LOTE-Spanish

5. Ms. Gómez allows students to do research on a topic of their choice, with her approval, and then present the information to the class. Roy chose to do research on cognates and false cognates, and presented this information to the class. His project best represents: A. Comparisons 4.a B. Comparisons 4.b C. Communication 1.c D. Connections 3.b

A - Roy is comparing English and Spanish (nature of language), which is Comparisons 4.a.

1. Mr. Davidson teaches Spanish II to high school students. He gives his students an assignment to choose two locations in a Spanish speaking city. They will go to the computer lab and be able to use the internet to look for places and find them on Google Earth. One student will ask for directions from place A to place B, and the other student will give the directions. Then they will present to the class, asking for and giving directions in Spanish. This is an example of: A. Communities 5.a B. Comparisons 4.b C. Communication 1.b D. Communication 1.a

D - This involves asking for and giving information, which is in Communication 1.a.

18. A high school Spanish class has some students that read novels in Spanish and go to local Latin American film festivals. They are practicing which of the following 5 C's? Refer to the 5 C's in the previous section. A. Cultures 2.A B. Cultures 2.B C. Communities 5.A D. Communities 5.B

D is correct because Communities 5.B involves using the target language for pleasure and enrichment. A, B, and C are incorrect because this does not involve comparisons or connections.

2. Jaime is in fifth grade, and he is learning Spanish three days a week. In his Spanish class, they learn vocabulary, grammar, and are expected to participate in conversations. He is most likely in: A. A bilingual education program. B. An immersion program. C. A newcomer center program. D. A FLES (Foreign Language in Elementary School) Program.

D is correct because in a FLES program, students are expected to acquire proficiency. In a bilingual education program, students would be learning content in both English and Spanish on a daily basis. In an immersion program, Spanish would be used daily and integrated with curriculum (most if not all subjects would be taught in Spanish). A newcomer center is designed for ESL and bilingual education students, and is a separate campus, not a foreign language program.

13. A first-year student consistently mispronounces the word "nosotros." What should the teacher do to help this student? A. Pair him with a native speaker and ask the native speaker to do drills with the student until he can say it correctly B. She should directly correct him and then say it properly each time he mispronounces it C. She should play a song in class regularly that uses the word "nosotros" and have the class sing along D. She should model it correctly when he mispronounces it and provide indirect correction

D is correct because indirect correction and modeling are the best way to address errors that students make in L2.

12. A second-year teacher notices that a couple of students have high test anxiety. What is the best way to assess their understanding? A. Using formal assessments B. Using normative assessments C. Using summative assessments D. Using informal assessments

D is correct because informal assessments are low stress ways to assess students. The teacher might use oral questions, homework, class discussions, or a portfolio as an informal assessment. A, B, and C are incorrect because they are not low-stress ways to test students.

21. Which of the following is the best interdisciplinary unit that would help students make cultural connections across subjects? A. A unit on holidays tying in Social Studies to discuss the historical origin of holidays and a short text in the target language about holidays B. A unit about César Chávez where students read text, watch a video, and write an assignment C. A unit where students use Science and study weather and learn weather vocabulary in Spanish D. A unit on popular food in the target culture, where students read a text the target language about a holiday and the common foods eaten (Social Studies), use Math to convert the recipe to make enough for the class and learn how to say the ingredients in Spanish, and read a Science article in Spanish about how baking a cake is a chemical change

D is correct because it includes the most subject areas and is learner-centered. A and C do not include as many subject areas, and B is not interdisciplinary. Interdisciplinary units use incorporate various subjects.

11. In a fourth-year Spanish class, students are presenting their own newscast. Students have been watching newscasts and studying related vocabulary and have just completed the unit. They use a rubric to evaluate each other's presentations, and the teacher also uses a rubric to give students a grade that will count as 20 percent of their grade for the six-week grading period. What type of assessment is this? A. An informal, formative assessment B. An informal, summative assessment C. A formal, formative assessment D. A formal, summative assessment

D is correct because it is a formal, summative assessment. Formal assessments count for a grade, and summative assessments are given at the end of a unit. A is incorrect because this is not an informal assessment. Informal assessments are low-stress ways to assess students. A is also incorrect because this is not a formative assessment, which is given while a teacher is still teaching a unit. B is incorrect because this is not an informal assessment. C is incorrect because this is not a formative assessment.

17. A high school Spanish student volunteers at a local hospital and often visits with Spanish-speaking patients. Which of the 5 C's is she practicing? Refer to the 5 C's chart in the previous section. A. Communities 5.A B. Communities 5.B C. Cultures 2.A D. Cultures 2.B

A is correct because Communities 5.A mentions using the target language in school and other settings. B is not correct because this situation is not necessarily for enjoyment. C and D are incorrect because this question does not address cultures.

16. Students are studying Mothers' Day in the United States and in Mexico and the similarities and differences. Which of the 5 C's does this address? A. Comparisons 4.B B. Comparisons 4.A C. Connections 3.A D.Connections 3.B

A is correct because Comparisons 4.B involves comparing a target language culture to the students' cultures. B, C, and D are incorrect because those do not involve comparing the students' cultures to a target language culture.

15. A Spanish teacher is covering a unit on customs. She informs her students that in Mexico it is rude for the waiter to bring the bill after a meal. Instead, the waiter must wait until the customers ask for the bill. People usually sit and visit after they eat, which is called "sobremesa." Which of the 5 C's does this address? Refer back to the 5 C's chart to answer this. A. 2.A Cultures B. 2.B Cultures C. 4.B Comparisons D.4.A Comparisons

A is correct because Cultures 2.A involves the connection between perspectives and practices. In this case, the perspective is the idea that it is rude to bring the check until asked, and the practice is waiting to bring the check. B, C, and D do not involve tying in cultural beliefs and practices.

6. What is the best way for a Spanish teacher to meet the needs of all students? A. Choosing a variety of activities to meet the needs of different learners, using scaffolding, and comprehensible input plus 1, and appealing to different interests B. Using sheltered language approaches, including scaffolding, as well as content-based instruction, formative and summative assessments C. Using comprehensible input plus 1, as well as creating an atmosphere to encourage students to have a low affective filter D. Using thematic and interdisciplinary units as well as formative assessments

A is correct because it is the most effective way to meet the needs of all students and is the most thorough answer. B is incorrect because it is not as effective as A. C is incorrect because it is not as thorough. D is incorrect because these are not necessarily ways to specifically meet the needs of all learners.

5. Mrs. Johnson teaches Spanish II, and plans real-world lessons based on subject material (math, science, social studies, etc). She is most likely influenced by: A. Content-based approaches. B. Lev Vygotsky's interactionist theory. C. Noam Chomsky's universal grammar theory. D. The audiolingual method.

A is correct because she is using content/subject material to teach Spanish. The other theories/approaches do not directly involve tying in content.

16. A third-year Spanish teacher has a majority of students at the Intermediate mid level for writing proficiency according to the ACTFL proficiency guidelines. Which of the following is the most appropriate activity for them? A. Writing a short composition about their favorite type of pizza B. Combining vocabulary words into short statements or phrases C. Produce from memory some key vocabulary words D. Write a short story with 5 paragraphs and cohesive ideas

A is correct because students at the intermediate mid level are capable of writing a short composition about their favorite type of pizza. B and C are incorrect because they involve speaking, not writing. D is incorrect because this is indicative of Advanced mid level of writing proficiency.

14. A Spanish teacher plans a unit on holidays. As they discuss El Día de los Reyes as it is celebrated in Spain, she talks about the Nativity Scenes people make and buy, the special ingredients they buy for the special cake they make for this day, how this is a bigger holiday for them than Christmas, and the parades they have. She even brings in examples for them to see. What is she focusing on? A. Integrating cultural practices, perspectives, and products B. Making connections between the target culture and the culture of her students C. Making cultural comparisons between cultures D. Teaching about religious ideas of the target culture

A is correct, because the teacher talks about religious beliefs (perspectives), making a cake (cultural practice), and buying a Nativity set (cultural product). B is incorrect because this activity does not mention the culture of her students. C is incorrect because they are not comparing cultures. D is incorrect because the religious ideas are not the main focus.

7. Students in a Spanish 1 (beginning level) class are learning basic greetings in the target language. After the teacher has modeled proper pronunciation, and shown them a video with people using the greeting, she breaks them into partners (groups of 2) to practice. Then, they must practice while she circulates to evaluate their use of the greeting and gives them constructive feedback. This scenario best addresses which standard? A. Communication 1.a B. Communication 1.c C. Comparisons 4.a D. Communities 5.b

A is the best option because the students are working in pairs and participating in a short conversation. Option B is incorrect because they are not presenting to an audience. Option C is incorrect because the question is not related to comparisons. Option D is incorrect because it does not necessarily show evidence of students using the language for personal enjoyment.

6. A teacher of an Advanced Placement Spanish V class is planning a lesson that aims to improve students' comprehension of the main themes of La Casa de Bernarda Alba. Which of the following strategies would be beneficial to visual learners in the teacher's classroom? Select all that apply. A. Having students read the play out loud in "round robin" fashion, and encouraging them to take notes about the main themes. B. Giving students a graphic organizer to help them take notes about the main themes while the teacher and students take turns reading the play out loud, and encouraging students to visualize the scenes as they read/listen. C. Showing a short video to introduce the author and his works. D. Showing a short video clip about the primary themes in the play.

B and D. Both B and D are correct because they will help visual learners understand the main themes. Option A would not appeal to visual learners, and even though Option C would appeal to visual learners, it does not have to do with the main themes.

3. How are cognitive processes different in first and second language acquisition? Choose only ONE best answer. A. People naturally acquire their first language, but can never achieve near native proficiency in a second language due to cognitive processing limitations. B. Children acquire their first language naturally from interaction with caregivers at a young age while their brain is quickly developing, whereas usually a second language is learned/acquired when a person is older, has an understanding of language, grammar, and structure, and has a longer attention span. C. Children are born with a language acquisition device allowing them to learn L1 almost effortlessly, but these language skills do not easily transfer to L2, and direct instruction and correction must be used to teach L2. D. Cognitive processes in L1 and L2 acquisition are largely the same, except that people usually learn L2 when their brain is more developed.

B is correct because L1 is learned when a child's brain is quickly developing, and usually a second language is learned when students are older, can pay attention for a longer period, and have some understanding of language, grammar, etc. A is incorrect because people can achieve native or near native proficiency in L2. C is incorrect because it makes a definitive statement that children are born with a language acquisition device, when this is a theory. Also, language skills to transfer from L1 to L2 in many cases, and direct correction should only be used in certain circumstances (once students have gained confidence, direct correction can be used in private). D is incorrect because it is not as thorough as option B.

12. Which of the following describes scaffolding techniques teachers can use to make language more comprehensible? A. Direct correction, modeling, and challenging activities B. Using body language, gestures, and re-phrasing statements C. Indirect correction, audiolingual drills, and vocabulary lists D. Using body language, direct correction, and learner-centered activities

B is correct because all of those are ways to use scaffolding or make language more comprehensible. A is incorrect because direct correction is not helpful in making language more comprehensible. C is incorrect because those are not as effective as B in making language comprehensible. D is incorrect because direct correction is not a scaffolding technique.

8. A Spanish I teacher knows her students do not understand much oral Spanish yet, but she uses language that is just above their current level of understanding and supports it with visual aids, gestures, and facial expressions. She is using: A. metacognitive strategies. B. the comprehensible input +1 hypothesis. C. differentiated instruction. D. first language acquisition strategies.

B is correct because comprehensible input is language students can understand, and comprehensible input +1 is language that is just above their level. Stephen Krashen explains that using comprehensible input +1 (or i +1) with extra support helps students reach the next level of proficiency or understanding. A is wrong because metacognitive strategies are used to evaluate one's own thinking. C is incorrect because differentiated instruction means planning instruction to meet the unique needs of all students. D is incorrect because the strategies the teacher uses are not specifically first language acquisition strategies.

4. A third grade teacher is planning a unit for Hispanic Heritage month. What are some ways she can plan an interdisciplinary unit? Select the best answer. A. She can plan a unit about famous Hispanic figures from several Latin American countries, provide various texts about the famous people, and assign students an essay about their favorite figure. B. She can collaborate with the Social Studies teacher to ask to do a unit together about important Hispanic figures throughout history, and ask the English Language Arts teacher to also include a reading assignment about Hispanic Heritage month. She can allow students to choose their favorite figure, do some research, and present their findings to the class in the target language. C. She can plan a semester long unit involving Hispanic Heritage month and tie it in with other cultural months to compare and contrast those cultures. Students should choose two cultures and present the similarities and differences between those cultures. D. She should allow students to choose their own topic related to Hispanic Heritage month and have them create a PowerPoint presentation.

B is correct because interdisciplinary units incorporate various subjects. Only B specifically mentions using other subjects and tying them into the foreign language lesson.

10. A second-year Spanish teacher wants to help students understand the importance and value of learning a second language. What is the best approach to communicate this to students? A. Giving students data to compare monolingual and bilingual professionals' salaries B. Giving students an assignment to gather data about jobs they are interested in that require people to speak both English and Spanish C. Reading a chapter from a textbook about how being bilingual increases marketability D. Inviting a Human Resources director of a large company to talk to students about how she recruits bilingual candidates and having a question and answer session

B is correct because it is the best and most learner-centered way to help students understand the importance of learning a second language. They are able to research jobs that they are interested in. A, C, and D are not as learner-centered or as effective as B.

18. A third-year teacher notices that several of her heritage speakers can write well in Spanish, but consistently leave off accent marks. What is the best approach to help these students learn how to properly use accent marks? A. She should pair them with students that use accent marks properly and have them teach those heritage speakers when to use accent marks B. She should provide direct instruction on the rules for accent marks and learner-centered games and activities to reinforce their understanding of the rules C. She should show a video on the accent mark rules, go over some examples, and give students different worksheets to complete with accent marks D. She should have students choose topics to write on, and then correct the missing accent marks so they have feedback on their errors

B is correct because it is the most effective way to teach students to use accent marks correctly. A is incorrect because it is not as effective as B and the teacher needs to provide instruction. C is incorrect because it is not as learner-centered as B. D is incorrect because it is not as effective as B and does not include any instruction.

14. Which of the following is the best way to help students monitor and improve their own speaking proficiency independently? A. Having students work with a partner and practicing conversation using a rubric to evaluate their speech B. Having students record their own voice at the computer lab, play it back, and use a rubric to evaluate their speech C. Presenting a short poem to the class and using a rubric to evaluate their own performance D. Singing a song in the target language and using a rubric to evaluate how well they sing the lyrics

B is correct because it is the most thorough and student-centered way to help students monitor and improve their speaking proficiency. A is incorrect because it does not help students monitor their own language. C and D are incorrect because they are not as effective as B.

20. A fourth-year Spanish teacher's students are mostly at the Advanced-Low or Advanced-Mid proficiency level according to the ACTFL guidelines. What is the most appropriate conversation activity? A. Having students talk to the class about their favorite hobby B. Having students study current events and present the news in small groups C. Having students research supply and demand and give a presentation about how a shift in the supply curve affects the economy D. Having students work in pairs and discuss what pets they have

B is correct because students at the Advanced low or Advanced mid level can discuss some more challenging topics, like current events, employment, and matters of public interest. A is incorrect because students at the Intermediate level could discuss their favorite hobby, and also because it does not involve conversation. C is incorrect because this would be something students at the Superior or Distinguished level could do. D is incorrect because students at the Intermediate level could do this.

18. A Spanish teacher has a majority of students that are at the Intermediate high level according to the ACTL Proficiency Guidelines for reading. Which of the following is the most appropriate reading activity for his class? A. Reading a short novel in the target language and discussing the literary techniques B. Reading a short story about sports that has a glossary C. Reading a grocery list with basic food items D. Reading a poem with complex figurative language

B is correct because students at the Intermediate high level are able to understand short narratives about familiar topics and benefit from support, like a glossary. A is incorrect because students at the Superior or Distinguished level would be able to read novels in the target language. C is incorrect because students at the Intermediate mid level could understand a grocery list. D is incorrect because students at the Superior level are able to read from all genres, including poetry with challenging figurative language.

7. The Olympics is going on and the students in Ms. Pryor's class are very interested in it. She wants to use learner-centered instruction and tie in the Olympics to her lesson. What are the main benefits of this? A. Students will learn new vocabulary related to sports and Olympics and will develop more cognitive academic language proficiency B. Students will be more engaged because it is a topic that interests them and they will learn new vocabulary they would not likely encounter in a textbook C. Students will activate prior knowledge that will help them retain the information and apply it to future lessons D. Students will take more interest in the target language

B is correct because students will be more engaged since they are interested in the topic and they will likely learn vocabulary that is not in their textbook. A is incorrect because it will not necessarily help them develop cognitive academic language proficiency. C is incorrect because it does not necessarily activate prior knowledge. D is incorrect because it might or might not help students take more interest in the target language.

9. A brochure for a K-6 foreign-language program states that the program goals are to teach all students in the classroom, including native English and native Spanish speakers, to speak, read, write, and understand both L1 and L2. Content is taught in both languages at all grade levels. Students are expected to be able to communicate in both languages at the appropriate grade level, master the TEKS for their grade level, and show English mastery equivalent to peers in English only instruction. Which of the following programs does this describe? A. Foreign Language in Elementary Schools (FLES) Program B. Two Way Immersion Program C. Partial Immersion Program D. Foreign Language Experience Program

B is correct because teaching all students L1 and L2 and using content in both languages is part of a two-way immersion program. A is incorrect because the FLES program is to teach Spanish or the target language to elementary schools in a way that students develop proficiency. C is incorrect because this does not describe a partial immersion program. D is incorrect because the foreign language experience program provides language and culture exposure.

19. Which of the following is an effective way to help students connect culture and practice extended conversations? A. Having students write a report on the differences between common New Year's traditions in Mexico and the United States B. Showing students videos and discussing common Christmas traditions in South America and then having a class discussion about the similarities and differences between American and South American Christmas traditions C. Bringing in traditional dishes from Central America and having students talk about their favorite food out of the dishes they tried D. Showing students a brief video on common New Year's traditions and asking them to present on what they learned

B is correct because this would be the best way to help students connect culture and have extended conversations. A is incorrect because it does not involve conversation. C and D are incorrect because they do not have an extended conversation.

8. A Spanish I teacher notices that some of her advanced students who would not speak at all in the first semester are now producing language chunks, and although they make some errors, they have shown a lot of progress. These students have: A. Developed basic interpersonal communicative skills B. Emerged from the silent stage and are in the early production stage C. Developed cognitive academic language proficiency D. Taken advantage of the "monitor model"

B is correct. It is normal for students to go through a silent period, where they listen, learn, and observe, and then enter the early production stage. A is incorrect because if they are using language chunks, they have not yet developed basic interpersonal communicative skills. Students who have basic interpersonal communicative skills have the language proficiency to hold conversations. C is incorrect because cognitive academic language proficiency takes four to seven years to develop. Having cognitive academic language proficiency means a person understands enough language to succeed in understanding the target language when used in academic settings for different subjects. D is incorrect because the monitor model is one of Stephen Krashen's hypotheses. It explains that as people learn a language, they develop a "monitor" that helps them detect mistakes. The monitor model does not explain why they were silent at first and now are producing language.

10. Which of the following is an example of an informal assessment? A. A short answer pop quiz a teacher uses for a grade. B. A multiple choice test at the end of the semester. C. A portfolio of a student's class work that a teacher collects throughout the year. D. A short essay students write at home and turn in for a grade.

C - Informal assessments are low-pressure ways teachers can evaluate a student's progress. They might or might not be used for a grade. A is incorrect because it is a quiz used for a grade, so it would create more pressure and would be an example of a formal assessment. A multiple choice test is another example of a formal assessment, so B is incorrect. D is also used for a grade and would create more pressure than C, so it is incorrect.

4. Sally is a highly motivated student in a Spanish III class. She often uses Spanish in social situations when she encounters native Spanish speakers. She is demonstrating: A. Communication 1.c B. Connections 3.b C. Communities 5.b D. Comparisons 4.a

C - Sally uses Spanish not only in class, but also for pleasure and enrichment, which is Communities 5.b.

7. One expectation of a foreign language program is that students will learn to write in the target language for useful purposes students could use in everyday life. How can a teacher show parents and the administration that students can write in Spanish for useful, real world purposes? A. He can assign students an essay about a topic of their choice. B. He can assign a short answer assignment where students must answer in Spanish in their own words. C. He can ask students can write an email to a virtual pen pal in Spanish to a student who lives in a Spanish speaking country (with parent and district permission). D. He can require students to write a short autobiography.

C - This is a real world way students can write in the target language, Spanish. Sending emails to a friend is a task that has relevance to students and shows their ability to write. A, B, and D are more academic ways to show writing proficiency in academic settings, not real, everyday life situations that the question asks.

16. Which of the following best describes why a native English speaker finds it easier to learn Spanish than a native Mandarin speaker? A. There are cognates between English and Spanish, but not between Spanish and Mandarin B. Negative language transfer will not occur between Mandarin and Spanish. C. There are cognates and a similar sentence structure between English and Spanish, but not between English and Mandarin. D. Prior knowledge will only benefit the native English speaker, and not the native Mandarin speaker.

C is correct because Spanish and English have cognates and similar sentence structure. A is incorrect because it is not as thorough as C. B is incorrect because while it is true that negative language transfer is not as likely to occur between Mandarin and English, that does not explain why a native English speaker would find it easier to learn Spanish than a native Mandarin speaker. D is incorrect because although each student's prior knowledge is unique, it will benefit both of them.

11. Which of the following techniques describes using language that is above the students' current level of proficiency and providing scaffolding? Choose only ONE best answer. A A. The language-acquisition hypothesis B B. The monitor model C C. Comprehensible input+1 D D. Interlanguage

C is correct because comprehensible input+1 is language above the students' current level of proficiency that they can understand with scaffolding (re-wording, body language, etc.). A is incorrect because the language-acquisition hypothesis states that students learn language best in a natural way. B is incorrect because the monitor model is the hypothesis that students develop a monitor, or a way to notice their errors in L2. D is incorrect because interlanguage is the language a student uses in L2 but are still making mistakes related to L1.

8. What is the main purpose of a formative assessment? A. To help the teacher evaluate students at the end of a unit B. To determine a student's proficiency in the speaking activities they covered over the last six-week grading period C. To help the teacher evaluate what students know so far in an ongoing unit so he or she can plan further instruction D. To give feedback to the students so they know what to work on

C is correct because formative assessments are used while the teacher is still covering a unit and help the teacher plan further instruction. A is incorrect because a summative assessment is given at the end of a unit. B is incorrect because formative assessments are given while a unit is still taught. D is incorrect because the main goal of a formative assessment is to help the teacher plan further instruction.

20. What is the best way to help all students learn about the target culture and enrich heritage speakers' home background? A. Showing students a video about el Día de los Muertos and having heritage students talk about how they celebrate it B. Bringing in food from the target culture and discussing heritage students' favorite food C. Inviting a heritage speaker's parent to talk to the class about their culture or a favorite tradition and having a class discussion where students talk about their culture and traditions D. Having a heritage student make a video about his favorite custom and having a class discussion about it

C is correct because it allows a more thorough conversation about culture and allows students to draw on their cultural background. A is incorrect because it focuses only on one holiday and is not as thorough as C. B is incorrect because it only discusses food, which is only one part of culture. D is incorrect because it only mentions one student and one favorite custom, so it is not as thorough as C.

14. A second-year Spanish teacher gives students a quiz at the beginning of the year to help them determine their primary learning style. Which of the following best explains the benefits of the activity? A. It will help students know their strengths and build their confidence B. It will help students take advantage of prior knowledge and use that for language transfer from L1 to L2 C. It will help the teacher understand the best approaches to use in his/her classroom, and will help the students understand their strengths D. It will help the teacher plan content-based lessons using scaffolding and differentiated instruction

C is correct because it explains all the benefits of the learning styles quiz, including helping both the students and the teacher knowing how students best learn. A, B, and D do not mention how the quiz will help both students and the teacher, so they are incorrect.

9. A first-year Spanish teacher covers a unit on holidays. Students talk about Christmas, Hanukkah, El Día de los Reyes Magos, and Kwanzaa. The teacher then gives students an informal assessment asking questions about the holidays to check their understanding. What is the teacher's main goal? A. To activate prior knowledge B. To use a summative assessment to compare the students' home culture to the target culture C. To create a low-stress way to meet the cognitive and affective needs of students and check their understanding D. To make connections between the language and the culture

C is correct because it is a low-stress way to stimulate thinking (cognitive needs) and tie in their culture and background (affective needs). A is incorrect because even thought this would likely activate prior knowledge, this is not the teacher's main goal. B is incorrect because this is not a summative assessment. D is incorrect because the main goal is not to make connections between the language and the culture.

19. A second-year Spanish teacher wants to enrich and draw upon her heritage and native speaker students' home background. Which of the following activities would be the best to accomplish this? A. She should invite a native speaker to talk about how being bilingual has helped in his/her profession B. She should have native and heritage speaker students write an essay about their favorite holiday from their culture and how it is different than Christmas C. She should allow students to choose between presenting a legend or story from their culture or writing an essay about a tradition D. She should have students write a haiku about their culture

C is correct because it is the best and most learner-centered way for students to draw upon their heritage. This option allows students to choose an activity. A is incorrect because it will help students learn about that native speaker's job and how being bilingual helps him/her but will not help the native and heritage students draw upon their home background. B and D are incorrect because they are not as student-centered as C.

10. A third-year Spanish teacher gives students time at the computer lab to watch approved videos. Her students are at different proficiency levels. What tips can she give them to help them find the right level of video? A. Students should choose another video if they do not understand every word and concept in the video B. Students should watch a challenging video, put on Closed Caption, and use a dictionary to look up each word they do not know C. Students should choose a video in which they can understand the majority of words and the basic ideas and can use context clues and body language to understand most of what happens D. Students should watch a challenging video and turn on Closed Caption in English

C is correct because it is the best way to choose a video at the appropriate level. A is incorrect because a video can still be appropriate even if students do not know every word. B is incorrect because if students need closed caption and a dictionary it is not the right level of video for them. D is incorrect because students should not use closed caption in English.

20. What is the most effective way for a Spanish teacher to help students make connections A. Inviting a guest speaker to talk about how bilingual jobs pay more than jobs that only require English B. Giving students a chapter to read about how Spanish is used in various high-paying jobs C. Asking students to choose a career they are interested in and determine how they would use Spanish in it D. Showing students a video with various careers and how Spanish is used in those jobs, and then having a class discussion

C is correct because it is the most student-centered and relevant way for students to connect the target language to their career goals. A, B, and D are not as student-centered.

22. A high school Spanish teacher encourages students to pay attention to the aisle labels in Spanish in Lowe's and HEB so they can learn new, useful vocabulary words. What is this teacher promoting? A. Techniques to improve students' oral proficiency B. Techniques to improve receptive language C. Techniques to connect what they learn in the classroom to everyday life D. Techniques to use the target language in communication in real world settings

C is correct because learning new vocabulary in store settings will help them connect what they learn in the classroom to real world settings. A is incorrect because nothing about oral proficiency is mentioned. B is incorrect because this question does not help with receptive language. D is incorrect because the question does not involve communication.

24. A Spanish teacher models metacognitive strategies when reading aloud. She also shows students how to select books at their reading level. If they pick up a short story or short book in the target language and there are 5 or more words on a single page they do not know, they need to select a book that is less difficult. What is this teacher doing? A. She is lowering the affective filter for students B. She is using comprehensive input plus 1 and scaffolding C. She is teaching students how to monitor their own learning and choose learning strategies D. She is using informal, content-based methods along with metacognitive strategies to create engaging lessons

C is correct because she is showing students how to monitor their own understanding and choose appropriate books and learning strategies. A is incorrect because this does not mention lowering the affective filter, or creating an environment where students are not afraid to produce L2. B is incorrect because this question does not mention comprehensible input plus 1, or language that is just above the students' current level. D is incorrect because this does not mention content-based instruction.

15. A Spanish I teacher is evaluating students according to their current proficiency level. One group of students is producing memorized phrases and isolated words. She will test their progress of producing that language. What proficiency level do these students demonstrate? A. Novice low B. Novice high C. Novice mid D. Intermediate low

C is correct because students at the novice mid level produce memorized phrases and isolated words. A is incorrect because students at the novice low level do not have any functional ability. B is incorrect because students at the novice high level can express personal meaning and phrases. D is incorrect because students at the intermediate low level can produce language conveying personal meaning and make short sentences by recombining what they know and what they hear in the conversation. ACTFL Proficiency Guidelines

Jorge is a new student in Ms. Cantú's class, and Spanish is his first language. However, he has lived in the US for several years and prefers to speak English. He is reluctant to speak Spanish in Ms. Cantú's Spanish III class, and does not want to do class work or participate. What are some strategies she can use to encourage him to complete his assignments? A. Ms. Cantú should require Jorge to participate and complete assignments, and plan consequences (verbal warning, extra assignment, call home, referral) if he does not comply. B. Ms. Cantú should not force Jorge to participate, but should plan learner-centered activities and give students choices so they can do assignments that interest them. C. Ms. Cantú should differentiate instruction so that Jorge is not bored with assignments, and allow him to choose from a variety of assignments so that he can do coursework on topics that interest him. D. Ms. Cantú should request that he be placed in another world language program.

C is correct because teachers should plan instruction that is at the correct level for the student and that is interesting. This question specifically mentions Jorge, so the answer should be related to him. A is incorrect because it is not conducive or productive to have strict rules about participating without first trying constructive, positive approaches. B seems like a good choice, but is not as thorough as C, and is not specifically geared at meeting Jorge's needs, which is what the question asks. D is incorrect because Ms. Cantú does not have a valid reason to request he be put in another class.

9. Mrs. Hernández teaches Spanish II. She reads a poem aloud to the class, and then reads it again. During the second reading, she pauses and asks herself questions out loud to check her comprehension. She also takes notes on the board using a graphic organizer. She is modeling: Choose only ONE best answer. A A. second language acquisition techniques. B B. the monitor model. C C. metacognitive strategies. D D. comprehensible input.

C is correct because the teacher is showing them how to use metacognitive strategies, which are used to check one's own understanding. A is incorrect because these techniques are not unique to second language acquisition. B is incorrect because the monitor model is a group of five hypotheses developed by Stephen Krashen. D is incorrect because this question is not related to comprehensible input, or language the student can understand.

12. A Spanish IV teacher works together with the Economics teacher. The students study supply and demand in L1 and L2. At the end of the unit, they choose a topic related to supply and demand and research it in the target language and present their information to the class. What best describes this unit and type of instruction? A. A unit using a formative assessment and content-based instruction B. A unit using a formative assessment and communicative instruction methods C. A unit using a summative assessment and content-based instruction D. A unit using a summative assessment and communicative instruction

C is correct. A summative assessment is given at the end of the unit, and content-based instruction is instruction that uses other subject areas to teach L2. A is incorrect because this is not a formative assessment, since formative assessments occur while the unit is still being taught. B and D are incorrect because this is not an example of communicative instruction.

19. Students evaluate a propaganda video produced by a Latin American government and discuss the techniques used and the effects. Which of the following C's does this address? Refer to the 5 C's in the previous section. A. Communities 1.B B. Communities 1.A C. Communication 1.B D. Communication 1.A

C is correct. Communication 1.B involves understanding the spoken language. A, B, and D are incorrect because this question does not involve communities or conversations.

7. A high school Spanish teacher notices that some of her students in Level III (third year) Spanish class have developed an intermediate level of proficiency, but at times they confuse words that are false cognates. What is the best explanation for this? A. They need more time to develop cognitive academic language proficiency. B. The teacher has not given enough direct correction when they mistake false cognates. C. This is a normal part of their development of interlanguage. D. This is likely due to a high affective filter.

C is correct. Confusing false cognates, or words that sound alike but have different meanings (like embarazada and embarrassed) are easily confused and are a normal part of interlanguage, or the language a person uses in L2 but still has mistakes related to L1. A is incorrect because learning false cognates is only one small part of cognitive academic language proficiency. B is incorrect because using direct correction is not usually advisable. D is incorrect because having a high affective filter means students are afraid to produce language for fear of making mistakes or being ridiculed and does not necessarily have anything to do with false cognates.

21. A Spanish I teacher uses modeling, indirect correction, and communicative approaches. What does this describe? A. Scaffolding B. Language learning C. Language acquisition techniques D. The monitor model

C is correct. Modeling, indirect correction, and communicative approaches describe language acquisition techniques. A is incorrect because scaffolding is extra support, like gestures, facial expressions, and body language that teachers use to help students understand input. B is incorrect because language learning uses more direct instruction. D is incorrect because the monitor model is one of Stephen Krashen's hypotheses that explains language learners have a system to recognize errors they produce.

15. A third-year Spanish student has recently started dating a native Spanish speaker who does not yet speak much English. She has shown more interest in learning Spanish and is eagerly participating. Which of the following factors have changed her attitude? A. Her affective filter is lower B. Her affective filter is higher C. Her motivation has changed D. She is taking advantage of positive language transfer

C is correct. Now that she has a Spanish-speaking boyfriend, she is more motivated to learn Spanish. A and B are incorrect because nothing about affective filter is mentioned. Having a low affective filter means someone is not afraid to produce language and does not fear being ridiculed. D is incorrect because positive language transfer means knowledge of L1 helps learning L2, and that is not mentioned in this question.

3. How can a teacher best evaluate students' interpretive communication? A. By allowing students extended amounts of time to read in the target language, and while they read, circulate the classroom and make sure students are on task. B. By asking the class what the vocabulary words mean and recording the accuracy of the students' answers. C. By showing a short video clip and having students write a journal entry explaining what they saw and understood. D. By playing a song for the class over the course of several days, and encouraging students to memorize it and translate the lyrics into English and interpret what the song means.

C is the best option because their journal entry will reveal what they understand. Option A is incorrect. Even though reading is effective, the teacher can only glean a limited amount of their interpretive communication by walking around the room and asking each student questions. B is incorrect because it is only based on vocabulary, and D only involves memorizing and translating, not interpreting or understanding.

2. Which of the examples below is the best way for a high school teacher to plan a unit on Connections 3.a? A. The teacher should have students create vocabulary lists of words they are learning in Science, Social Studies, and Math, and translate those words into Spanish. B. The teacher should have students watch a video of a science class in Spanish and give them a quiz to check their understanding. C. The teacher should allow students to choose a topic related to their favorite content subject and do research on it in Spanish, with one goal to be learning new information related to the topic. Then each student can either write an essay, song, poem, or make a presentation about what they learned. D. The teacher should find Spanish texts based on what the students are learning in sciences, assign chapters for students to read, and go over the material in class. Then, she should have a class discussion over the material and give students both informal and formal assessments to determine what they learned.

C is the best way for students to extend their knowledge of other disciplines through the target language, and it is also the most learner-centered. A is simply vocabulary, and is not really extending knowledge. B is only on science, and is not very learner-centered. D seems like a good option, but is not very learner-centered. You should always choose the answer that is most thorough and learner-centered.

6. What is the main benefit of a formative assessment? A. It allows teachers to compare students' progress to their peers' performance at the same level of class for foreign language. B. It is a quick way to test for understanding at the end of a unit. C. It allows teachers to know how much students understand while they are still working on a unit. D. It allows teachers to know what students know in high pressure situations.

C- Formative assessments are used to evaluate what students know while they are still working on a concept, unit, etc. A is incorrect, because that would be an example of a norm-referenced standardized test. B is incorrect because summative assessments are given at the end of a unit. D is incorrect because formative assessments are not usually high stress situations.

13. Which of the following is the best way to use differentiated instruction in a Spanish class? A. Planning activities based on the readiness level, background knowledge, and interests of the students B. Planning activities that are appropriate for all levels of students, including scaffolding for struggling students and more challenging activities for native and heritage speakers C. Planning thematic and interdisciplinary units that interest students and activate prior knowledge D. Planning activities for kinesthetic, auditory, and visual learners that appeal to students' interest and take into account their readiness level and background knowledge

D is correct because it is the most thorough example of using differentiated instruction in a Spanish classroom. A is incorrect because it is not as thorough as D since it does not mention activities for kinesthetic, auditory, and visual learners. B is incorrect because it does not mention meeting the needs of all types of learners and different interests of students. C is incorrect because it is not as specific and thorough as D.

8. A Spanish II teacher uses language acquisition techniques, and instead of grammar drills and exercises she uses communicative activities. She is using: A. The TPR method B. The audiolingual method C.The behaviorist concepts D.The natural method

D is correct because language acquisition techniques are part of the natural method. A is incorrect because this is not necessarily part of TPR. B is incorrect because the audiolingual method uses drills. C is incorrect because behaviorist techniques use positive and negative reinforcement.

17. A fourth-year Spanish teacher has two students that are performing above average. They are able to listen to lectures about familiar topics and understand the information without scaffolding. What level of proficiency does this best describe? A. Advanced high B. Advanced low C. Distinguished D. Superior

D is correct, because students at the Superior level can understand lectures about familiar and even some less familiar topics. A is incorrect because students at the Advanced high level can understand some narrative and descriptive texts and factual texts. B is incorrect because students at the Advanced low level listeners can understand short narratives and descriptive texts. C is incorrect because students at the Distinguished level can understand highly specialized language.

9. Two high school Spanish teachers have very different approaches. Ms. González uses direction instruction, gentle but direct correction, and rote drills. Ms. Pérez uses games, authentic videos, indirect instruction, and interactive activities. Which of the following statements is accurate? A. Ms. González is focusing on teaching students cognitive advanced language proficiency, whereas Ms. Pérez is teaching students basic interpersonal communicative skills. B. Ms. González's students will likely have a lower affective filter than Ms. Pérez's students. C. Ms. González is using the TPR model, and Ms. Pérez is using a communicative method. D. Ms. González is using a traditional, direct instruction approach, and Ms. Pérez is using a communicative approach.

D is correct. Ms. González's use of direct instruction, correction, and drills are typical of the traditional, direct instruction approach, while Ms. Pérez uses interaction, games, and videos, which are used in communicative approaches. A is incorrect because Ms. González is not necessarily teaching cognitive academic language proficiency, which is advanced language needed to understand content areas in the target language. B is incorrect because due to the correction she uses, Ms. González's students will likely have a higher affective filter (meaning they will be more nervous to produce language). C is incorrect because Ms. González is not using the TPR method (see LOTE Pedagogy Guide for more information about the TPR method).

17. A first-year Spanish teacher has a wide range of proficiency levels in her class. How can she meet the needs of native speakers but still have appropriate lessons for students that are at the novice ACTFL proficiency level? A. She can teach lessons that are the level of native speakers and provide scaffolding for other students B. She can give native speakers exemptions from activities that are too easy for them and allow them to work on assignments for other classes C. She can design instruction to meet the needs of native speakers and have the native speakers work with other students D. She can design instruction based on the TEKS for Spanish Level 1, and provide alternate activities for native speakers at their level

D is correct. Since it is a Spanish I class, the teacher should use the TEKS for Spanish I, but also differentiate instruction to challenge native speakers. A is incorrect because it is not appropriate to teach a Spanish I class at the level of native speakers. B is incorrect because all students, including native speakers, should work on Spanish during Spanish class. C is incorrect because the instruction should be based on TEKS for Spanish I.

11. Research in cognitive language processing shows that false cognates make it more challenging for students to learn those words in L2. What is the best way for teachers to help students learn false cognates? A. Teaching students directly the false cognates, giving them worksheets, and then a formal assessment to check their understanding B. Playing a game with the false cognates and using Cloze activities with those words C. Using scaffolding D. Giving students direct instruction, playing games with the false cognates, and doing Cloze activities with the words

D is correct. The most effective way out of the options to teach false cognates is through direct instructions, games, and Cloze activities. A is incorrect because it is not as student-centered as D. B is incorrect because it is not as thorough as D. C is incorrect because scaffolding by itself does not necessarily teach false cognates.

10. A first-year Spanish student reads the word "sopa" and thinks it means "soap" in English. This is an example of: A. a cognate B. overgeneralization C. interlanguage D. language interference

D is correct. The student's knowledge of L1 is "interfering" with learning L2. A is incorrect because these words are not cognates (they are false cognates). Cognates are two words that look similar and have the same meaning in L1 and L2. B is incorrect because overgeneralization occurs when a student applies a rule when it should not be applied. For example, a student might know that you add "ido" or "ado" like "he hablado," and apply it to words incorrectly, like "he escribido" instead of "he escrito." C is incorrect because interlanguage is the entire language, not just an isolated word, that a student uses when speaking or writing L2, but is still making mistakes related to L1.

6. Which example below best represents an activity for intermediate level high school Spanish students that demonstrates how they could meet the Cultures standard? A. Showing a video about a holiday celebrated in the target culture and having a class discussion about how it is similar to and different than holidays celebrated in the US. B. Assigning a chapter on Latin American history in a Spanish textbook and taking students to a Latin American history museum. Upon returning to class, give students a quiz over the textbook assignment and have a discussion in the target language about how the historical perspective of the Latin American countries differs from the perspective portrayed in American textbooks. C. Having students read a chapter in a history textbook in the target language, watch a video in the target language, and then write a response about what they learned. D. Taking students to a celebration hosted by a local Latin American group, and instructing students to pay attention to the items available for sale. After returning to class, students will write a response in the target language and have a class discussion about how these products are related to the perspective of the culture.

D is the best option because Standard 2.a delineates (describes) that students should have an understanding of the relationship between the products and perspectives of the culture(s) studied. Although option A is related to culture, it is not as thorough or as learner-centered as option D. Option B is associated with the Comparisons standard, and option C is not very learner-centered and is not as focused on culture.