Practice Test

D2: C005 What would be the best technique to teach spelling to ELLs? A. Using mnemonics to help them remember spelling patterns B. Using flashcards with other students to drill C. Finding similar spelling of words in home language. D. Teach spelling rules such as "I before E except after C"

* A is correct: student should learn spelling pattern in English rather than the rule and memorization -> Mnemonics is a good way to help student remember without memorization. - Not B: mere drill is memorization. - Not C: the home language may not have similar spelling. - Not D: it is rote memorization

D2: C003 Alicia is a pre kindergartener from Greece who, after four months in the U.S., still rarely speaks at school except in one‐on‐one interactions with the teacher. Her teacher has discussed the situation with Alicia's parents who seem unconcerned and assure her that Alicia is also very quiet at home. Which of the following steps should the teacher take next? A. Frequently talk to Alicia about how much more fun she would have and how much more she would learn if she communicated regularly with her peers B. Continue to monitor Alicia's progress and acknowledge that there may be cultural or personal factors 18 influencing her rate of oral English development C. Acknowledge the parents' comments but initiate a referral process for special education services for Alicia D. Begin regularly putting Alicia in situations in which she must speak in order to take part in activities she enjoys

* B is correct: it is important because Alicia may have personal factors ( such as shyness and/or age) or cultural factors. It is best to monitor and see how she continues to progress. - Not A: it may send the message to Alicia that she is doing something wrong when in fact she may be shy. - Not C: it is far too early to initiate a referral process for Alicia. - Not D: is incorrect because it create a punitive situation without sensitivity to individual and cultural differences

D3: C008 During the first half of the twentieth century, most states in the US passed laws mandating English as the language of instruction for public schools. These actions were largely in response to which of the following events or trends? a) 1923, the Supreme Court rules that 14th Amendment rights permitted a teacher to teach a young student to read German b) massive immigration around 1900 provoked concerns among US citizens about the loss of a common language and loss of control of society to foreigners c) in the 1920s, standardized intelligence tests were developed and made available only in English and parents & educators wanted to ensure that students performed well on them. d) Foreign language speaking immigrants saw themselves as part of the cultural melting pot and wanted their children to speak exclusively in English

* B is correct: massive immigration -> concern US citizen loss of a common language and loss of control of society to foreigners. - Not A: after anti-German sentiment may federal banning of foreign language and especially German instruction -Not C: many parents unaware of intelligence testing in the early years. - Not D: it might be true of some immigrant, it did not have impact on federal or state laws

D2: C007 An elementary teacher has just completed a unit in science. She works with the ESL teacher to develop an assessment for a beginning student. In the assessment, the teacher asks yes/no questions. The student answers by holding up a green card for "yes", a red card for "no", or placing her hand on the table for "I don't know." This assessment is appropriate because: A. It helps the teacher to understand why the student missed some content from the unit B. It does not force a student who may be in a silent period to speak C. It helps diagnose the students' reading proficiency D. It can be used to place the student in special education

* B is correct: teacher indicate students' understand with gesture rather than produce speech. - Not A: it does not explain why student miss some content. - Not C: it not help to diagnose any reading level; it is only for indicate understand concept or not. - Not D: not be an appropriate way to identify a students as needing special education services or not.

D3: 009 A teacher often brings parents and community members into the class for cultural projects and storytelling. This demonstrates to students that: a) School language is not as important as home language b) Home and community can provide learning resources c) Storytelling is an art d) There are differences between in school and out of school practices

* B is correct: value both home and community resources in the school setting. - Not A: it could send the wrong message as there is a desire to validate both language not merely home language. - Not C: not the main point. - Not D: not mean to show the different

D1: C001 Given ELLS often differ in their culture and degree of English-Language proficiency, which of following types of program models would best ensure their academic success? A. Program that concentrate on ESL instruction with an emphasis on ELLs quick assimilation into school culture B. Program that mainstream ELLs fully into grade level classroom in which the curricular standard are modified to their achievement level C. Programs that address the ELLs' need by using a standard-based program in which content is taught in a comprehensible manner D. Program that are individualized to each Ells' need.

* C is correct because the most appropriate way to address the needs of Ells is to use a standard based program that make content comprehensible. - Not A: quick assimilation into school culture does not ensure academic success. - Not B: curricular standard should not be modified for Ells; only instruction should be modified to meet/accommodate their needs. - Not D: program model are not modified for individual Ells; only instruction is modified

D2: C006 An ESL student is comprehending well individually and participating in small groups but has trouble getting involved in whole-class discussions. What should the teacher do? A. Give her a partner to translate because that will reinforce primary language skills for both students B. Allow her to be an observer until she can compete at the same level as her classmates C. Occasionally direct knowledge questions with predictable answers to her D. Provide her with written texts in order to prepare her for the discussion

* C is correct: it is appropriate to differentiate your question for Ells. Allow her to participate without overwhelming her. - Not A: direct translate often result stunted English development for student as they come to rely more on the native language support. - Not B: denote passive observation. Student needs a little bit of scaffolding and encouragement to transfer that participation to whole class discussion. - Not D: student needs to get involve to comprehended well.

D2: C004 A kindergarten classroom contains a center with a "clerk" and "customer" area with toy groceries, carts, and a cash register where students can simulate a grocery store. This most likely facilitates A. Learning appropriate formal and informal language registers B. Gaining academic language about shopping C. Acquiring shopping-related vocabulary in an unstructured context D. Practicing past, present, and future verb tenses

* C is correct: unstructured play centers are excellent places for students to acquire language in the classroom - Not A: in classroom center, students may not be learning formal and informal register. The young students may not be engaging in formal and informal language in the play center - Not B: students in unstructured environment -> learn social language rather than academic language. - Not D: grammar is not the focus of the unstructured play center.

D1: C002 To foster her ESL learners' cognitive and linguistic development, Ms. Schafer encourages their involvement in a wide variety of projects (e.g. talk shows featuring school staff and community members as guests, book reviews for the school library). Which of the following cognitive and linguistic principles is demonstrated by her instructional approach? A. Learners first acquire language and content knowledge, then apply these to their reading and problem solving B. Learners have an innate capacity for solving problems, acquiring knowledge, and developing written language C. To develop knowledge, learners must first be exposed to comprehensible 13 written and oral messages D. Language acquisition and intellectual development are mutually reinforced through reading, discussing, and problem-solving

* D is correct these strategies are all ways that both language and cognitive or intellectual development are encourage. - Not A: students can use problem solving even when they do not have sufficient language proficiency in English. - Not B: Chomsky discussed learners' innate abilities to understand the structure of oral language, not develop written language. - Not C: it is untrue; learners do not need written and oral message before problem solving.

D3: C0010 A school is having difficulty finding a parent of a LEP student to serve on the LPAC. The principal consults with the ESL teacher and they decide that the first step they need to take is: a) Seek a member from among school district staff who have students participating in the ESL program b) Offer gifts and rewards to the parent who attends c) Set up an adult ESL course so more parents can learn English d) Make sure correspondence to families is in the primary language

* D is correct: show district value and respects families. Doesn't require English proficiency to serve on the LPAC. - Not A: Parent on the lPAC should serve as an advocate for the community not have any conflict of interest. If they work/paid by the district -> conflict of interest. - Not B: not appropriate to offer gift and reward. - Not C: does not require proficiency on English -> should provide translation services.

Mr. Lopez, an ESL teacher, recently took his students on a field trip to a museum. The following day, Mr. Lopez asks the class to recount their trip to the museum as he transcribes their dictated speech. Next, Mr. Lopez distributes copies of the transcriptions and has students work in groups to find and correct errors. Finally, he has the students expand the corrected transcriptions into a narrative essay as a homework assignment. Which of the following best describes the instructional approach being utilized by Mr. Lopez? A.Language experience approach B.Multisensory approach C.Natural approach D.Phonics approach

A. Language experience approach: is a method for teaching literacy based on a child's existing experience of language Natural approach: Karshen - language learn with predictable orer

A teacher begins to plan a unit that is going to cover new material. What is the first activity she should include for her ELLs? A.A demonstration or hands-on activity B.A review of material already covered C.Introducing new vocabulary that students must master D.Introducing a brief text for students to understand the new concept

A.A demonstration or hands-on activity

When selecting English reading materials, a teacher makes sure that the materials follow familiar text structures, contain mostly decodable text, and include clear illustrations and/or graphics. Such materials are likely to be effective in supporting ELLs' reading development primarily because they provide beginning students with: A.Comprehensible input by allowing them to draw on multiple cues to determine meaning B.Content that encourages them to apply inferential and evaluative comprehension skills C.Opportunities to increase their sight-word vocabulary by exposing them to irregular high-frequency words D.Varied contexts in which to practice reading at different rates for different purposes

A.Comprehensible input by allowing them to draw on multiple cues to determine meaning

Ms. Ching teaches an introductory writing class composed of learners from a variety of cultural and linguistic backgrounds. Her primary objective is to encourage her students to brainstorm ideas on a given topic and develop their English writing skills as a result of brainstorming. Which of the following is the most effective strategy Ms. Ching can use to benefit the ELLs in the class during the brainstorming process? A.Encouraging ELLs to use their first languages and cultural knowledge in brainstorming discussing B.Providing ELLs with a detailed outline when they can summarize the beginning, middle, and end of future essays during brainstorming discussions C.Asking ELLs to consult an English dictionary for all necessary words during brainstorming discussions D.Advising the ELLs to look for relevant outside references prior to their brainstorming discussions

A.Encouraging ELLs to use their first languages and cultural knowledge in brainstorming discussing

An ESL teacher is conducting a lesson on the woolly mammoth. Maria, an intermediate level ELL, is having trouble taking notes on the characteristics of the animal during the lesson. Bases on Maria's needs, the ESL teacher should provide her with a A.Graphic organizer with a word bank about the woolly mammoth B.Collection of photographs of the woolly mammoth C.Multiple-choice work sheet about the woolly mammoth D.Textbook passage on the woolly mammoth from a lower grade level

A.Graphic organizer with a word bank about the woolly mammoth

Which of the following activities most effectively helps beginning-level ELLs develop decoding skills? A.Presenting predictable spelling patterns in word families to the ELLs B.Asking the ELLs to describe the events of a story after the teacher has read it aloud C.Directing the ELLs to select their own reading materials from the school's library D.Having the ELLs work in small groups to categorize nouns and verbs on chart paper

A.Presenting predictable spelling patterns in word families to the ELLs

When determining the appropriate register to use, what does a speaker take into account? A.Understanding the formality of the situation B.Understanding the topic of the situation C.Understanding the appropriate grammar rules used in the situation D.Understanding the cultural heritage of the speakers

A.Understanding the formality of the situation

Mr. Jackson, a new ESL teacher, is evaluating several assessments that were used by the previous ESL teacher. Because of the diverse cultural background of his students, Mr. Jackson wants to ensure that the assessments he chooses to incorporate into the curriculum do not exhibit any cultural bias. Which of the following is the most appropriate question for Mr. Jackson to use as a guideline when screening the assessments for cultural bias? A.Was the ESL teacher who designed the assessments fluent in more than one language? B.Will the students need a high level of sociopragmatic competence to complete the assessments? C.Are the scores that students received on the assessments in the past reliable? D.Do the assessments separate content area learning from language learning?

A.Was the ESL teacher who designed the assessments fluent in more than one language?

The following is based on an excerpt from an ELL's essay about a summer job. Mr. Smith also a good president. Since Mr. Smith has big confidence, he led the company fluently. The errors in the second sentence primarily involve A.Word choice B.Word structure C.Word order D.Word spelling

A.Word choice

You have a student in your class who can say the initial and medial /s/ sound (sort, essay), but cannot say the final /s/ sound (house). How do you explain this? A.the native language may not have contained any words with the final /s/ sound in words B.this is the natural order that students begin to hear sounds in words C.it is more difficult to hear the final /s/ sound than the medial /s/ sound D.the student has an articulation disability

A.the native language may not have contained any words with the final /s/ sound in words

Which of the following behaviors is mist consistent with culture shock? A.An ELL prefers learning activities that feature pictures, graphic organizers, and film clips to present content-area topics. B.An ELL appears nervous and frustrated in his or her new surroundings and expresses a desire to return to the home country. C.An ELL prefers learning activities that feature bodily movement and manipulatives that reinforce academic content. D.An ELL appears to emphasize the context of a conversation, including gestures, facial expressions, and tone of voice, when communicating.

B.An ELL appears nervous and frustrated in his or her new surroundings and expresses a desire to return to the home country.

A student begins a sentence in English, inserts a Spanish phrase, and then finishes the sentence in English. The student is demonstrating which of the following language phenomena? A.Bidialectism B.Code-switching C.Language dominance D.Additive bilingualism

B.Code-switching

A middle school English teacher has selected a reading passage on the history, rules, and importance of baseball in the United States for an upcoming reading comprehension test. The English teachers worried that the ELLs in the class may have difficulty reading and understanding the passage and consults the ESL teacher for feedback. To best address the English teacher's concern, the ESL teacher should advise the English teacher to closely examine the passages for which of the following? A.Statistics that may be too complex for the ELLs with a limited math background B.Cultural content that may be bias the test against the ELLs C.Changes in verb tense that may cause confusion for the ELLs D.Abundant usage of figurative language that the ELLs may not recognize

B.Cultural content that may be bias the test against the ELLs

People across United States use a variety of terms to refer to sugary, flavored carbonated beverages, including "soda," "pop," and "soft drink." Which of the following best identifies this occurrence? A.Code switching B.Dialect variation C.Language register D.Jargon

B.Dialect variation

A teacher provides students with comprehensible input in English and finds ways to lower their affective filters. These are both essential strategies for developing beginning ELLs: A.Cognitive-academic language proficiency B.Listening and speaking skills C.Conceptual development in the primary language D.Emergent literacy

B.Listening and speaking skills

The following programs are all examples of what type of ESL program? "pull out" "resource center" and "classroom" A.Transitional Bilingual Education B.Stand Alone ESL C.ESL-plus D.Dual Language Immersion

B.Stand Alone ESL

A small group of Spanish dominant ELLs has just finished reading an English passage silently. Which of the following informal reading inventories would be most effective in checking the students' understanding of the passage and promoting their overall English language and literacy development? A.The teacher reads aloud five statements related to the content of the passage, and the students indicate with a show of hands whether they think each statement is true or false B.The students talk in their own words about what they have read, and the teacher supports their discussion by supplying language as needed C.The teacher provides the students with a rubric ranging from "very easy" to "very difficult," which they use to rate how comprehensible they found the passage D.The students each write one sentence related to the content of the passage which the teacher collects and evaluates

B.The students talk in their own words about what they have read, and the teacher supports their discussion by supplying language as needed

According to research in second language acquisition, which is considered the most effective language program in schools for all children? A.English only instruction B.Two Way Immersion C.Transitional Bilingual Education D.English as a Second Language Pull Out

B.Two Way Immersion

Which of the following terms refers to how the level of a language learner's negative feelings and motivation correlates to his or her ability to acquire new language skills? A.Deductive reasoning B.Extrinsic reinforce C.Affective filter D.Self-regulated learning

C.Affective filter

A social studies teacher plans to administer a chapter test that includes multiple-choice and short-answer questions. Which of the following testing accommodations would be most appropriate for the intermediate-level ELLs in the class? A.Permitting the ELLs to use the test study guide during the test B.Allowing the ELLs to take the test in their native languages C.Allotting the ELLs more time to complete the test D.Reducing the number of questions on the ELLs' version of the test

C.Allotting the ELLs more time to complete the test

A small group of ELLs has just finished reading an English passage silently. Which of the following informal reading assessments would be most effective to check the students' understanding of the passage and promote their overall English language and literacy development? A.Provide immediate corrective feedback on reading errors B.Focus on developing students' knowledge of English vowels C.Contextualize reading experiences as much as possible D.Teach skills implicitly or when occasions arise during reading

C.Contextualize reading experiences as much as possible

Mr. Johnson notices that a few of his ESL students have not been doing classwork or homework assignments because they lack motivation to learn about certain topics. Mr. Johnson can best increase his students' intrinsic motivation to learn by A.Offering them verbal praise after they complete an assignment properly B.Rewarding them with a small prize after they successfully complete a certain number of assignments C.Determining their interest and incorporating those interests into classroom lessons D.Calling their parents to inform them of the missing assignments

C.Determining their interest and incorporating those interests into classroom lessons

A first grade teacher recently welcomed a new ELL named Abdul into the classroom. Abdul's record show that he had limited exposure to English classes in his home country and is currently functioning at the beginning level of English-language proficiency. Which of the following instructional strategies would most probably assist Abdul in increasing his communication skills? A.Providing Abdul with the study guide that includes all topics discussed in class B.Supplying Abdul with an English dictionary and a thesaurus to use during activities C.Having Abdul use pictures and gestures when interacting with others D.Setting the expectation that Abdul must respond in English when called on in class

C.Having Abdul use pictures and gestures when interacting with others

An ESL teacher plans to evaluate the students' midyear progress by referencing various examples of their work taken from the current semester. Which of the following will most accurately assist the teacher in assessing the students' English-language development? A.Standardized test scores that demonstrate ESL students' academic performance in specific content areas B.Report card grades and comments from all content area classroom teachers C.Individualized portfolios that include all essays, presentation rubrics, and tests D.A norm-referenced midterm exam that was recently administered to ESL students

C.Individualized portfolios that include all essays, presentation rubrics, and tests

A student has difficulty with activities identifying rhyming words by matching the ending sounds such as cat/bat/hat. This student needs extra help in what area of language? A.Syntax B.Morphology C.Phonology D.Semantics

C.Phonology

An ELL approaches the ESL teacher and says, "Give me a piece of paper." The ELL's utterance is best characterized as an error in A.Article usage B.Word order C.Register D.Conjugation

C.Register

Research has shown that in addition to promoting English language learning, sheltered instruction also has which of the following benefits for language-minority children? A.Students obtain familiarity with the fundamentals of several languages B.Students learn to codeswitch and translate rapidly C.Students gain content area language and skills and have equal access to the curriculum D.Students gain a sense of self-confidence and self-esteem related to their cultural identity

C.Students gain content area language and skills and have equal access to the curriculum

According to Texas Education Law, Chapter 89, ESL programs should A.Have personnel fluent in the primary language of the students B.Require students to spend most of the day in mainstream classes C.Teach the grade level subject matter, but make modifications in pacing, materials and instruction D.begin language instruction orally

C.Teach the grade level subject matter, but make modifications in pacing, materials and instruction

The following conversation takes place between and ELL and an ESL teacher. Student: He read frequently the newspaper. Teacher: Oh, he frequently reads the newspaper. So, what sections of the newspaper does her prefer? The response that the teacher gives to the ELL can most accurately be described as A.Metalinguistic feedback B.Positive feedback C.An elicitation D.A recast

D.A recast Metalinguistic: give prompt for students to correct Elicitation: tell student what is the mistake and give them the correct answer

Which of the following court cases resulted in a ruling that district-implemented programs for ELLs must be evaluated for effectiveness? A.Lau v. Nichols B.Brown v. Board of Education C.Plyler v. Doe D.Castaneda v. Pickard

D.Castaneda v. Pickard

According to state law, the LPAC is responsible for: A.Developing ESL classroom curriculum B.Developing materials to be used in content area classes with ESL students C.Testing LEP students D.Identifying language proficiency and placement for students identified as LEP

D.Identifying language proficiency and placement for students identified as LEP

A teacher is teaching Social Studies in English to a group of Vietnamese students who have varying levels of English-language proficiency. In general, which of the following suggestions would best help the teacher facilitate comprehension and enhance language development in this situation? A.Speak very slowly throughout the lesson and repeat key vocabulary words several times throughout the lesson. B.Ask individual students to identify the elements of the lesson that they did not understand and offer them one-on-one tutorials C.Call on more proficient students to repeat key portions of the instruction aloud to the class throughout the lesson D.Reinforce key elements of instruction with written examples and provide visual demonstrations and models when possible.

D.Reinforce key elements of instruction with written examples and provide visual demonstrations and models when possible.

When determining what ESL program to implement in a school, what information is not important? A.The number of LEP students at each grade level B.The primary language of the LEP students C.The proficiency levels of the LEP students D.The socioeconomic levels of the LEP students

D.The socioeconomic levels of the LEP students

Kenny, an ELL, writes the following statement in his journal. "My friend, which I met at college, comes from San Marcos, who is located near San Antonio, Texas." Based on the statement, Kenny will most benefit from further instruction in relative pronouns. possessive pronouns. reflexive pronouns. indefinite pronouns.

Option A is correct because "which" and "who" are relative pronouns. Options B, C and D are incorrect because "which" and "who" are not possessive pronouns, reflexive pronouns or indefinite pronouns.

A fifth-grade teacher is using the Sheltered Instruction Observation Protocol (SIOP) Model in a science class with both ELLs and native English speakers. Which THREE of the following practices should the teacher incorporate to be consistent with the SIOP Model for instruction? Using explicit instruction in vocabulary Requiring that most classwork be done independently Providing clarification in the first language Intertwining content and language goals in lessons

Option A is correct because ELLs will benefit from explicit instruction in vocabulary as they learn how to negotiate meaning. Option C is correct because clarifying in the first language will help the ELLs gain a better understanding of English, and it will give them better access to the content of the lesson. Option D is correct because a major feature of sheltered instruction is that both language and content goals are articulated for every lesson. Option B is incorrect because in a sheltered instruction classroom there should be frequent and varied opportunities for interaction among students and between the students and teacher.

An ESL teacher wants to use graphic organizers to help ELLs understand expository texts. Which FOUR of the following graphic organizers are best to use for this purpose? Venn diagram Time line Thinking map Story map Word web

Option A is correct because a Venn diagram can help the students understand similarities and differences between two topics. Option B is correct because a time line can help the students understand the sequence of events in a text. Option C is correct because a thinking map can help the students understand the connection between topics and details. Option E is correct because a word web can help students understand the vocabulary used in a reading selection. Option D is incorrect because a story map is used with fictional texts, not expository.

A second-grade teacher has several beginner and intermediate ELLs in the class. To help the ELLs become proficient in English, the teacher knows to make the content comprehensible. According to the SIOP Model of instruction, which THREE of the following strategies are most appropriate to meet the teacher's objective? Slowing down speech and enunciating clearly Paraphrasing the ELLs' responses in correct English Copying notes in English for the ELLs Using wait time to allow the ELLs to express themselves Having the ELLs complete a journal entry after each lesson

Option A is correct because according to the SIOP Model, teachers should slow down to enunciate their speech and allow time for ELLs to think about what the teacher is saying and comprehend it. Option B is correct because ELLs benefit from having the target language correctly modeled. Option D is correct because ELLs may take twice as long to formulate a response in English since they have to transfer what they are saying from their native language to English. Option C is incorrect because copying notes in English for an ELL does not help bridge the gap from L1 to L2. Option E is incorrect because this strategy does not make the content of the lesson comprehensible or help the ELLs make the transition from their native language to English.

An ESL teacher finds it difficult to set aside time to observe the specific academic language proficiency of the ELLs in the classroom. Therefore, the teacher makes notes on ELLs' progress as it is observed during the natural course of the school day. The teacher is primarily using an anecdotal log. a formal assessment. a performance-based assessment. a portfolio.

Option A is correct because an anecdotal log includes notes about students recorded throughout the day. Option B is incorrect because a formal assessment requires a specific time for administration and set expectations for what is being assessed. Option C is incorrect because a performance-based assessment requires students to perform a specific task. Option D is incorrect because a portfolio is a collection of a variety of work that has been completed over a period of time.

A school is planning a meeting for ESL families to focus on parental involvement. The goal is to make the families feel welcome and provide them with the most effective ways to support language development at home. Which THREE of the following are the most effective approaches to help build trust with ESL families? Demonstrating to parents how to continue to build on foundational skills Having bilingual support personnel in attendance during the meeting Encouraging parents to interact with their children in their first language Providing American snacks and drinks during the meeting Holding the meeting during the school day

Option A is correct because by demonstrating to parents how to help their children continue to build on skills that were learned at school, the parents will feel empowered and feel that the school values them as a critical part in their children's education. Option B is correct because it is imperative that a risk-free environment is created and that there is an importance placed on the culture of the student, as well as the family in this case, to build trust. Bilingual translators will help immigrant families understand what is being said. Option C is correct because research shows that students who are literate in their L1 will be able to transfer information to the L2 more successfully than those students who are not literate in their native language. Option D is incorrect because providing snacks, especially with a diverse population in attendance, does not build trust. Option E is incorrect because holding meetings during the school day makes it unlikely for working parents to attend.

An ESL teacher uses supplementary texts in class that feature aspects of different cultures. The teacher also highlights vocabulary words from each unit that can be translated into the two or three languages the students speak. The class reads the words together and discusses them before beginning each unit. The teacher's actions are primarily examples of which of the following? Culturally responsive instruction Cultural relativism Ethnocentrism Multilingual education

Option A is correct because culturally responsive teaching acknowledges students' diverse cultural backgrounds and languages. Option B is incorrect because cultural relativism refers to when people are able to view themselves as belonging to another culture. Option C is incorrect because ethnocentrism refers to when someone believes that his or her cultural values are the standard. Option D is incorrect because it is a term used to describe a situation in which different languages are used in the curriculum but does not necessarily address a cultural aspect.

Which TWO of the following are federal requirements for the education of ELLs? ELLs must have access to the core curriculum. ELLs must be given the opportunity to learn in their native language. ELLs must exit an ESL program in no less than three years. ELLs must be given opportunities for English-language development.

Option A is correct because federal law requires that ELLs be given access to the core curriculum. Option D is correct because federal law requires that ELLs be given the opportunity to develop their English proficiency. Option B is incorrect because federal law does not require that ELLs be given the opportunity to learn in their native language. Option C is incorrect because federal law does not have any requirement for an exit time period.

Which of the following activities will best help develop the oral language proficiency of elementary ESL students? Providing wordless picture books for the students to narrate Having students chant a poem after teacher modeling Preparing a listening center for students to listen to audio books Encouraging students to record themselves reading a story

Option A is correct because narrating wordless picture books can assist in the development of oral language as well as reading and listening skills. Option B is incorrect because it does not address the oral language development of the students. This activity may only address pronunciation and intonation. Option C is incorrect because it does not address the oral language development of the students. Option D is incorrect because this activity may not be appropriate for beginning level ESL students who may not be ready to read independently.

An elementary teacher has several ELLs at the beginning level of English-language proficiency in the class. The teacher is beginning a unit on volcanoes. The most effective strategy for the teacher to use to make the content comprehensible for the ELLs is to preteach the unit vocabulary using visuals. read the unit to the students as they follow along silently. place the ELLs in a group to read and discuss the textbook information together. have the ELLs take a multiple-choice pretest about volcanoes.

Option A is correct because preteaching vocabulary is a good strategy for all learners and is especially helpful for ELLs. It helps them become familiar with unknown words and to then apply them in the correct context. Option B is incorrect because reading aloud to beginning-level ELLs does not make the content comprehensible. Option C is incorrect because placing beginning-level ELLs in a homogeneous group does not provide them with comprehensible information. There is nothing for them to discuss if they have no idea what the topic is. They also might not speak the same L1. Option D is incorrect because beginning-level ELLs do not know enough English to adequately show what they know about a topic.

Which of the following is most important for effective second-language acquisition? Engaging in social activities and meaningful interactions Memorizing and practicing frequently used words and phrases Interacting primarily with the teacher and other adults Learning with various structured and rote activities

Option A is correct because second-language acquisition occurs most easily with meaningful interaction in social settings. Option B is incorrect because memorizing frequently used words and phrases with no genuine context will not have a positive effect on second-language acquisition. Option C is incorrect because second-language acquisition occurs most often when interacting with peers as well as adults. Option D is incorrect because second-language acquisition occurs most often when interacting primarily in social settings rather than structured settings.

Mr. Sato a middle school science teacher, sees that the ELLs in his class are having difficulty understanding a new unit about volcanoes. Which TWO of the following will be the most effective strategies to help his students understand the content? Asking the students to write down what they know about the day's topic at the beginning of the class Giving students an English dictionary so they can write definitions of key vocabulary before each lesson Pairing an ELL with a native English speaker so students can read the text together Having students preread selections at home prior to each lesson or activity Showing a short video clip about the day's topic at the start of the class

Option A is correct because tapping into prior knowledge helps students build on what they already know. Option E is correct because showing a video clip is an effective strategy for exposing all students to a topic that may be unfamiliar. Option B is incorrect because learning vocabulary definitions is not a strategy for increasing understanding. Option C is incorrect because just reading text with a partner does not guarantee understanding of the text. The students may only be decoding with no comprehension. Option D is incorrect because prereading the material at home may not help students comprehend the meaning of the text, especially if the topic is unfamiliar.

Which of the following is a primary characteristic of teaching ELLs using the sheltered English instruction model? Students are provided with content adapted to their level of proficiency to facilitate comprehension. Students receive instruction exclusively in English and do not have the distractions of a mainstream classroom environment. Students are taught in both English and their native language so that they eventually become fluent in both. Students who recently arrived in the United States are given specific interventions to help their transition.

Option A is correct because this is a characteristic of using sheltered English instruction. Option B is incorrect because this is a characteristic of an immersion program. Option C is incorrect because this is a characteristic of a dual language program. Option D is incorrect because this is a characteristic of newcomer centers.

Which of the following is the best strategy to help ELLs when having phonetic struggles? Presenting small group lessons on digraphs, consonant blends, and vowel sounds Focusing on context clues and word structure analysis during read-alouds Integrating activities with high-frequency words into learning centers Modeling think-aloud strategies during guided reading

Option A is correct because this is an appropriate strategy for addressing phonetic issues. Option B is incorrect because this will not address phonetic problems, but rather assist with word meanings. Option C is incorrect because this will not address phonetic problems since high frequency words are not decodable. Option D is incorrect because this will not address phonetic problems, but rather assist with comprehension.

An ESL teacher works with a class of ELLs who read with various levels of proficiency. To assist with students' independent reading, the teacher assigns individual reading assignments on computers. Which of the following statements describes the most important benefit of utilizing technology in reading instruction? Students receive immediate feedback on their reading performance. Students have access to a wider range of reading genres. Students have more opportunities to increase their vocabulary development. Students will develop a greater appreciation of literature.

Option A is correct because using computers for reading instruction offers immediate feedback on performance. Option B is incorrect because computer reading does not offer more opportunities for different genres than a school or classroom library does. Option C is incorrect because students have the same opportunities to improve or increase vocabulary development when reading independently, in pairs or in groups. Option D is incorrect because a greater appreciation of literature can be attained regardless of the use of technology in reading instruction.

A high school ESL teacher is creating a teacher training session focusing on the linguistic diversity of the school. Which of the following paradigms will most benefit the school's ELLs? Using the ELLs' native languages and cultures as a basis for building new knowledge Encouraging all students to use only English while at school Keeping ELLs in the ESL program as long as possible Asking administrators to allow teachers to lead the ESL program

Option A is correct because when educators view different languages as an asset or resource, they will value those languages in the classroom. Option B is incorrect because encouraging only English usage tells students who know other languages that those languages are not an asset for them, the school, or society as a whole. Option C is incorrect because keeping ELLs in the ESL program longer than needed will lead to frustration and a belief that language diversity is a problem to be solved. Option D is incorrect because administrators are vital to setting the tone of how students with diverse native languages are viewed in the school. A hands-off approach will communicate the belief that ELLs and the ESL program are not important.

A school district is establishing an ESL program for the first time and must do so in compliance with established criteria. The district first puts into place a mechanism that will determine the program's effectiveness in achieving its instructional goals for ELLs. The evaluation ensures that the program will primarily fulfill requirements established by Brown v. Board of Education of Topeka. Castañeda v. Pickard. the No Child Left Behind Act of 2001. Plyler v. Doe.

Option B is correct because Castañeda v. Pickard established the requirement that programs must be evaluated to determine their effectiveness in achieving their instructional goals. Option A is incorrect because Brown v. Board of Education established the requirement that the race-based segregation of children into "separate but equal" public schools violates the Equal Protection Clause of the Fourteenth Amendment and is unconstitutional. Option C is incorrect because No Child Left Behind established the requirement that states, school districts, and schools must ensure that all students are proficient in grade-level math and reading. Option D is incorrect because Plyler v. Doe prohibited public schools and school personnel from adopting policies or taking actions that would deny students access to education based on their immigration status.

An ESL teacher observes ELLs struggling to comprehend reading passages. Which of the following strategies will best help the ELLs increase their comprehension of a text? Asking the ELLs to write notes as they read a new passage Building ELLs' background knowledge before presenting a new passage Assigning ELLs reading passages for homework as additional practice Having the ELLs answer multiple-choice questions after reading a new passage

Option B is correct because building the background knowledge of ELLs will make them better able to make connections with the text and will therefore increase their comprehension. Option A is incorrect because asking ELLs to take notes while reading the passage is distracting, since they will be less able to focus on both reading and taking notes, especially when it is a new text. In addition, not all ELLs will be able to complete such a task and taking notes does not ensure that they are able to better understand the text. Option C is incorrect because at home, the ELLs will most likely not have anyone to help them with reading or understanding the text. If they are struggling with comprehension, giving them additional homework without further instruction or support will not be beneficial and will instead result in additional frustration. Option D is incorrect because having ELLs answer questions after reading a passage will not aid them in understanding the passage.

An ESL student uses the following sentence during show-and-tell. "I want a motorcycle verde." The sentence primarily illustrates the concept of dysnomia. code-switching. biliteracy. automaticity.

Option B is correct because code-switching is the ability of an ELL to mix languages during communication. Option A is incorrect because dysnomia is a marked difficulty in remembering names or recalling words needed for oral or written language. Option C is incorrect because biliteracy is the ability to effectively communicate or understand written thoughts and ideas through the grammatical systems, vocabularies, and written symbols of two different languages. Option D is incorrect because automaticity is a general term that refers to any skilled and complex behavior that can be performed rather easily with little attention, effort, or conscious awareness.

At the beginning of the year, an ESL teacher has each student create an "All About Me" book. Students with a higher level of English-language proficiency write and illustrate the book independently. Those students with a lower level of English-language proficiency are allowed to create the book in their native languages. Which of the following statements best explains the primary benefit of the activity? The ESL students will gain a greater mastery of the usage of written English. The teacher will gain an understanding of the cultural background of the students. The ESL students will gain a greater appreciation of American culture. The teacher will gain a better idea of the students' organizational skills.

Option B is correct because each student is creating a book about his or her own life, and it will be reflective of his or her culture, giving the teacher a window into the student's life. Allowing students at different levels of proficiency to either complete it in English or their native languages demonstrates that the emphasis is not on the mechanics of the book, but rather on the content. Option A is incorrect because not all of the students are creating their books in English; it is all dependent on their proficiency level in English. Option C is incorrect because the assignment addresses the culture from which the students came, not the one to which they are acclimating themselves. Option D is incorrect because although the students may use their organizational skills to complete the assignment, it is not the primary benefit of the activity.

Martin, a fifth-grade ELL who is a beginning reader, is having difficulty understanding an idiom encountered in his assigned fiction reading. After the teacher explains the meaning of the idiom, the best strategy for helping Martin remember the idiom is to have him translate the idiomatic language into his native language. draw a picture of what the idiomatic language describes. use a dictionary to find and copy the literal meaning of the idiom. find other instances of idiomatic language in English writing.

Option B is correct because research has shown that drawing pictures of the idiomatic language, especially for beginning readers, significantly increases understanding of the true meaning of the language. Option A is incorrect because translating in the native language is likely to cause greater confusion in both English and the native language. Option C is incorrect because the literal meaning of idiomatic language is typically very different from the intended meaning. Option D is incorrect because reading other examples of idioms is unlikely to help the student understand the particular idiom with which he is struggling.

A high school ESL teacher hosts a career day in which bilingual professionals attend and give presentations about how proficiency in more than one language has helped them succeed. Which of the following is a primary benefit of the presentations for ELLs? Identifying with members of the community who speak their language Understanding the advantages of being multilingual Choosing best career paths that align with their goals Learning which companies emphasize multilingual careers

Option B is correct because students are able to see personal cases of people becoming successful by using their bilingual abilities as an advantage. Option A is incorrect because the presenters may not speak their same language. Option C is incorrect because the presentation is focused on benefits of bilingualism, not various careers. Option D is incorrect because this would not be the primary benefit since it is not the topic of the presentation.

Hanh, a Vietnamese student, has been in the United States for eighteen months. She is progressing in her schoolwork, but she rarely speaks to her classmates or teachers. Which of the following is the best action for the teacher to take to help increase Hanh's oral proficiency in English? Partnering Hanh with an English-speaking peer during oral discussions and presentations Incorporating daily lessons on social interactions that include role-playing Providing Hanh with a list of common phrases in English for her to memorize and practice Providing individual social lessons for Hanh to practice speaking until she is comfortable

Option B is correct because the gradual introduction of social interaction lessons that promote role-playing will provide a safe environment for an ELL to practice speaking in L2. Option A is incorrect because partnering her with an English-speaking peer during discussions and presentations will not encourage Hanh to speak and develop her oral skills. Option C is incorrect because providing her with a list of common phrases will not provide an authentic context for Hanh, and she will not be encouraged to develop her oral skills. Option D is incorrect because individual lessons will continue to isolate the speaking opportunities and will do little to encourage social interactions that are important to second language acquisition.

ESL teacher elicits brief written narratives from students on the topic "My Best Family Vacation." Some of the samples collected are listed below. 1. It was a trip very long. 2. My sister Mindy found a dog little on the window. 3. We got T-shirts blue at a store. The teacher observes a pattern in the samples and determines that the students' L1 is interfering with the students' English development. Based on the writing samples, which of the following is the most appropriate instructional focus for the teacher to use with the ELLs? Complex language structures Basic sentence structure Figurative language Detailed descriptions

Option B is correct because the samples demonstrate a pattern of difficulty with basic sentence structure, which is a component of syntax. Option A is incorrect because the samples demonstrate only a basic ability to write in English, and therefore complex language structures would not be an appropriate focus. Option C is incorrect because figurative language should be introduced after students have a firm grasp on the basics of writing. Option D is incorrect because providing detailed descriptions would be an appropriate focus only after the students have a grasp on the basics of English writing.

An elementary ESL teacher uses conferencing as an informal assessment of students' writing. During a meeting with an intermediate ELL about a personal narrative piece, the teacher notices that the ELL's writing is unorganized. Which of the following is the most appropriate next step for the teacher to take? Asking the student to rewrite the story using a computer Having the ELL verbally tell the story while using a graphic organizer to sequence it Conducting a mini-lesson on how to write a topic sentence and a conclusion Suggesting that the ELL use a thesaurus to use varied vocabulary

Option B is correct because the teacher uses the informal assessment of the conference to identify a problem area for the ELL and then gives the student a way to organize his or her thinking. Option A is incorrect because using technology to rewrite a piece does not address organization. Option C is incorrect because the problem the ELL was demonstrating was not about writing topic sentences. Option D is incorrect because varied vocabulary was not mentioned as a problem.

Marcos is an ELL who is literate in his native language and speaks English well but struggles with reading informative texts in English. After assigning a research project, the teacher wants to find a way to support Marcos' English literacy development as he completes the assignment. Which of the following is the best way to accomplish the teacher's goal? Providing Marcos with research in English presented in an audio format that he can listen to and then present his findings to the class Supplementing English texts with research in Marcos' native language and having him present his findings in English Translating informative texts to Marcos' native language and having him conduct his research using the translated texts Pairing Marcos with a native English speaking peer who can help to explain the research they find in English

Option B is correct because the use of native-language research to supplement English texts will help Marcos understand the academic content and continue to develop his English-speaking skills. In addition, it will allow Marcos to use his native language to scaffold his learning in English. Option A is incorrect because simply providing an audio version of research in English will not be an effective way to support English literacy or academic content. Option C is incorrect because translating the texts into his native language and limiting his research to the translated texts will not develop his English literacy. Option D is incorrect because although working with a classmate is a good procedure for listening to English, it will not help the nonnative speaker become proficient in literacy.

An ELL in an elementary school volunteers to read a story in the general education classroom. The ELL stumbles over the words and appears flustered. The teacher responds with positive reinforcement, praising the student for offering to participate. The teacher's actions best demonstrate an understanding of the importance of which of the following? Encouraging reading fluency Lowering the affective filter Focusing on proper pronunciation Improving cognitive development

Option B is correct because when a teacher provides positive reinforcement, ELLs may feel more comfortable and be motivated to work harder. Option A is incorrect because praising the ELL's efforts does not address the issue of fluency. Option C is incorrect because focusing on proper pronunciation would heighten an ELL's affective filter. Option D is incorrect because the teacher is not addressing cognitive development.

ESL teacher elicits brief written narratives from students on the topic "My Best Family Vacation." Some of the samples collected are listed below. 1. It was a trip very long. 2. My sister Mindy found a dog little on the window. 3. We got T-shirts blue at a store. The teacher observes a pattern in the samples and determines that the students' L1 is interfering with the students' English development. Which of the following activities should the teacher implement to best help students address the L1 interference? Practicing minimal pairs Identifying phonemic distinctions Cutting sentences apart Learning orthographic skills

Option C is correct because cutting sentences apart is used in syntax surgery to help students see the differences between word order in English and in their L1. Options A and B are incorrect because practicing minimal pairs and identifying phonemic distinctions best help students who struggle with English phonology. Option D is incorrect because orthographic activities are best for addressing spelling issues.

Which of the following statements is primarily true about the relationship between a student's first- and second-language acquisition? Cognitive development in L1 should be discontinued through the elementary years in order to achieve cognitive and academic success in L2. Cognitive development in L1 should be limited through the elementary years in order to achieve cognitive and academic success in L2. Students who receive formal schooling in L1 do better at acquiring L2 than students with no schooling in L1. Students who receive formal schooling in L1 do worse at acquiring L2 than students with no schooling in L1.

Option C is correct because first-language acquisition has a positive correlation to second-language acquisition. Option A is incorrect because cognitive development in L1 should be continued through the elementary years in order to achieve cognitive and academic success in L2. Option B is incorrect because cognitive development in L1 must be developed to at least the comparable level of native English speaking peers in order to achieve cognitive and academic success in L2. Option D is incorrect because students who receive formal schooling in L1 do better than students with no primary language schooling.

An elementary school with a high number of ELLs wants to increase the participation of ELL families in the school's Parent-Teacher Organization (PTO). Which of the following will encourage the greatest involvement by families of ELLs in the PTO? Asking the teachers to send home flyers detailing the activities led by the PTO Having the principal call each of the ELL families to ask them to become members of the PTO Providing translators at the PTO meetings while covering meaningful topics for ELL families Offering English classes for the parents of ELLs so that they can fully participate in PTO meetings

Option C is correct because having a meeting that addresses both the language and topic needs of ELL families is likely to increase involvement, since it will be meaningful to them and they will feel welcomed. Option A is incorrect because sending home flyers with information on PTO-led activities will not change families' perspectives of the PTO. They may not understand the information or find a connection with it. Option B is incorrect because although personal phone calls from the school are encouraged, a call asking families to become members of an organization that they may not be familiar with is not likely to increase participation. Option D is incorrect because although providing English classes is beneficial for parents of ELLs, learning a second language takes time. In addition, ELL families shouldn't be made to feel that they need to acquire English in order to participate in school activities.

An elementary ESL teacher is planning a reading lesson for ELLs at the beginning and intermediate levels of English-language proficiency. Which of the following strategies will most effectively introduce the new academic reading vocabulary? Providing the students with a list of the new vocabulary words for them to decode and memorize Asking the students to write each new vocabulary word on an index card and then copy the dictionary definition on the back of each card Discussing with the students the definition of each vocabulary word and then having them restate the definition in their own words Having the students write an original sentence for each new vocabulary word in a journal

Option C is correct because it ensures that teachers appropriately introduce a new vocabulary term and help students develop an initial understanding of that term. Option A is incorrect because beginning and intermediate ESL learners struggle with decoding most gradeappropriate English text. Option B is incorrect because it is critical that students construct their own descriptions, explanations, or examples in order to promote students' contentarea learning, academic-language development, and achievement across the curriculum. Option D is incorrect because students first need information about the term that they are learning in order to promote language development.

A high school ESL teacher wants the class to understand the differences between informal language used with friends and formal language used in the classroom. Which of the following strategies will best help ELLs understand the differences? Asking the ELLs to keep a journal of conversations with friends to be discussed in class Having the ELLs listen to audio recordings in different registers of English Pairing the ELLs and having them role-play a variety of scenarios in the different registers Reminding the ELLs to use academic language in classroom discussions and informal language in conversations

Option C is correct because role playing provides ELLs with the opportunity to practice the different registers by means of an authentic interaction with a peer. Option A is incorrect because it is inappropriate to ask the ELLs to discuss their personal conversations with the class. Option B is incorrect because listening to audio recordings in different registers does not have as significant an impact as actually using them. Option D is incorrect because reminding the ELLs about the different registers does not help them understand the differences between the registers.

Which of the following statements is most accurate regarding the transfer of literacy knowledge and skills from L1 to L2? Literacy instruction should be confined to L1 to prevent negative transfer between L1 and L2 Literacy instruction should be confined to L2 to prevent negative transfer between L1 and L2 Literacy experiences developed in L1 with native language scaffolding have a positive impact on literacy development in L2 Literacy experiences developed in L1 through home reading activities have a negative impact on literacy development in L2

Option C is correct because students with L1 literacy instruction benefit when transferring skills to L2. Scaffolding instruction from the native language reduces negative transfer. Option A is incorrect because there is not enough evidence to recommend definitively that overall literacy instruction should be confined to either L1 or L2. Option B is incorrect because there is not enough evidence to recommend definitively that overall literacy instruction should be confined to either L1 or L2. Option D is incorrect because home reading activities provide a positive effect to literacy development regardless of the language used.

A non-English-speaking student from Portugal has just enrolled in middle school in a small rural district with few ELLs. There is one ESL teacher who travels between the elementary school, middle school, and high school. Which of the following suggestions will best help the school accommodate the new student? Giving English-Portuguese dictionaries to the teachers who will have the student in their class Requiring a parent to accompany the student to class until the student adjusts to the school routine Hiring a bilingual aide to translate class content Arranging volunteer buddies in each class to help the student throughout the school day

Option D is correct because a new, non-English-speaking student will need help throughout the school day for a while. Option A is incorrect because although it may be helpful at times for the teacher to be able to look up a content-related word that may be difficult to act out or demonstrate to the ELL, this practice will not provide the help the ELL will need with all school-related things throughout the day. Option B is incorrect because it is the school's responsibility to accommodate the student. There is no indication that the parent speaks English or is available. This would be disruptive to the school. Option C is incorrect because budgetary considerations would most likely not allow for a small school district to hire a bilingual aide. In addition, translating all class content would not be appropriate.

An ELL at the beginning level of English-language proficiency has just joined a first-grade class. The teacher has started a unit on the life cycle of a butterfly and shows the class an educational video about the butterfly life cycle. Based on the English Language Proficiency Standards (ELPS), which of the following activities is most appropriate for the teacher to ask the ELL to perform after watching the video? Writing original, simple sentences describing the butterfly life cycle Copying the definitions of the four parts of the butterfly life cycle into a journal Placing sentence strips in the correct order to explain the butterfly life cycle Completing a picture jigsaw puzzle that depicts the butterfly life cycle

Option D is correct because beginning-level ELLs understand that vocabulary consists of concrete words that can be represented by pictures. Option A is incorrect because this is something the teacher would expect from an ELL at the intermediate level, not the beginning level. Option B is incorrect because although the beginning ELL can usually copy words, copying definitions will not be as helpful as using visuals. Option C is incorrect because this is something usually expected at the intermediate level, after some vocabulary has been established. It would be difficult for the beginning-level ELL to learn vocabulary and syntax at the same time, especially since the student is new to the school.

A teacher gives the following oral feedback to students. "We need to review the lesson about the auxiliary verbs that are placed before other verbs to express meanings such as permission, ability, and possibility. It appears that the application of these words still poses some difficulties for you." The feedback is primarily in response to the students' difficulty in using which of the following? Principal verbs Linking verbs Stative verbs Modal verbs

Option D is correct because modal verbs or modals are verbs that precede other verbs to express permission, possibility, ability, etc. Option A is incorrect because a principal verb has a meaning of its own and does not accompany another verb. Option B is incorrect because linking verbs are used to connect the subject with more information. Option C is incorrect because stative verbs describe a state, situation, or condition.

Which of the following statements most accurately identifies state-mandated Limited English Proficient (LEP) policies? ELLs who meet requirements and exit the special language program are monitored for one year. School districts that have at least two ELLs at one grade level must provide ESL services. The Language Proficiency Assessment Committee (LPAC) assesses the proficiency levels of ELLs annually. The identification and placement of ELLs occurs within the first four weeks of their enrollment in school.

Option D is correct because state requirements require that ELL identification and placement must occur within the first four weeks of enrollment. Option A is incorrect because students who meet requirements and exit the ESL program are monitored for two years. Option B is incorrect because school districts with one ELL must provide ESL services. Option C is incorrect because the LPAC is not responsible for assessing the students.

Use the information below to answer the questions that follow. As part of an informal assessment of ELLs' writing skills in English, an ESL teacher elicits brief written narratives from students on the topic "My Best Family Vacation." Some of the samples collected are listed below. 1. It was a trip very long. 2. My sister Mindy found a dog little on the window. 3. We got T-shirts blue at a store. The teacher observes a pattern in the samples and determines that the students' L1 is interfering with the students' English development. The students' samples best illustrate a pattern of L1 interference in phonology. morphology. semantics. syntax.

Option D is correct because the students' samples combine L2 words with L1 sentence structure (syntax). Option A is incorrect because phonology refers to sounds. Option B is incorrect because morphology refers to word structure. Option C is incorrect because semantics refers to meaning.

It is most important for a teacher who provides content instruction to ESL students to do which of the following? Expect the ESL students to remain academically behind their peers Discourage ESL students from using nonstandard English Provide lower-level content instructional materials to the ESL students Incorporate content materials that are culturally relevant to the ESL students

Option D is correct because the use of culturally relevant materials supports the students' need for acculturation within the classroom, and the use of L1 allows students to reach cognitive understanding while incorporating L2. Option A is incorrect because while modification of student instruction is necessary, teachers must maintain positive expectations for student achievement. Option B is incorrect because a teacher should encourage the use of nonstandard English as a way for students to express themselves more easily. Option C is incorrect because maintaining low expectations and lowering the level of instructional materials negatively affects ELL achievement. Rather than lowering the objectives, the teacher should adapt instructional materials to support instruction during L2 acquisition.

Volunteers from local churches and businesses are interested in assisting students in a school's ESL program. Which TWO of the following tasks are the most appropriate roles for the volunteers to fulfill? Team teaching with a general education or ESL teacher Facilitating guided reading groups and literature circles Mentoring students with the guidance of the classroom teacher Assisting with the tutoring of struggling readers and writers Administering TELPAS and other assessments to gather data

Options C and D are correct because mentoring students with the teacher's guidance and assisting with tutoring students are appropriate roles for a volunteer. These are activities that do not require knowledge of teaching strategies. Options A, B and E are incorrect because these activities require knowledge of teaching strategies. Volunteers are not certified teachers and it would be inappropriate for them to take part in teaching and assessing students.