TeXes ESL Supplement Practice Questions
In most cases, basic communication skills take markedly less time to develop than academic language skills. Which of the following scenarios best illustrates this phenomenon?
A. A student can use common idioms and slang but is often unable to conjugate verbs correctly B. A student can read and understand American short stories but cannot summarize them coherently C. A student demonstrates perfect pronunciation but frequently omits articles and prepositions D. A student speaks English fluently but is having difficulty understanding content-area lectures
Which one of the following is NOT included in the study of "semantics"? (Rigorous) (Skill 1.1) A. Culture. B. The definition of individual words and meanings. C. The intonation of the speaker. D. Meaning which is "stored" or "inherent", as well as "contextual".
A. Culture. Since semantics refers to the definition of individual words and meanings, the intonation of the speaker, and meaning which is "stored" or "inherent", as well as "contextual", option A is the best response.
To best support and encourage students' ongoing interaction with literature, it would be most effective for the teacher to
A. language development is an integrated process. B. language instruction should emphasize oral development over written development. C. language development is a sequential process. D. language instruction should emphasize receptive language skills before expressive language skills.only option A provides a strategy that is likely to be effective in promoting the students' ongoing interactions with literature.
If you are studying "syntax", then you are studying: (Average) (Skill 1.1) A. Intonation and accent when conveying a message B. The rules for correct sentence structure. C. The definition of individual words and meanings. D. The subject-verb-object order of the English sentence.
B. The rules for correct sentence structure. The intonation and accent used when conveying a message refer to pitch and stress. The definition of individual words and meanings is semantics. The subject-verb-object order of the English sentence refers to is the correct order for most English sentences, but the rules for correct sentence structure refers to syntax, so B is the best option.
If you are studying phonology, then you are studying: (Average) (Skill 1.3) A. The smallest unit within a language system to which meaning is attached. B. The way in which speech sounds form patterns. C. Individual letters and letter combinations. D. The definition of individual words.
B. The way in which speech sounds form patterns. The smallest unit within a language system to which meaning is attached is a morpheme. The term phonographemic refers to the study of individual letters and letter combinations. The definition of individual words is known as making the meaning of a word explicit. The way in which speech sounds form patterns is phonology, so option B the best answer.
The study of morphemes may provide the student with: (Average) (Skill 1.1) A. The meaning of the root word. B. The meaning of the phonemes. C. Grammatical information. D. All of the above.
C. Grammatical information. The meaning of the root word comes from its source or origin, and the meaning of phonemes relates to its sound. The correct answer is C which gives grammatical information to the student rather than (e.g. prepositions or articles)
"Bite" and "byte' are examples of which phonographemic differences? (Rigorous) (Skill 1.1) A. Homonyms B. Homographs C. Homophones D. Heteronyms
C. Homophones. Homonyms is a general term for words with two or more meanings. Homographs are two or more words with the same spelling or pronunciation, but have different meanings. Heteronyms are two or more words that have the same spelling but different meanings and spellings. Homophones are words that have the same pronunciation, but different meanings and spellings and the correct response.
Language learners seem to acquire syntax: (Average) (Skill 1.1) A. At the same rate in L1 and L2. B. Faster in L2 than L1. C. In the same order regardless of whether it is in L1 or L2 D. In different order for L1
C. In the same order regardless of whether it is in L1 or L2. All language learners must progress through the same hierarchical steps in their language learning process. They go from the least to the most complicated stages regardless of whether it is in the L1 or L2.
The sentence: "The bus was late and he was late, but John still managed to catch it." is an example of a _________. (Rigorous) (Skill 1.4) A. Simple sentence. B. Compound sentence. C. Complex sentence. D. Compound-complex sentence.
D. Compound-complex sentence. The first sentence contains two independent clauses 'The bus was late and he was late' as well as 'John still managed to catch it.' The first clause is also a compound clause with two independent clauses 'The bus was late' 'he was late'. Thus our sentence becomes compound-complex.
Which one of the following is NOT a factor in people changing their register? The: (Rigorous) (Skill 1.2) A. Relationship between the speakers. B. Formality of the situation. C. Attitude towards the listeners and the subject. D. Culture of the speakers.
D. Culture of the speakers. People change their register depending on the relationship between the speakers, the formality of the situation, and the attitudes towards the listeners and the subject. Answer D—culture of the speakers is not a reason for people to change their register.
Culture and cultural differences: (Average) (Skill 1.3) A. Must be addressed by the teacher in the ELL classroom by pointing out cultural similarities and differences. B. Should be the starting point for learning about how culture affects the ELLs attitude towards education. C. Positively affects how well ELLs perform in the language classroom. D. May have strong emotional influence on the ELL learner.
D. May have strong emotional influence on the ELL learner. Culture and cultural differences may be addressed by the skillful ESOL teacher, but frequently teachers are unaware of all the cultures and cultural differences they are dealing with. At the same time, it may be possible to determine how his or her culture affects the ELL's attitude towards education; however, it may well be something the young child cannot express or the adult hides for various reasons. Culture and cultural differences does not always play a positive role in the learning process. Culture and cultural differences may have a strong emotional influence on the ELL learner frequently the case whether it be negative or positive. Thus, D is our best option.
A middle school ESL teacher is working with a group of ESL students whose English-language abilities vary. Which of the following would be the most appropriate strategy for evaluating the progress of students who are at different proficiency levels in English? A. Using multiple measures, such as observations, test scores and samples of daily work B. Selecting language achievement tests that have been normed on a similar student population C. Establishing a grading curve and distributing students' test results along the curve D. Assessing students only in those areas of English in which they have achieved competence
Option A is correct because multiple measures of evaluation such as observations, test scores and samples of daily work will allow the teacher to comprehensively assess each student's abilities in all four domains of language acquisition. Option B is incorrect because data from a norm-referenced test would not provide a comprehensive evaluation of each student's individual progress. Option C is incorrect because establishing a grading curve would not produce an accurate result of each student's individual abilities and progress. Option D is incorrect because assessing students only in the areas of English in which they have achieved competence will not produce a comprehensive evaluation.
Educators in the ESL program at an elementary school involve students' families in program decision-making and support families' participation in other school activities and projects. These practices best reflect an awareness of which of the following factors affecting language development? A. ELLs whose families have positive opinions about school and learning are more likely to develop Englishlanguage proficiency B. Family members are students' first teachers, and the more they know about language instruction, the better they can teach ELLs specific aspects of language C. Family involvement in school activities provides students with a model of the kind of purposeful communication that is the ultimate goal of language instruction D. ELLs' family members are better able to evaluate the effectiveness of language instruction when they are familiar with the curriculum
Option A is correct because parents of ELLs who have adopted a positive opinion about school will help to encourage their children to have positive attitudes towards learning. Option B is incorrect because the parents are not native English speakers; therefore, they may not be knowledgeable of specific aspects of the English language. Option C is incorrect because the parents of ELLs may not have a high enough level of English-language proficiency to serve as a model for purposeful communication. Option D is incorrect because it is the district's responsibility to evaluate the effectiveness of an ESL program.
Which of the following best characterizes the education of language minority students in the United States before World War II? A. There was no concerted effort to assist ELLs in school B. ESL programs were common in larger urban school systems only C. Students who did not speak English could be legally prevented from registering in school D. The majority of ELLs with limited English proficiency attended bilingual parochial schools
Option A is correct because prior to World War II, students who did not speak English as their native language were expected to assimilate into the majority of school systems with no assisted English instruction. Option B is incorrect because ESL programs were not common in urban school systems prior to World War II. Option C is incorrect because children were not denied entrance to school. However, ELLs were mainstreamed into the classroom with no second language support. Option D is incorrect because statistics do not show that the attendance percentage of ELLs who attended parochial schools was any higher than public schools.
Which of the following strategies would be most effective in helping intermediate and advanced ELLs improve their reading fluency? A. Providing frequent opportunities for students to read and reread texts written at their independent reading levels B. Expanding students' vocabulary knowledge by assigning challenging texts at and beyond their instructional reading levels C. Encouraging students to use various comprehension strategies, such as self-monitoring, predicting and questioning D. Administering timed reading tests to students monthly to motivate them to read more quickly and accurately
Option A is correct because providing intermediate and advanced-level ELLs with frequent opportunities to read and reread texts at their independent reading level will increase their reading rate and fluency through habitual practice, increase their self-efficacy and encourage them to continue to improve. Option B is incorrect because expanding the ELLs' vocabulary with challenging texts and a higher instructional reading level will not assist them in building fluency. Option C is incorrect because monitoring, predicting and questioning build comprehension skills, not fluency. Option D is incorrect because administering timed reading tests will increase the ELLs' affective filter and will not motivate them to read more quickly and accurately
Which of the following best explains why ELLs need to receive direct instruction in the use of nonverbal elements of English? A. The meanings of gestures and body language vary from culture to culture B. People need explicit instruction in nonverbal communication because they lack instinctive communication skills C. Cultures associated with English tend to have more taboos related to the body than other cultures D. Nonverbal gestures only have meaning when they are connected to specific phrases in the oral language
Option A is correct because, without explicit direct instruction, ELLs may not be able to understand what various nonverbal elements of English mean. Option B is incorrect because people generally do not lack instinctive communication skills. Option C is incorrect because cultures associated with English do not necessarily have more taboos related to the body than other cultures. Option D is incorrect because nonverbal gestures can be used independently of oral language.
Which of the following sentences best demonstrates the use of "must" in an imperative sentence? A. The lights are off; they must not be at home. B. You must not eat candy before sleeping. C. The trip to the zoo yesterday must have been fun. D. You must be tired after such a long journey.
Option B is correct because "must" is used in an imperative command, prohibiting someone from taking an action. Options A and C are incorrect because "must" is used in a simple statement. Option D is incorrect because "must" is used in a deductive statement.
A middle school ESL teacher regularly includes news and magazine articles in the ESL curriculum that focus on multinational organizations or businesses and highlight careers in which it is advantageous or essential to have knowledge of more than one language. The use of such materials in the ESL program is most beneficial for ELLs because they can help students A. identify the features of different types of bilingual communities and networks. B. recognize the benefits of being bilingual in a global society. C. understand the circumstances that may have brought their families to the United States. D. decide where they would like to live and work when they grow up.
Option B is correct because by exposing students to multinational organizations or businesses through various media sources, the students can understand the global scope of bilingualism. Option A is incorrect because the materials may not provide explicit information on bilingual communities and networks. Option C is incorrect because the materials serve to highlight various businesses and career options, not each student's personal family history. Option D is incorrect because there is not enough information in the scenario to come to the conclusion that students will be able to determine their location of living.
A Texas high school has a program that integrates ESL instruction with academic instruction. The focus of the program is for students to learn English as a second language and use it as a medium to learn other academic subjects. In the program, a full-time teacher provides supplementary instruction for all academic subjects. Based on the characteristics, the program can best be described as A. sheltered instruction. B. content-based ESL. C. two-way immersion. D. pull-out ESL.
Option B is correct because content-based ESL programs integrate ESL instruction with content-area instruction simultaneously. Option A is incorrect because sheltered instruction is based on a series of techniques that teachers use in a mainstream classroom setting to help English-language learners understand and acquire English and content-area knowledge and skills. Option C is incorrect because two-way immersion is a biliteracy program that integrates native English speakers and native speakers of another language in such a way that each group models their native language and learns the native language of the other group. Option D is incorrect because pull-out ESL is an ESL program that is primarily implemented in an elementary school setting with a small number of students. In this program model, LEP students are removed from mainstream instruction for a portion of the day in order to receive exclusive English instruction.
Which of the following skills will ELLs primarily develop when creating their own semantic maps? A. Distinguishing fact and opinion B. Organizing and categorizing information C. Evaluating the reliability of information D. Predicting the results of a sequence of events
Option B is correct because the semantic map primarily enables the students to organize and categorize information based on the key vocabulary term. Option A is incorrect because the semantic map is not being used to distinguish fact from opinion. Option C is incorrect because the students are not evaluating the reliability of information, but rather categorizing terms and themes that relate to the key vocabulary term. Option D is incorrect because the students are not predicting the results of any events related to the key vocabulary term
Use the writing sample below to answer the question that follows. The students, who had studied hard for their examination, which was given at the end of the school year. Based on the sample, the student writer is struggling to A. make the subject and verb of a sentence agree. B. write a sentence containing a subject and predicate. C. place a subordinate clause after the word it modifies. D. use the correct pronoun to begin a subordinate clause.
Option B is correct because there are multiple subjects, but no predicate, present. Option A is incorrect because the given subjects agree with the verbs in the clauses. Option C is incorrect because the subordinate clauses are appropriately placed after the words they modify. Option D is incorrect because "who" and "which" are the correct pronouns to begin the subordinate clauses.
Students in an ESL class play a game in which they are split into teams. One member of each team picks an index card that has a verb written on it, and that student must act out the verb using movements and gestures. The other members of the team must state what action the student is in the process of doing, such as "Jiawen is driving." The game will most likely help students learn how to correctly form and use the A. simple present tense. B. present progressive tense. C. simple past tense. D. present perfect tense.
Option B is correct because, based on the game's description, the teacher wants the students to form sentences using the present progressive. Option A is incorrect because the teacher wants the team members to state the action that the student is in the process of doing; the simple present tense, such as "John drives a taxi," would not be the most appropriate choice. Option C is incorrect because the simple past would be an incorrect tense to use in this context, as the action is occurring presently. Option D is incorrect because the present perfect is used to describe actions that have occurred at an unspecified time in the recent past, past experience or a change that has happened over a period of time, such as "John has driven a taxi."
A school district has six elementary schools, all of which enroll a large number of ESL students who come from more than twenty different countries. Which of the following is the most appropriate program model for the district? A. Pull-out ESL classes B. Early-exit bilingual C. Sheltered English D. Late-exit bilingual
Option C is correct because Sheltered English instruction is flexible, content-based and works to accommodate all levels of ELLs, making Sheltered English the best program model given the diverse nature of students in the district. Option A is incorrect because pull-out is typically used in elementary school settings and for a small number of students, so it would not be an appropriate choice for the district as a whole. Options B and D are incorrect because there are many different languages in the district; therefore, a bilingual program would be nearly impossible to implement.
Ms. Crawford, an ESL teacher, administers a multiple-choice test to her middle school ELLs. The majority of the students do not pass the test. She discusses the test with the students afterward, and they state that they did not understand the directions or the format of the test. Based on the discussion with the students, Ms. Crawford's most appropriate plan of action is to A. reduce the number of questions on future multiple-choice assessments. B. use performance-based assessments for the remainder of the semester. C. break instructions into steps to be read aloud for future multiple-choice assessments. D. provide future assessments in the students' native languages.
Option C is correct because by breaking the directions into a step-by-step process and going over the directions with the students before the test, students will better understand how to take the test. Option A is incorrect because reducing the amount of questions on the test will not help students understand the directions or the format of the test. Option B is incorrect because by avoiding multiple-choice tests, the students will not learn how to approach multiple-choice formats in the future. Option D is incorrect because providing the assessment in the student's native language may help students understand the content of the test but not the format.
A school district is implementing a new ESL program. Which of the following is required in order for the program to be in accordance with the criteria established by Castañeda v. Pickard ? A. The program must allocate funds to support high-quality professional development for all staff that educates ELLs B. The parents of ELLs must be informed of their rights to deny any and all services provided by the program C. The program must be evaluated and found to be effective in achieving its instructional goals in language for ELLs D. The district must ensure that ELLs are not discriminated against because they do not speak English
Option C is correct because in order for an ESL program to be in compliance with the criteria set forth by Castañeda v. Pickard, it must be evaluated to determine if the program is effective in meeting its instructional goals for ELLs. Options A and B are incorrect because allocating funds for the professional development of teachers of ELLs and informing parents of their right to deny ELL services refers to criteria set forth by Title III. Option D is incorrect because ensuring that districts do not discriminate against ELLs refers to the criteria set forth by Lau v. Nichols.
An ESL teacher works in a middle school with a diverse student population. In addition to providing ELLs with language and content instruction, the teacher helps students learn how to articulate their feelings, provides them with practice in taking the perspective of others (e.g., through role plays, debates) and encourages the expression of diverse points of view. The practices are primarily effective in A. recognizing and responding to the linguistic diversity of the students. B. promoting students' academic achievement. C. reducing student conflicts that result from cultural and other misunderstandings. D. resolving students' cultural identity crises.
Option C is correct because the activities described help students learn how to empathize with others and productively articulate feelings in a school setting, hence reducing the amount of conflicts that result from cultural and other misunderstandings. Option A is incorrect because the primary focus of the activities is to bridge understanding between diverse groups of students; there is no mention of activities that specifically address linguistic diversity. Option B is incorrect because the activities are not designed to promote academic achievement, but rather strengthen communication and understanding among the student population. Option D is incorrect because there is no proof that students are going through a cultural identity crisis.
A high school ESL teacher is working with a class of beginning-level ELLs. The teacher asks one student to stand up, then asks another to pick up a pencil. The teacher involves each of the students at different points during the activity. According to proponents of Total Physical Response (TPR), the activity helps students develop English-language skills primarily because it A. encourages them to use English within authentic contexts. B. allows them to discover a wide range of concepts and rules related to English grammar. C. prompts them to use English to accomplish different goals. D. helps them to develop kinesthetic connections to various English words and phrases.
Option D is correct because Total Physical Response is based on kinesthetic connections that students associate with given words or phrases. Options A and C are incorrect because the students are not speaking the target language. Option B is incorrect because no concepts or rules related to English grammar are being presented
A high school has a large population of ESL students who recently immigrated to the United States. The high school ESL teachers plan to host an orientation for the students and their families to help them better understand the school's culture and protocols prior to the beginning of the school year. In order to most effectively present useful information and facilitate understanding during the orientation, the teachers should first A. ask the students to serve as interpreters for their parents. B. provide a detailed analysis of the school district's ESL program. C. organize discussion groups based on the native language of the families. D. ensure that relevant materials are available in the families' native languages.
Option D is correct because by providing families with materials in their own language, the teachers can ensure that the information that is presented is understood. Option A is incorrect because asking students to be interpreters may raise the students' affective filter, and there is no way of knowing if the students have the language ability to correctly interpret. Option B is incorrect because analyzing the school district's ESL program only addresses one aspect of the school's culture and protocol. Option C is incorrect because while organizing discussion groups may help foster communication among families, it does not ensure that parents will understand the information being presented to them.
Mr. Gregory can best support Lana's English-language acquisition and content understanding by A. extending the due dates on Lana's content assignments. B. implementing the use of a variety of content-specific textbooks in Lana's native language. C. administering an assessment to determine Lana's current level of content academic language. D. implementing strategies to make content comprehensible for Lana.
Option D is correct because comprehensible input will enable the student to better read, write, comprehend and speak English due to her increased understanding. Option A is incorrect because extending the due dates on assignments will not assist the student in comprehension of the content. Option B is incorrect because providing a history textbook in the student's native language would not support the student's English-language acquisition. Option C is incorrect because administering an assessment to find the student's current reading level would not assist the student's comprehension of the content
Periodically, a high school ESL teacher asks each student to complete the following checklist as a selfassessment tool. Yes or No: I look for word patterns in a sentence to help me read and understand it. I use note taking and flashcards to reinforce new language and vocabulary I have learned. I make word associations when learning new language and vocabulary. I use visualization to help me remember new vocabulary. The primary purpose of the checklist is to help students A. become effective at determining their own language proficiency. B. develop strategies for overcoming misunderstandings when communicating. C. compensate for gaps in their current language knowledge and skills. D. use various cognitive strategies for internalizing language.
Option D is correct because each part of the checklist presents a different strategy that students can use to help them process and internalize language. Options A, B and C are incorrect because the checklist does not assist students in effectively determining their own language proficiency, develop strategies for overcoming misunderstandings when communicating or compensate for gaps in their current language knowledge skills.
A teacher replies to an incorrect response from an ELL by recognizing the student's effort through positive reinforcement. By recognizing the student's effort, the teacher is demonstrating an understanding of which of the following? A. Enhancing linguistic development B. Incorporating various learning modalities C. Promoting cognitive development D. Lowering the affective filter
Option D is correct because providing positive reinforcement makes the ELL feel appreciated for putting forth effort, making it likely that the teacher has helped to lower the student's affective filter. Options A, B and C are incorrect because the teacher is not promoting the student's language development, catering to various learning styles or focusing on cognitive development through positive reinforcement.
Acting in his role as advocate for ELLs, an ESL teacher has asked if he could conduct a presentation at an upcoming staff meeting on ways mainstream teachers can improve communication with ELLs. Which of the following kinds of information would be most helpful and appropriate for the ESL teacher to share with colleagues? A. Techniques for introducing and reinforcing new language constructions and how to coach students on pronunciation B. Details about the cultural heritage and religious beliefs of the various ethnic groups represented in the school and how these might impact student achievement C. Suggestions on ways to correct student errors in ways that avoid damaging a student's self-esteem and reward student initiative D. Strategies for clarifying information, checking for comprehension, and controlling the use of complex phrasing, idioms and cultural references
Option D is correct because providing strategies for clarifying information, checking for comprehension and controlling the use of complex phrasing, idioms and cultural references would allow mainstream teachers to better ensure that they are providing ELLs with comprehensible input. Options A and B are incorrect because neither would assist the mainstream teacher in communicating with ELLs about mainstream academic content. Option C is incorrect because a mainstream teacher's primary focus should be on teaching ELLs academic content and not on correcting their language errors.
An ESL teacher provides training to content-area teachers on ways to simplify one's language when talking to ELLs. The training will primarily reinforce the importance of which of the following for the teachers? A. Collaborating with other teachers of ELLs B. Facilitating parental involvement in students' education C. Incorporating community resources within an ESL classroom D. Implementing ESL strategies within the classroom
Option D is correct because the ESL teacher is training the other teachers on explicit strategies that can be used in classes where ELLs are present. Option A is incorrect because collaboration implies a sharing of ideas; in this scenario, the ESL teacher is providing non-ESL instructors with information that can be useful. Options B and C are incorrect because the teacher is not contacting parents or using outside community resources.
For a class that is made up of students from various language backgrounds, the ESL teacher prepares to introduce several vocabulary words. To most effectively introduce the word "actor" the teacher should A. use synonyms of the word "actor." B. translate the word "actor" into the students' native languages. C. model the word "actor" with facial expressions. D. elicit meaning from a sentence with the word "actor."
Option D is correct because the best way for students to comprehend vocabulary is to actively involve them in creating meaning, such as when they practice deriving meaning of vocabulary words through the context of the sentence. Option A is incorrect because the word "actor" does not have a simple synonym that would help the students understand the meaning. Option B is incorrect because the students come from different language backgrounds, so translating the word into their native language would not be the most efficient option. Option C is incorrect because the word cannot be taught using facial expressions
An ESL teacher pre-teaches the following expressions before having a class discussion: "If I were you," "Why don't you" and "You should." The expressions are most appropriate for practicing which of the following language functions? A. Clarifying B. Disagreeing C. Interrupting D. Advising
Option D is correct because these expressions would be most useful when giving advice. Option A is incorrect because expressions used for clarifying would include examples such as "Could you please repeat that?" or "I'm afraid I don't understand you." Option B is incorrect because expressions used for disagreeing would include examples such as "I don't think so" or "That can't be true." Option C is incorrect because expressions used for interrupting would include examples such as "Pardon me" or "I'm sorry to interrupt but... ."
The teacher's use of literature response groups and journals demonstrates a strong understanding that
only option A correctly completes the sentence by accurately reflecting what research suggests about language acquisition as well as accurately corresponding to what is happening in the stimulus.
