcar que esa letra deber ser pronunciada. -2 dots on top of u ejemplos: -agüero -pingüino

2nd lang. acquisition stage: 4th stage: intermediate fluency:

-students demonstrate increased levels of accuracy and correctness and are able to express thoughts and feelings -2nd language fluent, especially in social situations -almost fluent in new situations or academic areas but there will be gaps -few errors and able to demonstrate higher order thinking skills such as offering an opinion or analyzing a problem

2nd lang. acquisition stage: 3rd stage: speech emergence:

-students have better comprehension and produce simple sentences. make common pronunciation errors. -still rely heavily on context clues and familiar topics. -vocab. continues to increase and errors begin to decrease, especially in common or repeated interactions. -may misunderstand a lot (jokes)/ grammar still bad -good comprehension

2nd lang acquisition stage: 1.preproduction (silent/receptive)

-students have very few oral skills and may only respond nonverbally by pointing, gesturing, nodding or drawing. -when students takes in the new language but doesn't speak it. lasts 6 wks or longer depending on the individual.

2nd lang. acquisition stage 2. early production

-students listen with greater understanding and can produce a limited number of words. phrases, and simple sentences. -there will be many errors in this stage -limited comprehension/may copy stuff but not understand ALL of them.

2nd lang. acquisition 5th stage: advanced fluency

-students produce language utilizing varied grammatical structures and vocabulary

pragmatics:

-study of intended meaning in language in a particular context. this includes where the thing is said, who said it and the things you have already said. -also studies how people speak when they both know something. -social situations ex: will you crack the door open? i am getting hot. ex: if you eat all of that food, it will make you bigger.

graphemes:

-the letters that spell the sounds in a word; e.g., in the word cat, the sound /k/ is represented by the grapheme (letter) c. (you can see, speak and listen to)

Basic interpersonal communication skills (BICS)

-the linguistic skills needed in everyday, social face-to-face interactions. -examples such as language used in the playground, on the phone, or to interact socially with other people is part of BICS. -language used in these social interactions is context embedded -meaningful, cognitively, undemanding and nonspecialized -takes learner 6 months to 2 years to develop BICS. -social language based -context imbedded

acculturation:

-the process in which member of different cultural groups within the same society reciprocally adopt and appreciate the attitudes, values, and language patterns of each other.

a triphthong

-three vowel sounds together in a single syllable spanish examples: -uey -uei -iei -iai -ioi -uau -uai -uay for the nucleus of a syllable -combo of diphthong (comes first) + the schwa sound /upside down e/ (second) english example hour (/au/+/upside down e/ fire (/ai/+/upside down e/)

second language acquisition stages:

1. Preproduction (silent/receptive) 2. Early Production 3. Speech Emergence 4. Intermediate Fluency 5. Advanced Fluency

overview of keyes v. school district 1 (denver) case

413 U.S. 189 (1973), was a United States Supreme Court case that claimed de facto segregation had affected a substantial part of the school system and therefore was a violation of the Equal Protection Clause. The entire district in Denver, Colorado, must be desegregated. In this case, black and Hispanic parents filed suit against all Denver schools due to racial segregation. The decision on this case, written by Justice William J. Brennan, was key in defining de facto (practices that exist in reality) segregation.

overview of the lau v. nichols (1974) san francisco case

414 U.S. 563, was a United States Supreme Court case in which the Court unanimously decided that the lack of supplemental language instruction in public school for students with limited English proficiency violated the Civil Rights Act of 1964.

hyperbole:

An exaggeration ex: im so hungry i could eat a horse

sociocultural influences on ELL's: intrinsic and extrinsic factors

Intrinsic factors (personal internal matters) -motivation *the personal reasons why a student wishes to learn english *being able to interact with other in english -age access to the language -first language development -quality of instruction -cognitive ability Extrinsic Factors (external matter) -class motivation *the environment that surrounds the student at school -social motivation *life outside of the classroom *problem at home *legal status -current events *anything in the news that concerns their heritage -cultural environment *different cultures in the classroom

minimal pairs:

a pair of words or phrases spoken or signed, that differ by only 1 phonological elements such as a phoneme, toneme, or chroneme and have distinct meanings. they're used to demonstrate that 2 phones are 2 seperate phonemes in the language. -ex: (dog/bog) -ex: (shoes/choose) -ex: (shop/chop)

true cognates:

Pairs of words that have the same or nearly the same spelling in two different languages AND have the same meaning in both languages.(There are several thousand between Spanish and English which will make learning the second language easier. EX. geología = geology abril= April montaña=mountain geografía= geography)

overview of the plessy v. ferguson case

Plessy v. Ferguson, 163 U.S. 537, was a landmark decision of the U.S. Supreme Court that upheld the constitutionality of racial segregation laws for public facilities as long as the segregated facilities were equal in quality, a doctrine that came to be known as "separate but equal" The case stemmed from an 1892 incident in which African American train passenger Homer Plessy refused to sit in a car for Black people.

overview of brown v. the school board of education case

Plessy v. Ferguson, 163 U.S. 537, was a landmark decision of the U.S. Supreme Court that upheld the constitutionality of racial segregation laws for public facilities as long as the segregated facilities were equal in quality, a doctrine that came to be known as "separate but equal" The case stemmed from an 1892 incident in which African American train passenger Homer Plessy refused to sit in a car for Black people. -basically overturned plessy v. ferguson

what is the TELPAS?

TELPAS is an assessment program for students in Texas public schools who are learning the English language. The letters in TELPAS stand for the Texas English Language Proficiency Assessment System.The Texas Education Agency developed TELPAS to meet state and federal requirements.Texas annually assesses the English language proficiency of students who have been identified as English learners (ELs) in four language domains—listening, speaking, reading, and writing. TELPAS evaluates the progress that each EL makesin becoming proficient in the use of academic English -All students in grades K-12 that have been identified as an ELL are required to take TELPAS. This includes ELLs whose parents have declined bilingual or English as a Second Language (ESL) program services.

semantics:

The study of linguistic meaning or what a word means based on the context of the sentence or text. "pen" -a writing tool -livestock enclosure -portable enclosure for a baby -correctional insititution -female swan

false cognates:

The word in another language may have the same origin but will have a different meaning, spelling and pronunciation. Ex. exit- to go out, leave (English); exito- success (Spanish).

in 1975 congress passed the individuals with disabilities education act (IDEA). one key provision of this legislation is the use of strategies to address individual needs of students in school. to address these needs, school districts began requiring the use of individualized education plans (IEP) and the implementation of ______ to deliver instruction.

a) differentiated instruction why? -(A) The correct answer is (A). The key principle of differentiated instruction is the adjustment of instruction to address the linguistic and cognitive needs of the children, as well as their levels of readiness for the required instructional objectives. Option (B) is incorrect because using only data from formal assessment to deliver appropriate instruction is too limited in scope. Using input from parents and guardians (C) can generate valuable information, but not necessarily to deliver instruction. Using ELPS as part of content area instruction is a required practice for English learners; however, its use is only one of the components needed to develop differentiated instruction.

identify the statement that best describes differences between english and spanish consonant digraphs. a) english has multiple consonant digraphs, while spanish has 3 b) english has multiples consonant digraphs while spanish has multiple diphthongs c) spanish and english have multiple consonant digraphs and diphthongs d) spanish and english have multiple consonant blends.

a) english has multiple consonant digraphs while spanish only has 3 why? -A consonant digraph is created when two letters are used to represent one sound. English has multiple consonant digraphs. This characteristic affects Spanish-speaking ELs because Spanish has only three consonant diagraphs—ch, ll, and rr. Options (C) and (D) thus can be ruled out. Option (B) is incorrect because the question addressed consonant diagraphs, not diphthongs. ****i think there are actually 5 consonant digraphs for spanish bc ive looked it up*****not super sure tho just an fyi****

mike and brenda are second graders atending a special language program in a local elementary school. mike is an american-born native english speaker while brenda is an immigrant native speaker of spanish. they're participating in a program that follows the 90/10 model and whose goal is to promote biliteracy and bilingualism. based on the instructional model selected (90/10), which of the 2 students will be directly involved in a language immersion process 90% of the time? a) mike (90% spanish, 10% english b) brenda c) both of them d) neither of them

a) mike (90% spanish, 10% english) why? -In the 90/10 model, students received 90% of instruction in the non-dominant language (Spanish); consequently, Mike will be immersed in the second language, Spanish. Brenda, on the other hand, will be taking 90% of instruction in her native language, Spanish.

Martin is a middle school advanced second language learner. He produced this non-standard statement that got his teacher concerned: "teacher, this center is worser than the other" based on this speech sample, this student is.... a) overgeneralizing grammatical rules b) experiencing language interference c) applying the concepts from L1 to L2 d) imitating the speech sample of native english speakers

a) overgeneralizing grammatical rules why? -The correct answer is (A). When a student overgeneralizes language structures, including the use of the comparative in the example ("worser" for "worse"), the student is applying the regular use of the comparative (er) to an exception to the rule. This overgeneralization is typical to all students, including ELs. The provided information does not support possible language interference (B and C). Most English native speakers in middle school have eliminated this overgeneralization, and option (D) can thus be ruled out. Competency 002: First- and Second-Language Acquisition and Development

the theory that best describes how the bilingual child organizes information in the brain is... a) the common underlying proficiency b) the separate underlying proficiency c) the separate balloons theory d) basic interpersonal communication skills

a) the common underlying proficiency why? -The dominant theory of second-language acquisition suggests that people store information in a language-free environment common to L1 and L2, the common underlying proficiency. Because language information is stored in a common environment, learning a second language does not diminish students' mental capabilities. Proponents of the separate underlying proficiency (SUP) say that L1 and L2 split the mental space, which can result in semilingualism or the inability to develop proficiency in either language. Research suggests that the SUP model (B) accurately describes what happens in the brain of a child learning a second language. Option (C) is incorrect because it refers to the SUP model mentioned in option (B). Option (D) describes the social language, which does not connect with how the brain is organized. -According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language.

language diversity is often perceived as a threat to national unity. proponents of this view say that language and cultural diversity can lead to balkanism or division. however, world war !! showed the value of language diversity. identify the historical term or concept that best represents the value of bilingualism in supporting the war effort. a) the navajo code talkers program b) the tuskegee pilot program c) the admission of hawaii as the 50th state d) the launching of the sputnik satellite

a) the navajo code talkers program why? -During War II, the United States' enemies, especially the Japanese, intercepted and decoded American messages using English. To make decoding more difficult, U.S. forces created a program using Navajo speakers as radio operators—the Code Talkers. Since Navajo was a relatively unknown language, the Japanese were never able to decode the system. Because of the Navajo Code Talkers Program, the lives of a large number of American soldiers were saved. Option (B) is incorrect because the Tuskegee Pilot Program was a program to train and involve African American pilots in the war effort. The admission of Hawaii as a state (C) happened in 1959, and World War II ended in 1945. Option (D) is incorrect because it refers to the Soviet launching of the first artificial satellite in 1957.

standard american english is the language variety a) commonly accepted and spoken by the general u.s. population b) imposed by the government c) used in official government documents, school and the media d) used as a lingua franca in a large number of former african colonies

c) used in official government documents, schools and the media. why? -The standard version of the language is the variety used by the most powerful social groups of the nation. It is used in government, the media and in the education system. Generally, it differs from the popular version used by the population from low socio economic background (A). The government promotes the use and development of Standard English, but it does not impose it (B). The English variety used in most former African colonies is British English, not necessarily American Standard English (D).

one of the key features of the coral way elementary program in dade country, florida was which of the following? a) the program was the first non-compensatory modern dual language program in the united states b) the program was designed to teach english to cuban refugees c) the program was developed as a political propaganda machine against communism d)the program represents an examples of subtractive bilingualism

a) the program was the first non-compensatory modern dual language program in the united states why? -(A) The correct answer is (A). The Coral Way Elementary program in Florida was a dual language program for Cuban refugees in the 1960s. It was designed to maintain English and Spanish, not to teach English only (B). The new program was design to help Cuban children in their adjustment to U.S. schools, not necessarily as political propaganda against communism (C). The program was additive (not subtractive) in nature because it aimed at maintaining the two languages (D). Most of the refugees were middle class in Cuba, but it was the first model of non-compensatory dual language program. Competency 001: Foundations of Bilingual Education Video: How Coral Way, Florida Made History In Two Languages | University of Arizona News

cognates:

also called lexical cognates in linguistics & signify words that have a common etymological origin. cognates are often inherited from a shared parents language but may also involve borrowings from some other language. there are true and false cognates automobile & automovil

effective approaches for teaching english as a second language are

always student-centered and communication driven

suffixes

at the end -ly -ist -er -ness -ment

which of the following creates an additional syllable when it occurs in a word? a) a diphthong b) a hiatus c) a triphthong d) a dieresis

b) a hiatius why? -The presence of a hiatus—two strong vowels—automatically create a syllable, for a total of two. For example, in the word—creo—the e and the o are strong vowels creating two different syllables. In words with diphthongs (A) and triphthongs (D), the vowels are pronounced as part of the same syllable. Words like veo, which have a hiatus, have two syllables, while a word like muy (diphthong) or miau (triphthong) are monosyllabic because the triphthongs and diphthong are pronounced as part of the same syllable. The dieresis (D), the tilde over the ñ, does not affect the number of syllables in a word.

the developmental bilingual education (DBE) program was established as an alternative to the transitional bilingual education (TBE) model. These 2 programs may loo similar, but they have one key difference. The DBE program is.... a) a remedial program that promotes the maintenance of L1 & L2. b) a late-exit program designed to maintain L1 and L2. c) an early-exit program designed to promoted english and spanish development among EL's d) a program designed to reclassify students as fluent english speakers early in the process

b) a late-exit program designed to maintain L1 & L2. why? -The correct answer is (B). The developmental bilingual education program is an enriching, additive, late-exit program of five to six years and is designed to promote bilingualism. The program is neither remedial (A) nor early exit (C). It is not designed to reclassify students early (D). On the contrary, the program is identified as late-exit.

in the last decade, 2-way dual language programs have received support from mainstream groups. the goal of the programs is to promote biliteracy. however, the programs are most popular because they a) allow the maintenance of L1 & L2 b) allows the inclusion of native english-speaking children c) are supported by the u.s. department of education d) are grounded in solid scientific research.

b) allow the inclusion of native english-speaking children why? -Two-way dual language programs allow the participation of native English speakers. Since the programs are not only for language minorities, the public has a better perception of them. They allow the maintenance of both languages (A) and are grounded in some form of research (D), but these are not the main reasons for the popularity of the programs. The U.S. Department of Education does not have an official policy about the use of specific programs (D) to meet the needs of ELs.

identify the court case that made racial segregation illegal in the united states? a) plessy v. ferguson <<<< seperate but equal b) brown v. board of education <<<linda brown & school segregation ended separate but equal c) meyer v. d) none of the above

b) brown v. board of education <<< linda brown and school segregation, ended seperate but equal why? -In Brown v. Board of Education of Topeka, Kansas, the court eliminated the separate but equal doctrine established under Plessy v. Ferguson (1896). Based on this explanation, option (A) can be ruled out. The Meyer v. Nebraska case challenged a Nebraska law that prohibited teaching foreign languages in school. The case went to the U.S. Supreme Court where the law was declared unconstitutional, based on the provision of the 14th Amendment. The equal protection clause of the 14th Amendment was used throughout the country in cases seeking bilingual education.

The cases that promoted the signing of the Equal Education Opportunity Act (EEOA) of 1974 were which of the following? a) brown v. board of education of topeka, kansas, and castaeda v pickard b) keyes v. school district 1 (denver), and lau v. nichols c) ASPIRA v. New York City board of education, and rios v. reed d) plyler v. dow and u.s. v. tx

b) keyes v. school district 1(denver), and lau v. nichols why? (B) The correct answer is (B). Both the Keyes and Lau rulings dealt with discriminatory education practices in public schools. In response to these rulings, the U.S. Congress enacted the Equal Education Opportunity Act of 1974. The legislation prohibited discrimination based on race, color or national origin in institutions receiving federal funding. Choice (A) is incorrect because the Brown (1954) ruling may have had an impact on the legislation, since it also deals with discriminatory practices, but Castaeda v. Pickard came after the EEOA became law. The ASPIRA v. New York City Board of Education and Rios v. Read (C) ruling also came after the enactment of the EEOA legislation. Choice (D) is incorrect because the Plyler v. Doe ruling dealt with the rights of undocumented children to public education, and the U.S. v. Texas ruling came seven years (1981) after the enactment of the legislation.

because of language loss, large numbers of native american languages have disappeared. however, the resurgence of bilingual education programs has revitalized some of these languages with one group increasing the number of speakers to more than 150,000. the group that best represents this language revitalization is the a) cherokee b) navajo c) choctaw d) apache

b) navajo why? -The Navajos have the largest number of speakers in the country at about 150,000. More than 155 Native American languages are estimated to still be spoken in the U.S., though a large number are endangered or have fewer than 10,000 speakers. The Cherokee and the Apache have under 23,000, and the Choctaw have under 10,000. Thus, options (A), (C), and (D) are incorrect.

identify the key single event that added the largest number of non-english speaking minorities to the u.s. a) the human rights act 1974 b) the annexation of the american southwest c) the spanish-american war of 1898D. d) options a & c

b) the annexation of the american southwest why? -The annexation of Texas, California and the rest of the American Southwest added large numbers of Spanish speakers as well as large numbers of Native-American tribes with their own languages living in the region. Human rights legislation did not directly affect the number of non-English speaking minorities in the country. Ruling out option (A) also rules out option (D) because it includes option (A) as well as (C). Option (C) by itself is a strong distractor since as a result of the Spanish-American War (1898), the Spanish government ceded the territories of Puerto Rico and Guam to the United States.

the reauthorization of the ESEA of 1984 moved away from the compensatory nature of bilingual education and helped in the implementation of dual language programs. however, the actual legislation that allowed the implementation of dual language programs was? a) the no child left behind legislation of 2001 b) the elementary and education act of 1994 c) the every student succeeds act (ESSA) d) options a & c

b) the elementary and education act of 1994 why? -The ESEA of 1994 under President Bill Clinton allowed the development of dual language programs. The legislation allowed the participation of native English speakers, which resulted in the development of the two-way dual language programs. Option (A) is incorrect because the emphasis of the No Child Left Behind Act was English language development, not dual language. The ESSA began implementation in 2016, and it is too early to determine its impact. Based on the explanation provided, option (D) is incorrect.

spanish consonant digraphs

ch, ll, gu, qu and rr -you can think of these as diphthongs -remember that the spanish language does NOT have any vowel digraphs

metaphor

compares two diff things ex: its raining cats & dogs

at least 3 main variables affect language acquisition: sociocultural factors, language development, and academic development. which of the following identifies the most important sociocultural factors that can affect the acquisition of a second language in the united states? a) self-esteem and the socioeconomic status of the native english-speaking groups b) the perceived social and psychological distance between the groups c) prejudice against the new group and the economic impact of social programs for ELLs d) past injustices commited against the new group as well as the districts dropout rate

b) the perceived social and psychological distance between the groups why? -The perceived social and psychological distance describes how ELs see their relationship with members of mainstream groups. If they perceive themselves as socially equal, second language acquisition becomes easy. However, if both groups perceive themselves as different, it can lead to social isolation, which hinders second language acquisition. Self-esteem, socioeconomic status (A), prejudices (C) and past injustices against the group (D) can affect interaction with the group, but these features are encompassed in the "perceived and social psychological distance" concept suggested in option (B).

what was the key contribution of the lau remedies to the education of ELs in the United States? a) it started english as a second language (esl) programs to adress the needs of ELs. b) it forced the u.s. congress to enact dual language legislation c) it established the criteria for the implementation of special language programs for ELs d) it guided state legislators to enact english0only legislation.

c) it established the criteria for the implementation of special language programs for ELs. why? -Because of the Lau ruling (1972), the U.S. Department of Health Education and Welfare created the Lau Remedies in 1975 to force compliance of the ruling. A key component of the Lau Remedies was the diffusion of the criteria used to develop effective language programs to support ELs. ESL became a component of bilingual education, not a program in isolation (A). Although the Lau Remedies did not affect federal legislation (B), they did affect state legislation, as states began removing English-only legislation (D) and enacting laws to implement special language programs for ELLs.

identify the statement that best describes the concept of sheltered english. a) its a program designed to teach esl and bilingual education to ELs b) its the canadian version of the bilingual education program c) its a program designed to teach ESL through instruction in the content areas d) its an example of a submersion program designed to promote bilingualism among students

c) it is a program designed to teach ESL through instruction in the content areas why? -Sheltered English focuses on the delivery of content in contextualized situations together with English language development. Students with different primary languages get content instruction in English. However, teachers use strategies whose goal is to facilitate comprehension and acquisition of English as well as the content areas. The primary goal of the program is not to promote bilingual education (A), but to teach English and content concurrently. No direct connection exists between sheltered instruction and the bilingual education programs in Canada (B). Option D contains incorrect information because submersion does not lead to bilingualism. Contrary to Sheltered Instruction, students in submersion are placed in the all-English classroom without any linguistic support.

english words of latin origin are easier to comprehend for spanish-speaing ELs because a) latin is a language of prestige in the world b) english comes from the latin c) spanish a romance language (as in comes from rome) d) spanish has a strong connection to the greek

c) spanish is a romance language (as in comes from rome) why? -Spanish comes from the Latin, the language of the Romans. From this connection, the term Romance language emerged. English is a Germanic language but has influence from the Latin and the Greek languages. Thus, most English words of Latin origin might be English/Spanish cognates, and consequently easier to understand for Spanish-speaking ELs. Option (A) is incorrect because Latin was a prestigious language as part of the Roman Empire. However, today the language is practically dead since it does not have native speakers. Choice (B) is incorrect because as stated earlier, English is not of Latin origin. Spanish has a strong connection with the Greek, but this does not address the reason why Spanish-speaking children have facility to recognize Latin-based words.

according to concurrent research, ELs generally go through specific stages of second-language acquisition. these stages are preproduction, early production, speech emergence, and intermediate and advanced fluency. identify the stage in which students begin understanding basic written information accompanied by concrete object and based on prior experiences. a) preproduction b) early production c) speech emergence d) intermediate and advanced fluency

c) speech emergence why? -Students at the speech-emergence stage communicate in phrases using words with high semantic value. They are also beginning to understand the print concept. They can understand speech and written communication presented in contextualized situations and accompanied with visuals. In the preproduction stage (A), students lack basic language skills and may rely on nonverbal communication to make their point. Thus, it is unlikely that they can understand written communication. In the early production stage (B), students communicate using language at the social level in everyday situations. Print awareness is taking place, but the main emphasis at this stage is the development of basic oral communication. The intermediate and advanced fluency stage (D) represents a higher level of proficiency in which students communicate using simple sentences. However, the language is not fully developed, and their speech may experience language interference as well as overgeneralizations. Their literacy development is beyond the basic recognition skills to which the question alludes.

the key distinction between the one-way and the two-way dual language program is the... a) language goal of the programs b) academic goal of the programs c) student population served d) percentage of language distribution in the programs

c) student population served why? -The one-way, also known as developmental bilingual education, serves language minority students (e.g., Spanish-speaking students), while the two-way serves both language minority and language majority students (e.g., Spanish-speaking and native English speakers). The language (A) and academic (B) goals of both programs are the same: to perform well academically and to maintain both languages. Both programs also follow a similar format for the distribution of L1 and L2 (D).

what are the similarites between the language proficiency assessment committee (LPAC) and the admission review and dismissal (ARD) a) both are mandated by the federal bilingual law. b) both are mandated by the individuals with disabilities education act (idea) c) the committees regulate admission and dismissal to the bilingual and special education program respectively d) both committees should have atleast one parent, two teachers and an administrator

c) the committees regulate admission and dismissal to the bilingual and special education programs, respectively. why? -The ARD regulates and manages students in special education. The LPAC does the same for students in the bilingual or special language programs. Choice (A) is incorrect because no federal law mandates bilingual education. A federal IDEA legislation regulates special education (B). The composition of the committees is different (D). In special education, the parent of the child is part of the committee, wheras the LPAC uses a parent representative.

english learners (ELs) might have problems understanding the following statement: The politician met his waterloo once he face public opinion. what must ELs known to understand the statement? a) the concepts of metaphor and allusion b) the concepts of a simile c) the concept of an allusion d) the concept of a hyperbole

c) the concept of a simile why? -The expression alludes or refers to the Battle of Waterloo, in which English soldiers defeated the supposedly unbeatable French forces under Napoleon. Option (A) contains part of the answer—allusion—but includes the concept of metaphor, which is not in the statement. A metaphor is a figure of speech that compares two ideas. Example: His cotton candy words did not convince her. In this case the speaker compares the stickiness and overly sweet taste of cotton candy to imply that the speaker's sticky-sweet words failed to persuade his audience. The statement does not contain a simile (B). A simile differs from a metaphor in its use of "like" or "as" to make its implicit comparison. Example: She sings like an angel. A hyperbole (D) is an exaggeration. Example: I am so hungry that I could eat a horse.

english and spanish have multiple cross-linguistic connections. identify the components that transfer from one language to the other. a) the derivational and inflectional morphemes b) the pronunciation of the vowel system c) the derivational morphemes and root word from the greek and the latin d) options a, b, & c

c) the derivation morphemes and root word from the greek and the latin why? -English and Spanish have a large number of common derivation morphemes and root words. The languages thus also share a large number of cognates—words similar in two or more languages. Option (A) is incorrect because it contains inflectional morphemes, a unique feature of English— especially oral language, past and past participle, comparative and superlative, the present progressive, and the plurals. Both languages have five letters to represent the vowels, but in English these represent multiple phonemes—12 to 15 phonemes. Based on these explanations, option (D) is ruled out.

identify the option that presents accurate information about the spanish language. a) spanish is the third most spoken language in the world b) spain is the country with the largest number of spanish speakers c) the united states is the country with the second largest number of spanish speakers d) all of the above

c) the united states is the country with the second-largest number of spanish speakers why? -The United States has about 41 million native Spanish speakers and 11.6 million bilingual Spanish/English speakers. This population is second only to Mexico (B). Spanish is the second-largest language in the world, second only to Chinese (A). Based on the explanation, option (D) can be ruled out.

what is the purpose of using the orthographic accents and the dieresis in spanish? a) to identify important words in the language b) to identify words of foreign origin c) to identify words that deviate from spanish pronunciation rules d) to help students learn the rules of pronunciate in spanish

c) to identify words that deviate from spanish pronunciation rules why? -The purpose of the orthographic accents and dieresis is to make readers aware that the words do not follow the traditional pronunciation rules. Special markings thus are required to guide pronunciation. Based on this explanation, the other options can be ruled out.

identify the event or events that promoted the modern revival of bilingual education in american public schools. a) the united nations (UNESCO) proclamation of 1953 b) the cuban revolution of 1959 c) court challenges led by linguistic minority groups d) all of the above

d) all of the above why? -All the events listed in options (A), (B), and (C) led to the rebirth of bilingual education in the 1960s. In 1953, the United Nations Educational, Scientific and Cultural Organization (UNESCO) planted the seeds for this by issuing a proclamation (A) supporting the use of native language instruction to teach children. The Cuban Revolution (B) forced large number of Cubans to immigrate to the United States. With the use of funds to support refugees, Dade County school district established a dual language program in the Miami area. This program became a national model. Multiple court cases, including Lau v. Nichols and Serna v. Portales, forced school districts nationwide to offer programs to meet the educational needs of linguistic minorities (C).

besides the legislation(s) that required the inclusion of english language proficiency standards (ELPS) in school districts nationwide, the ESSA changed multiple mandates from the NCLB. identify the new mandates of this legislation? a) moved the accountability for ELs from Title III to Title I (education of disadvantage students) b) prohibited the interference of the federal government with states' ability to set their own academic standards. c) required school districts to follow-up former ELs for four years after reclassification d) all of the above

d) all of the above why? -The new legislation reemphasized the rights of the states to establish their own accountability process (B). It also moved the accountability requirements from bilingual education of Title III to Title I (A). The ESSA legislation also mandated state education agencies (SEA) to follow up students exited from the special language programs for four years. This mandate requires Texas to increase the follow-up services from two to four years.

the federal ESSA and corresponding texas legislation require school district to integrate english language proficiency standards (ELPS) when providing instruction in english to ELs. To comply with ELPS implementation, teachers are required to? a) provide content area instruction based on the english proficiency levels of the students b) decrease the rigor and intensity of content instruction to make content comprehensible to ELs c) provide linguistic accommodations to make the content comprehensible to ELs d) options a & c

d) options a & c why? -The ELPS legislation requires school districts to deliver content-area instruction to the level and rigor required of native English speakers (A). However, districts must adjust the delivery to make it comprehensible to ELs. To make content accessible to ELs, teachers can segment (chunking) instruction and implement multiple linguistic accommodation to improve comprehension (C). Option (B) is incorrect under any circumstances because the curriculum cannot be modified to remove the rigor required of all students.

Jana is a new EL going through the silent stage of second language acquisition. after 2 weeks in school, she still refuses to communicate orally. what strategies can the teachers use to address the needs of students at this stage? a) avoid forcing students to speak but engage them in communication by using contextualized instruction. b) supplement instruction with visuals, concrete objects and other nonverbal means to enhance comprehension. c) encourage the use of visual cues and manipulatives to contextualize instruction and to make concepts cognitive accessible to the learners. d) options a, b and c.

d) options a, b & c why? -Options (A), (B), and (C) all describe portions of the process teachers should use to allow children to remain silent while also engaging in communication.

the key english feature(s) that can affect english pronunciation for spanish-speaking EL's is/are which of the following? a) spanish does not have the concept of long and short vowel sounds b) the grapheme-phoneme correspondence of english can be deceptive c) spanish does not have the concept of vowel digraphs d) options a,b, & c

d) options a, b, & c why? -The five Spanish vowels are pronounced with the same duration (A). The Spanish grapheme-phoneme correspondence is more consistent than in English (B). English has multiple vowel and consonant digraphs that create problems for all ELs. Spanish has five consonant digraphs and no vowel digraphs (C). (n.b. Three Spanish digraphs are taught as part of the alphabet. Two others are special cases involving the use of a silent "u" following "q" or "g." This is why, in context, either formulation may be considered correct.) *a vowel digraph is basically 2 vowels placed together to generate one sounds. so it can be double vowels like the long "oo" for moon or short "oo" in foot. *a consonant digraph are 2 or more consonants together that represents one sounds. ex: p and h (ph) make the /f/ sound in words like nephew and phone.

identify the statement that best describes differences between english and spanish vowel digraphs. a) english has multiple vowel digraphs, while spanish has 5 b) english 3 main vowel digraphs, while spanish has none c) spanish and english have multiple vowel digraphs d) spanish does not have vowel digraphs, while english has a large number of them

d) spanish does not have vowel digraphs (only 5 consonant digraphs) while english has a large number of them why? -A vowel digraph is created when two vowels in a word represent one sound—cool, book or feet. Vowel digraphs are common in English but do not exist in Spanish. In Spanish every vowel is pronounced. Based on this explanation, we can rule out the remaining options. -cool, book, or feet (these /oo/ sounds DONT exist in spanish)

the identification of syllables in spanish literacy is vital because? a) spanish is a syllabic language b) spanish has good grapheme-phoneme correspondence c) syllabication is one of the principles of phonemic awareness d) syllables are the foundation for teaching spanish reading

d) syllables are the foundation for teaching spanish teaching why? -Since the vowel system and most consonants in Spanish are very consistent, syllables are used for initial reading instruction. Spanish and English are alphabetic language, not syllabic (A). Spanish has a good grapheme-phoneme correspondence (B), but the key element is the almost perfect correspondence of the vowel system. Option (C) is incorrect. Syllabication is part of phonological awareness.

under texas law, school districts must offer bilingual education services if? a) a school has an enrollment of 20 or more EL's. b) the school district has an enrollment of 20 or more ELs c) the district has an enrollment of one or more ELs with legal U.S. residency d) the district has an enrollment of 20 or more ELs at the same grade level with a common native language

d) the district has an enrollment of 20 or more ELs at the same grade level with a common native language why? -Texas bilingual education legislation requires districts to offer bilingual or special language programs if the district identifies 20 or more ELs with a common native language. This includes students district-wide, not school-wide (A and B). Legal residence is not taken into account to determine the need for bilingual or special language services (C).

from the phonological perspective, what is the common feature of the following set of words? could tomb ache school calm a) the words are borrowed from a foreign language b) the words contain medical terms c) the words present spelling challenges for children new to the language d) the words contain silent letters

d) the words contain silent letter why? -All the words contain at least one letter that is not pronounced. Because the question emphasizes the phonological perspective, the other options can be ruled out.

linguistic diversity characterized the life of the 13 american colonies. however, linguistic diversity was perceived as a threat to national security. identify the primary event or document that guided americans to embrace english-only legislation. a) the revolutionary war b) the 10th amendment of the u.s. constitution c) the vietnam war d) world war 1

d) world war 1 why? -Before World War I, German was commonly used in public schools in the United States. Because of Germany's participation in the war and the resulting xenophobia, multiple state legislatures, including that of Texas, adopted English-only legislation. This legislation prohibited the use of languages other than English in school. Option (A) is incorrect because linguistic diversity was common among the American colonists. However, the colonists were unified against England. Option (C) is incorrect because the 10th Amendment states that the powers not directly allocated to the central government are automatically given to the states. Since the U.S. Constitution did not mention education or an official language for the country, these two components became the responsibilities of state government. The Vietnam War (C) did not have a direct impact on the enactment of English-only legislation. During the war, states like Texas eliminated English-only legislation and experimented with bilingual education.

differences between an ESL and Bilingual classroom?

esl class: -students speak variety of languages -teacher solely speaks english, not the students' native languages -taken as an elective. the curriculum is focused on having students speak english. bilingual class: -all students in the class speak the same native language. -the instructor teaches in 2 languages. english and students' native language. -students learn course content such as biology.

structures of the word "homelessness"

home-less-ness root word: home derivational morphemes: less and ness

derivational morphemes

prefixes and suffixes added to root words to create derived words