ESL Certification Exam

Janie is a middle school student whose family recently emigrated from Mexico. On the first day of class, she told her teacher that she had to drop out of school in her native country a year ago. In the interval, she has had no tutoring or formal schooling. She has the following conversation with her English teacher regarding a missed homework assignment. Janie: Is because I lose...uhmmmm...USB [pronounced "uəsbi"]. Is no finish. Uhmmmmm...the homework. Teacher: You were unable to complete your assignment, Janie? [speaking slowly and clearly enunciating] Janie: Yes. No do it. Teacher: Do you think you could complete your homework during your study period? [speaking slowly and clearly enunciating] Janie: Uhmmmmm...Estudy time. Yes. Finish. Teacher: That's great, Janie. I hope to get your completed assignment later today. Janie: Is good. Based on this brief exchange, which of the following statements offers the best description of Janie's L2 development at this point? (A) Janie has virtually no understanding of English grammar. (B) Janie's syntactic and phonological output point to interference from Spanish grammatical structures. (C) Janie is not capable of completing a logical utterance in English. (D) Janie is unable to use her L1 competence as scaffolding for her L2 development.

(D) Janie is unable to use her L1 competence as scaffolding for her L2 development.

What are the three Prongs for Castaneda vs. Pickard

1. Based on sound educational research 2. Implemented with adequate commitment and resources 3. Evaluated and proven to be effective.

Lau vs. Nichols

1974- The US Supreme Court decision which found the San Francisco Board of Education failing in the duty of providing equal access to education of Chinese speaking students. This decision mandates that states address the unique language needs of the second language learner. Must take steps needed to provide EL's with an instructional program and be given equal access.

Castaneda vs. Pickard

A 1978 case establishing that effectiveness of an ESL program must be evaluated after a trial period, must be based on sound educational theory, and must have resources necessary. Three prongs

Which of the following are federal requirements for the Education of ELLS ? A- ELLS must have access to the core curriculum B- Els must be given the opportunity to learn in their native language C- Ells must exit an eel program in no less than three years D- Ells must be given opportunities

A and D

Idiom

A common, often used expression that doesn't make sense if you take it literally.

Simile

A comparison using "like" or "as"

Metaphor

A comparison without using like or as

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

A- Engaging in social activities and meaningful interactions.

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 of the three of the following best practices should the teacher incorporate to be consistent with the SIOP Model for instruction. ? A- Explicit instruction in vocabulary B- Requiring that most classwork be completed independently C- providing clarification in the first language D- Intertwining content and language goals in lessons

A- Explicit instruction in vocabulary C- providing clarification in the first language D- Intertwining content and language goals in lessons

To best support and encourage students' ongoing interaction with literature, it would be most effective for the teacher to? A- Help students learn how to select books that are likely to be comprehensible and of interest to them. B-Encourage students occasionally to read literature independently without talking or writing about it. C- monitor the reader response groups and journals and correct students misconceptions about the books. D. Make presentations to students about standards guidelines for literacy evaluation and criticism.

A- Help Students learn how to select books that are likely to be comprehensible and of interest to them.

Which of the following sentences shows correct use of an introductory participle phrase? A- Looking around, the boys noticed an open window. B- Looking around, someone was probably following the boys. C- Looking around, the truck seemed too close to the building. D- Looking around, it was getting darker and darker.

A- Looking around, the boys noticed an open window.

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

A- Presenting small group lessons on digraphs, consonant blends, and vowel sounds.

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

A- Students are provided with content adapted to their level of proficiency to facilitate comprehension.

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 schools ELLS? A- Using the ELL's native languages and cultures as a basis for building new knowledge B- Encouraging all students to use only English white in school. C- Keeping Ells in the ESL program as long as possible D- Asking administrators to allow teachers to lead the ESL program.

A- Using the ELL's native languages and cultures as a basis for building new knowledge

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? A- Venn diagram B- Time Line C- Thinking map D-Word web E- Word Webb

A- Venn diagram B- Time Line C- Thinking map E- Word Webb

An ESL teacher finds it difficult to set aside time to observe the specific academic language proficieny 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 A- an anecdotal log B- a formal assessment C-A performance-based assessment D- A portfolio

A- an anecdotal log

Research findings suggests that a key challenge in two-way dual-immersion programs is ensuring that both native speakers and nonnative speakers are receiving comprehensible input during the dual language lessons. in a two way dual immersion setting, the strategy that would best enable a teacher to create comprehensible input for all the learners is A- paraphrasing and repetition to provide redundancy In listening and speaking situations and integrating objects, visuals, dramatizations, and modeling to introduce new concepts. B- setting up class rules that require learners to listen quietly so that they miss no information presented by the teacher. C- providing all instructions and lessons in both L1 and L2 D- separating learners into L! and L2 groups, providing instruction in the learners native language, and reconvening to have members of each group share their new knowledge.

A- paraphrasing and repetition to provide redundancy In listening and speaking situations and integrating objects, visuals, dramatizations, and modeling to introduce new concepts.

The best rationale for integrating culturally relevant literature into ELL curricula is that A- students are better able to connect meaningful with stories and characteristics that reflect their culture and/or native country environment B- books are categorized as "multicultural or culturally relevant" literature are easier than canonical literature C- culturally relevant literature is written in the students home language D- the only type of literature that ELL students can understand is literature written in language or dialogue that reflects their L1

A- students are better able to connect meaningful with stories and characteristics that reflect their culture and/or native country environment

Jose is a middle school student whose family recently emigrated from Argentina. He has limited English language skills and has difficulty explaining to his teacher why he did not complete his homework. Here is the conversation Jose: Is because I lose...... uhmmmm my notebook. is no finish.... uhmmmm the homework. Teacher: You were unable to complete your assignments, Jose? (speaking slowly and clearly enunciating) Jose: Yes. No do it. Teacher: Do you think you could complete your homework during our study period? (speaking slowly and clearly enunciating) Jose: Uhmmm... Esudy time. yes Finish. Which of the following statements explain Jose's teachers response during the conversation? A- the teacher seems to be encouraging Joses oral language competence by responding to him in complete sentences that reflect Joses communicative intentions B- The teacher wants Jose to understand the connection between homework and academic success C- Because of Joses limited English proficiency, the teacher probably does not understand what Jose is trying to say. D- The teacher thinks Jose does not understand what she is saying to him , so she is talking slow.

A- the teacher seems to be encouraging Joses oral language competence by responding to him in complete sentences that reflect Joses communicative intentions

Ms. Pierce teaches a sheltered class of fifth-grade intermediate ESL students. During their language enrichment period, she hands out the following exercise. Her students are clustered into base groups, but she instructs them to work independently for five minutes and then network with their group members to complete the exercise. "Read the following passage carefully. Fill the blanks with words that make sense in those slots. Remember that to make sense, the words need to fit both in meaning and in grammatical structure. The playground can _________________ kids how to work hard to _____________ anything. Whether kids are trying to swing by __________? what is the label generally given to this type of excercise? A. Cloze exam B. Daily oral exam C. Sytax exam D. Vocabulary worksheet

A. Cloze exam

Ms. Pierce discovers that some of her students are frustrated because they can't figure out the "right answers." Which of the following modifications should she make to support students' efforts to complete this activity effectively? A. She provides a list of possible choices for each blank, including some alternatives that are inappropriate for the context of the blank. B. She asks for volunteers to read the passage aloud in front of the class, saying "blank" every time they come to a blank. C. She tells students who are frustrated to look up words they don't know in the passage. D. She provides picture books and elementary-level storybooks on the general topic of the passage and tells students to read several of these books if they don't understand how to fill in the blanks.

A. She provides a list of possible choices for each blank, including some alternatives that are inappropriate for the context of the blank.

Ms. Oliver has an elementary class of beginning ESL students. During reading time, she integrates nonfiction picture books that focus on science, history, and social studies topics. She reads a book to her students orally and then rereads it several times. After several re-readings, she stops at key points in the book and asks students to fill in what comes next. Which of the following statements best explains how this teaching strategy reinforces students' content-area learning? A. The repeated readings and student participation reinforces' students familiarity with discipline-specific terms and concepts. B. The oral reading reinforces students' phonological awareness. C. Reading picture books instead of the actual textbooks simplifies the content area material for learners who are not yet ready for challenging content. D. Working with picture books allows students to learn to spell high-frequency words in a meaningful communicative context.

A. The repeated readings and student participation reinforces' students familiarity with discipline-specific terms and concepts.

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 programs effectiveness in achieving its instructional goals for ELLS. The evaluation ensures that the the program will primarily fulfill requirements established by A. Brown v. Board of Education of Topeka B- Castaneda v. Pickard C-No Child LeFt Behind D-Plyer v. Doe

B- Castaneda v. Pickard

Hanh, a Vietnamese student, has been in the United Stated 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? A- Partnering Hanh with an English- speaking peer during oral discussion and presentations B- Incorporating daily lessons on social interactions that include role- playing C- Providing Hanh with a list of common phrases in English for her to memorize and practice. D. Providing individual social lessons for Hanh to practice speaking until she is comfortable.

B- Incorporating daily lessons on social interactions that include role- playing

Cindy, a tenth-grade ELL student, is writing an essay about how her sister has inspired her to aim high. She includes the following sentence in her draft. " It does not matter if the person is well known or even if they are family; anyone can be an inspiration" This sentence contains a grammatical error in A- indefinite pronoun use B- Pronoun number C- Pronoun case D- Pronoun antecedent

B- Pronoun number * The student writes 'person" singular and then uses plural pronoun "they"

Which of the following statements demonstrates the use of subordinating conjunction in a grammatically correct string? A- Since I started attending school, I was an average student B- Since I had started school, I had to give up afternoon backyard dirt wars. C- Since first grade, I have been an average student

B- Since I had started school, I had to give up afternoon backyard dirt wars.

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? A- Identifying with members of the community who speak their language B- Understanding the advantages of being multilingual C- Choosing best career paths that align with their goals D- Learning which companies emphasize multilingual careers.

B- Understanding the advantages of being multilingual

A school district in a border area of Texas establishes an ESL program for young students who have recently arrived in the United States and who have limited or no academic background in their native language. the program addresses acculturation, language, affective, and academic aspects of the children's educational experience. the program is a temporary "stop over". The goal is to transition these students into a traditional ESL program. this type of program is typically labeled as a A- transitional ESL program B- language-intervention program C- SIFE program (students with interrupted formal education) D- newcomer program

B- language-intervention program

Which of the following statements best explains the value of mini lessons in helping ESL learners acquire content knowledge ? A- mini lessons are short in order to keep ESL students from getting bored when they do not understand . B- mini lessons enable the teacher to divide a lesson into manageable chunks of information to help students receive comprehensible input. C- in mini lessons difficult concepts are omitted D- Mini lessons are delivered quickly so that the teacher can cover a lot of information.

B- mini lessons enable the teacher to divide a lesson into manageable chunks of information to help students receive comprehensible input.

At the beginning of the school 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 who have a lower level English proficiency are allowed to create the book in their native language. Which of the following statements best explains the primary benefits of the activity? A- The ESL student will gain a greater mastery of the usage of written english B- the teacher will gain an understanding of the cultural background of the student. C- The ESL student will gain a better appreciation of American culture D- the teacher will gin a better idea of student organization skills

B- the teacher will gain an understanding of the cultural background of the student.

A fourth-grade ESL teacher is preparing her students for their state-mandated writing exam where they will be required to write a short expository essay. She hands out the practice prompt and asks for student volunteers to form a "think-aloud" panel as they consider the prompt and possible response strategies. What ESL model does this instructional activity most closely fit? A- Total Physical Response B-Cognitive Academic Language Learning approach C- Immersion D- Suggestopedia

B--Cognitive Academic Language Learning approach

How many years does it take for an ELL to reach fairly high levels of conversational English? A-1-2 B-2-3 C-7

B-2-3

As a culminating activity, the teacher organizes the class into a large circle for a round-robin discussion. Each student completes the sentence I admire BLANK because BLANK. Then, the teacher has each student write a letter to the historical figure they mentioned. Which of the following ESL instructional strategies does this activity best reflect? A- the teacher creates as assignment that ESL students can complete effortlessly B-The teacher creates a learning environment in which students find meaningful connections to content area knowledge presented in a multicultural setting C- he teacher creates an assignment that allows for authentic assessment in contrast to the traditional end-of-unit test.

B-The teacher creates a learning environment in which students find meaningful connections to content area knowledge presented in a multicultural setting

a middle school teacher shows her ESL class film clips of people from different countries and cultures greeting each other. The instructional strategy primarily focuses on A- showing students that shaking hands is not a universal greeting B-developing students awareness of cultural diversity C-emphasizing the need to watch videos set in other countries D- Reinforcing students understanding of body language in communicating

B-developing students awareness of cultural diversity

To promote her fifth-grade ESL students' academic language proficiency, a science teacher takes her students to the school library once a week and has the students check out books on topics related to the unit they are currently studying. The teacher notices that students talk constantly in the library, showing each other their books, and reading each other's books. She recognizes this as an opportunity to promote her students' communicative language development. Which of the following instructional activities best addresses the teacher's intent? A. Assigning students book reports on the books they pick and posting the reports on the class writing wall B. Having each student do a book talk on his or her book C. Having each student post the title of her or his book on the class notes wall. D. Having a question-and-answer session where the teacher asks each student one question about the book he or she checked out

B. Having each student do a book talk on his or her book

A high school biology teacher is starting a unit that addresses state assessment standards on knowledge of interactions among biological systems in plants. Which of the following instructional activities would most effectively promote his ELL students' achievement in this area? A. The teacher assigns a group project. Each group identifies a specific plant and uses visuals and props to demonstrate interaction of its biological systems. B. The teacher has students fill out a questionnaire about their prior knowledge on plants' biological systems. C. The teacher takes his students on a walk around the campus to point out different types of plants growing on the school grounds. D. The teacher shows students the state assessment standards in biology and explains the concepts and defines all the content-specific terms in each standard.

B. The teacher has students fill out a questionnaire about their prior knowledge on plants' biological systems.

Each Monday, a third-grade teacher introduces new content vocabulary to her beginning ESL students. To reinforce their initial understanding of the new words, she posts labeled pictures of the words. She wants to promote their listening and speaking proficiency in the context of content instruction. Which of the following instructional activities most effectively addresses the teacher's goal? A. The teacher puts up the lists of new content words, pronounces each one, and then calls on student volunteers to pronounce them, too. B. Working in groups, students pick one of the new words to explore by looking in their books, using the dictionary, and using other class resources. Each group does a short presentation to introduce the class to the new word. C. The teacher gives students two days to learn the words. They spend a few minutes each day pronouncing the words out loud in unison. On the third day, they have a spelling test on all the new words. D. The teacher shows an animated video in which animal characters introduce the new words on the list. After the video, the teacher gives students a short test to determine which words they seemed to understand best.

B. Working in groups, students pick one of the new words to explore by looking in their books, using the dictionary, and using other class resources. Each group does a short presentation to introduce the class to the new word.

Ms. Contreras is reading a set of student drafts. The following sentence is in Remi's draft: "I knew that if I just had too more minutes, I could of finished." Remi's sentence demonstrates difficulty in A. using past tense correctly. B. distinguishing between the oral and written forms of homonyms. C. using modals correctly. D. spelling.

B. distinguishing between the oral and written forms of homonyms.

How many years does it take for an ELL to reach fairly high levels of Academic English? A-4-5 B-6 C- 7+ D- 2-3

C- 7+

Jose is a middle school student whose family recently emigrated from Argentina. He has limited English language skills and has difficulty explaining to his teacher why he did not complete his homework. Here is the conversation Jose: Is because I lose...... uhmmmm my notebook. is no finish.... uhmmmm the homework. Teacher: You were unable to complete your assignments, Jose? (speaking slowly and clearly enunciating) Jose: Yes. No do it. Teacher: Do you think you could complete your homework during our study period? (speaking slowly and clearly enunciating) Jose: Uhmmm... Esudy time. yes Finish. The conversation between Jose and his teacher reflects which of the following types o second-language acquisition as described in the Texas English Language Proficiency (TELPAS) A- Cognitive Academic Language B- Comprehensible Input C- Basic interpersonal communication skills (BCIS) D- Higher order thinking

C- Basic interpersonal communication skills (BCIS)

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 Which of the following activities should the teacher implement to best help the students address he l1 interference A. Practicing minimal parts B- Identifying phonemic distinctions C- Cutting sentences apart D- Learning orthographic skills

C- Cutting sentences apart

Which of the following statements is most accurate regarding the transfer of literacy knowledge and skills from L1 to L2 A- Literacy instruction should be confined to L1 to prevent negative transfer between L1 and L2 B- Literacy instruction should be confined to l2 to prevent negative transfer between l1 and l2 C- Literacy experiences developed in L1 with native language scaffolding have a positive impact on literacy development in L2. D- Literacy experience developed in L1 through home reading activities have a negative impact on literacy development in L2.

C- Literacy experiences developed in L1 with native language scaffolding have a positive impact on literacy development in L2.

.An elementary school with a high number of ELLS wants to increase the participation of ELL families in the schools parent teacher organization (PTO) which of the following encourage the greatest involvement by families of ELLS in the PTO? A- Asking teachers to send home flyers detailing the activities led by the PTO B- Having the principal call each of the ELL families to invite them. C- Providing translators at the PTO meeting while covering meaningful topics for ELL families D- Offering English classes for the parents of the the ELLS

C- Providing translators at the PTO meeting while covering meaningful topics for ELL families.

Which of the following descriptions represents the initial procedure for designating students as Limited English Proficient (LEP) in Texas School districts? A- The LEP designation is made by individuals teachers any time they notice that students demonstrates deficiencies in social and academic language proficiency B- When parents request in writing that their child be placed in bilingual or ESL classes, the student is automatically designated LEP. C- Upon entering a school district, any student hose home language is not exclusively English ( as determined by the home language survey) is tested to assess language proficiency. Results are evaluated by the language Proficiency Assessment Committee to determine LEP or non-LEP status.

C- Upon entering a school district, any student hose home language is not exclusively English ( as determined by the home language survey) is tested to assess language proficiency. Results are evaluated by the language Proficiency Assessment Committee to determine LEP or non-LEP status.

According to the Texas Administrative Code (TAC) the basic requirement for implementing an ESL or Bilingual program in a school district is? A- A district wide enrollment of 50 percent or more students whose families are classified as hispanic, Asian, African American, or other in the U.S. Census Data. B- campus demographics that include 80 percent speakers of languages other than English C- an enrollment of 20 or more ELL students in any language classification in the same grade level. D- an audit fro the TEA that finds disparities in educational approaches used for native and nonnative speakers in English.

C- an enrollment of 20 or more ELL students in any language classification in the same grade level.

The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act of 1968, was significant in the history of ESL education in America because it A- implemented federal guidlines for integrating children of undocumented immigrants into American Schools B- established the National Center for Bilingual Education as a resource center for teachers and administrators. C- initiated federal involvement in mandates, funding, rationales, and goals for bilingual/ESL education programs D- established the "separate but equal" precedent for implementing bilingual education program in American schools.

C- initiated federal involvement in mandates, funding, rationales, and goals for bilingual/ESL education programs

As a follow up, the teacher takes the class to the school library and assigns the following activity: work with your group members to find facts about Alaskan topography, geography, and/or temps. Be ready to do a 3 minute summary of your findings. Your presentation should include at least 1 photo. Which of the following descriptions best explains how this activity contributes to students' oral-language development? a- it allows students to connect research based facts to events of the story b- It creates opportunity for students to navigate about facts that are most relevant C- it promotes communicative competence by combining collaboration, research, writing, and oral presentation

C- it promotes communicative competence by combining collaboration, research, writing, and oral presentation

A high school with a large population of ESL students whose L1 is Spanish starts out newcomers and intermediate learners in content classes taught in Spanish. As students gain L2 competence they are moved to content classes made up of only ESL students. When the ESL student demonstrates increased language proficiency they are mainstreamed into content classes. this approach to ESL instructional is known as A- acculturation B-blingual education C- sheltered instruction D-immersion

C- sheltered instruction

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

C- students who receive formal schooling in L1 do better at acquiring L2 than student with no schooling in L1.

Remi's draft ends with this sentence: "You should never feel bad just cuz u didn't finish." Which of the following strategies should Ms. Contreras use to help Remi understand the difference between social and academic registers? A. She should mark an X through "cuz" and "u" and write "misspelled" in the margin B. She should use Remi's sentence in the next day's daily oral language exercise and have students try to correct the sentence C. She should have a minilesson on texting language versus academic language, explaining expectations for each register D. Since the sentence occurs in a draft, she should expect that Remi will correct the forms during editing and revision

C. She should have a minilesson on texting language versus academic language, explaining expectations for each register

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 after ward, 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.

C. break instructions into steps to be read aloud for future multiple-choice assessments.

Mr. Christopher, a middle school social studies teacher, has a mainstream class that includes a large number of intermediate ESL students. His ESL students are having trouble understanding the basic information in each chapter. Ms. Caranza, a colleague who teaches ESL classes, suggests two things: that he break up his lectures into mini-lessons, and that he create groups that include two or more native speakers in each group and allow students to network with each other after each mini-lesson. The language-learning scaffold that Ms. Caranza's advice to Mr. Christopher reflects is: A. syllabus-based instruction. B. reliance on universal grammar. C. the zone of proximal development. D. holistic assessment.

C. the zone of proximal development.

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

D- Incorporate content materials that are culturally relevant to the ESL students.

The Texas English Language Proficiency Assessment System is used to provide which of the following types of data about ELL students? A- information about the effectiveness of classroom ELL instruction in addressing state standards B- Average yearly progress rating for ELL students as mandated b the language Proficiency Assessment Committee C- Correlations between state-mandated exam scores and ELL students end of year grades in core subjects D- Individual proficiency level ratings of ELL students ( Beginning, intermediate, advanced, advanced high) in listening, speaking, writing, and reading

D- Individual proficiency level ratings of ELL students ( Beginning, intermediate, advanced, advanced high) in listening, speaking, writing, and reading

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 determine the students sample best illustrate a pattern of L1 interference in A- Phonology B- Morphology C-Semantics D-Syntax

D- Syntax ( L2 words with L1 sentence structure)

Which of the following statements most accurately identifies state-mandated limited English proficient LEP policies? A- ELLS who let requirements and exit the special language program are monitored for one year B- School districts that have at least two ells at one grade level must provide ESL services C- The language proficiency assessment committee (LPAC) assess the proficiency levels of ELLS annually. D- The identification and placement of ells occurs within the first four weeks of their enrollment in school.

D- The identification and placement of ells occurs within the first four weeks of their enrollment in school.

The Texas Administrative Code stipulates that required bilingual and ESL programs in Texas follow one of four programs models. Which of the following programs is NOT listed as one of those four models? A- Two-way dual immersion B- One-way dual immersion C- transitional/bilingual early exit D- Transitional/bilingual stable

D- Transitional/bilingual stable

A high school with a 75 percent ELL student enrollment has an ESL program in place that meets the following criteria: • It promotes language proficiency by addressing the needs learners with a of a diverse range of language competencies. • It enhances students' competence in content areas through classroom experiences that reflect the learner's development while fostering readiness for higher levels of learning. • It provides instruction through certified ESL instructors who promote learners' L2 competence and uses L2 as a medium for learning in academic subjects. Which of the following ESL program models do these criteria describe? A. Content-based program B. Immersion program C. Pull-out program D. Grammar-based ESL and content-area enrichment

D. Grammar-based ESL and content-area enrichment

Homework assignments are sometimes created with the expectation that parents will be able to help students complete the assignment. At a school where the majority of ESL student parents have limited L1 education and no L2 education, which of the following strategies would best promote family involvement in ESL students' homework assignments? A. The teacher sends parents a list of all the homework assignments for the week and asks parents to initial the assignment when the student completes it. B. The teacher sends parents a video explaining how homework reinforces students' progress in content-area classes. C. The teacher sends a package of textbooks to each family so that family members can familiarize themselves with the content-area materials their children are covering in class. D. The teacher invites parents to attend content-area classes and models how they can facilitate their children homework completion even if they don't understand the subject.

D. The teacher invites parents to attend content-area classes and models how they can facilitate their children homework completion even if they don't understand the subject

Research on ESL instruction shows that use of multiple scaffolds promotes young learners' social adjustment and academic learning. Which of the following descriptions provides the best examples of learning scaffolds? A. The teacher reinforces daily instruction with a quiz at the end of the school day. Students score each other's quizzes and ask questions about the right and wrong responses. B. The teacher uses props and pictures to support new learning in all subjects, makes extensive use of print throughout the room, and structures lessons to integrate cooperative learning. C. The teacher uses short, animated videos to introduce every lesson in content areas and asks students to summarize their understanding of each video. D. The teacher uses instructional materials that offer L1 and L2 versions of every lesson to create a learning environment that addresses the affective needs of all the students.

D. The teacher uses instructional materials that offer L1 and L2 versions of every lesson to create a learning environment that addresses the affective needs of all the students.

According to the LPAC Framework Manual, a student is identified as an English Language Learner if he or she A. demonstrates significant deficiencies in writing a short passage in English. B. is unable to respond readily to instructions in English. C. has had no academic experiences in L1. D. is in the process of acquiring English and has a language other than English as a native language.

D. is in the process of acquiring English and has a language other than English as a native language.

In their August orientation, teachers at a Central Texas school discuss the following statement from the school's Handbook of Daily Operating Procedures: "The teacher creates an environment that values the beliefs, backgrounds, home learning, home language, and sense of belonging to a group that every learner brings to the classroom and fosters a sense of community that brings diverse learners together." In the context of ESL teaching, this statement refers to A. linguistic diversity. B. pedagogical tolerance. C. identity preservation. D. multiculturalism.

D. multiculturalism.

Grammatical Approach

Deductive- Part to whole- Classical Greek and Latin Instruction

Behaviorism

Environment shapes behavior: knowing language but not how to use the language

Ells always have the same English language proficiency levels across all subjects. ( reading, writing, listening, speaking) True or False?

False

True or False When giving feed back to ELL's it is important to correct every error they make?

False

Sheltered Instruction

Grade-level content-area instruction provided in English in a manner that makes it comprehensible to ELLs while supporting their English language development.

Communicative approach

Inductive Whole to part- 1960's - 1970's constructivism and social interaction

Cognitive Approach

Inductive Whole to part- 1980's-1990's researching on learning functions memory and cognitive

Phonemic Awareness

MOST CRITICAL- Blend individual sounds

Syntax

Sentence structure

Acquisition-Learning Hypothesis

States that there are two independent ways in which we develop our linguistic skills: acquisition and learning. Acquisition of language is a subconscious process and the learner is unaware of the process taking place. Once the new knowledge has been acquired, the learner is actually unaware of possessing such knowledge. This is analogous to the way in which children learn their native language. Consequently, if we accept the hypothesis then we need to spend more time using real language with our students as opposed to teaching them explicit grammar rules.

Marcos is an ELL who is literate in his native language and speaks English as 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? a) Providing Marcos with research in English presented in an audio format b) Supplementing English texts with research in Marcos' native language c) Translating informative texts to Marcos' native language and having him conduct his research using translated texts d) Pairing Marcos with a native English speaker

Supplementing English texts with research in Marcos' native language

True or False- Poverty has an enormous impact on children's early language experiences.

TRUE- By the time they enter school there is already a significant gap.

Formative Assessment

Takes place during learning and is used to plan or modify instruction

phonological awareness

The ability to detect, identify and manipulate various parts of spoken language: Words, syllables, onsets and rimes.

True or False Authentic assessments are often based on real-world problems or tasks.

True

True or False A semantic map is considered a good strategy for promoting ESL students content area learning because it provides a graphic organizer for representing text structures.

True

True or false In general, children are more holistic learners who need to use language for authentic communication in classes.

True

Cognates

Words that look similar and have the same origin in two languages.

Metacognition

awareness and understanding of one's own thought processes.

An ESL student uses the following sentence during show-and-tell. "I want a motorcycle verde." The sentence primarily illustrates: a) dysnomia b) code-switching c) biliteracy d) automaticity

b) code-switching- (= mixing languages)

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 idiom, the best strategy for helping Martin remember the idiom is to have him a) translate the idiomatic language into his native language b) draw a picture of what the idiomatic language describes c) use a dictionary to find and copy the literal meaning of the idiom d) find other instances of idiomatic language in English writing

b) draw a picture of what the idiomatic language describes- (research shows that drawing pictures of idiomatic language for beginning readers increases understanding)

phoneme

in language, the smallest distinctive sound unit

Blending

listen to two small words (good bye) and orally blend them to make one word

Morpheme

smallest unit of meaning

Segmenting

tap one time for every word in the sentence

Summative Assessment

testing that follows instruction and assesses achievement

Semantics

the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning

Phonology

the study of speech sounds in language