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STUDY GUIDE- Practice Questions

Terms in this set (35)

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?
Relating instruction to the student's cultural backgrounds promotes academic success
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?
Programs that address the ELL's needs by using a standards-based program in which content is taught in a comprehensible manner
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?
Lau v. Nichols
The best explanation for the improved academic performance that English-language learners (ELLs) experience in an additive educational program is that:
The continued development of ELLs L1 validates their L1 knowledge and facilitates the acquisition of their L2
The strategy that would be most effective in creating an environment that encourages the development of biliteracy and biculturalism?
Incorporating materials related to students home cultures and texts in students primary language throughout the curriculum.
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?
Translations change the language of a test but cannot eliminate cultural differences and discrepancies caused by direct translations
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)?
ELLs will recognize the benefits of being bilingual and bicultural in a global society
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?
Transitional or early-exit bilingual
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?
Exposure to various meaningful linguistic contexts is needed for second-language acquisition
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:
Making connections between the students L1 and L2 helps build vocabulary knowledge and supports reading comprehension.
A basic assumption underlying dual-language curriculum development and instruction is that students develop a first language through:
Hypothesis testing, finding rules in their language and testing them by applying the rules they have formulated
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:
Continue to monitor the students progress and acknowledge that there may be personal factors influencing her language performance
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:
They are used to demonstrate student growth over time through the use of multiple indicators
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:
Playing rhyming games with students and reading stories that feature rhyming words aloud to them
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:
Students can take more risks in expressing their thoughts through journal writing than they can through oral expression
A primary difference between English literacy skill development and Spanish literacy skill development is that Spanish literacy involves:
An emphasis on using individual syllables
According to Cummins common underlying proficiency (CUP) section of the "dual-iceberg" model, ELLs have:
ELL's have underlying cognitive academic skills that are readily used in both L1 and L2
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:
English Language Proficiency Standards (ELPS)
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:
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
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:
Help them develop a learning log in which they write what they know about plants and then verify their understandings throughout the unit
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:
Work independently to improve their writing skills
The most appropriate social studies activities for English-language learners who have intermediate levels of proficiency in English would be:
Participating in a guided discussion in English about workers in the community and reading a passage about them
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 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
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:
The teacher presents a slide show that depicts critical events and life in the colonies
Students can most effectively reinforce their acquisition of a new vocabulary word by doing which of the following?
Using various forms of the new word in sentences
The study of second language acquisition involves...
The process, interactions, competenc, performance
of the language and why some learners achieve native-like proficiency
How learners acquire a second language?
by drawing on their background experiences and prior knowledge in their first language. by using features found in their first language which are similar
What is interlanguage?
A transitional system reflecting the learner's current L2 knowledge
What Individual differences affect second language acquisition?
What Individual differences affect second language acquisition?
What factors are fixed which we cannot control in learning a second language?
age and language learning aptitude.
What variable factors are controlled through the learning environment?
knowing their students' cognitive styles, their learning preferences, how they teach, and what they teach.
What are learner strategies?
They are deliberate behaviors or actions that learners use to make language learning more successful, self-directed and enjoyable.
What are cognitive strategies?
Relate new concepts to prior knowledge.
What are metacognitive strategies?
They are those which help with organizing a personal timetable to facilitate and effective study of the L2.
What are social strategies?
Those include looking for opportunities to converse with native speakers.
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