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The process in which members of different cultural groups within the same society reciprocally adopt and appreciate the attitudes, values and language patterns of each other is known as:
Relating instruction to the student's cultural backgrounds promotes academic success
The bilingual education director for a school district meets with all the bilingual teachers and suggests that instruction should be interactive, student-centered and anchored on the language and culture of the studentshome. Which of the following is the best rationale for the type of instruction described?
Programs that address the ELL's needs by using a standards-based program in which content is taught in a comprehensible manner
Given that English-language learners (ELLs) often differ in their culture and degree of English language fluency, which of the following types of program models would best ensure their academic success?
Lau v. Nichols
In which of the following court cases did the United States Supreme Court rule that limited-English-proficient students should receive equal access to education under the Civil Rights Act?
The continued development of ELLs L1 validates their L1 knowledge and facilitates the acquisition of their L2
The best explanation for the improved academic performance that English-language learners (ELLs) experience in an additive educational program is that:
Incorporating materials related to students home cultures and texts in students primary language throughout the curriculum.
The strategy that would be most effective in creating an environment that encourages the development of biliteracy and biculturalism?
Translations change the language of a test but cannot eliminate cultural differences and discrepancies caused by direct translations
An administrator wants English-language learners (ELLs) to take standardized achievement tests of basic reading skills that have been directly translated from English into the ELLs native languages. Why would that approach is likely to yield inaccurate results?
ELLs will recognize the benefits of being bilingual and bicultural in a global society
A middle school bilingual teacher regularly includes news and magazine articles in the curriculum that focus on multinational organizations or businesses that highlight careers in which it is advantageous or essential to have knowledge of more than one language. Describe the benefit of using such reading materials for English-language learners (ELLs)?
Transitional or early-exit bilingual
Ms. Liang's lesson plans for her third-grade classroom include native language support for academic concepts, including vocabulary development and a basic interaction with new ideas. She wants to ensure that the English-language learners (ELLs) understand the lessons they will be studying this week, since most of her instruction is in English. Ms. Liang continues to emphasize L2 language development throughout the day. Her use of L1 is to ensure that the ELLs do not fall behind in subject matter studies as they become more competent in L2. Ms. Liang's planning indicates that she is working in which special language program?
Exposure to various meaningful linguistic contexts is needed for second-language acquisition
During a social studies lesson, a teacher instructs the students, including English-language learners (ELLs), to draw pictures that represent the meaning of vocabulary words they encounter during the lesson. Then he asks them to describe and explain the meaning of the pictures to the class. A statement that reflects the teacher's awareness of the research-based second-language instruction for ELLs would be?
Making connections between the students L1 and L2 helps build vocabulary knowledge and supports reading comprehension.
After a fifth-grade bilingual teacher distributes an informative article in English to her class, one student says, "Teacher, the word coast sounds like the Spanish word costa." Before the class reads the article, the teacher arranges the students in small groups and asks them to find words that sound alike in English and Spanish and to explain their meaning. Then the teacher creates a chart to record each groups findings. The activity best illustrates the teachers understanding that:
Hypothesis testing, finding rules in their language and testing them by applying the rules they have formulated
A basic assumption underlying dual-language curriculum development and instruction is that students develop a first language through:
Continue to monitor the students progress and acknowledge that there may be personal factors influencing her language performance
After four months in the United States, a fifth grader still rarely speaks in her bilingual class except in short sentences in L1 during one-on-one interactions with her teacher. The teacher has discussed the situation with the students parents, who seem unconcerned and assure him that the student is also very quiet at home. The most appropriate step the teacher should take next regarding the student is:
They are used to demonstrate student growth over time through the use of multiple indicators
Mr. Ramirez uses portfolio assessments with a high school science class that includes English-language learners (ELLs). Portfolios are particularly appropriate for ELLs because they are used to:
Playing rhyming games with students and reading stories that feature rhyming words aloud to them
A kindergarten bilingual teacher wants to develop students phonemic awareness skills in L1, which is an alphabetic language. The most effective literacy activities to use for the teachers purpose would be:
Students can take more risks in expressing their thoughts through journal writing than they can through oral expression
In a high school social studies class, students are required to complete daily dialogue journals based on reading passages. The primary benefit of dialogue journal writing for English-language learners is:
An emphasis on using individual syllables
A primary difference between English literacy skill development and Spanish literacy skill development is that Spanish literacy involves:
ELL's have underlying cognitive academic skills that are readily used in both L1 and L2
According to Cummins common underlying proficiency (CUP) section of the "dual-iceberg" model, ELLs have:
English Language Proficiency Standards (ELPS)
The Texas Education Agency has adopted language-level descriptors and expectations for English-language learners to replace the English as a Second Language (ESL) standards. School districts are required to implement these expectations as an integral part of the curriculum across all content areas. These expectations are known as the:
Read various genres of literature in their L1 and L2 followed by writing activities that involve personal reading response, such as dialogue writing and double-entry journals
According to the Texas Essential Knowledge and Skills (TEKS), fourth- through eighth-grade students should have opportunities to write to express, discover, record, develop, reflect on ideas and to problem solve (TEKS 4-8.15A). English-language learners are most likely to benefit from instruction in writing if they have had previous opportunities to:
Help them develop a learning log in which they write what they know about plants and then verify their understandings throughout the unit
English-language learners (ELLs) in a second-grade class are beginning an interdisciplinary unit about plants. To help the ELLs monitor their own learning during the unit, it would be most effective for the teacher to:
Work independently to improve their writing skills
28. A bilingual teacher helps English- language learners (ELLs) make a list of questions to guide their writing. He then encourages them to develop the habit of referring to the questions during the writing process. The following are some examples of the questions:
-Why am I writing this?
-Who will read it?
-What is the clearest way to express my ideas?
The teachers approach is most likely to help the ELLs by developing their ability to:
Participating in a guided discussion in English about workers in the community and reading a passage about them
The most appropriate social studies activities for English-language learners who have intermediate levels of proficiency in English would be:
The ELLs make a list in English of foods they would like to buy and use a price list to determine how much of each type of food they can buy with ten dollars
English-language learners (ELLs) are practicing money calculations in L1 mathematics lessons and learning food names in English language-arts lessons. An activity that would best integrate the ELLs English language-arts development with their content-area development would be:
The teacher presents a slide show that depicts critical events and life in the colonies
Students in a social studies class are analyzing the reasons for the colonization of North America. The lesson plan states that students will read the colonization of North America sections in their social studies text and complete a time line detailing the establishment of the thirteen colonies. The most beneficial in helping English-language learners build background knowledge prior to the assignment would be:
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