1
Q
An Ard is an?
A
- B: Admissions, Review, and Dismissal; Individual Education Plan (IEP); teachers, parents, counselors, administrators, and others working with the student. The Individuals with Disabilities Education Act (IDEA) is a federal act that protects students with disabilities, including those with limited English, by entitling them to the same quality of education as non-disabled students. The ARD committee is composed of teachers, parents (or guardians), school administrators, and other appropriate persons. One of their tasks is to create an IEP for each student, which must be followed by all teachers involved in that student’s education.
2
Q
The primary approach to teaching English to non-nantive speakers prior to 1960 was?
A
- C: Immersion. Until the late 1960s, immersion was the primary language instruction model. Typically, immigrant students—many of whom had little or no English—were mainstreamed into a classroom where they received language and content instruction in English only. Immersion is also called the “sink or swim” approach. Research has shown that this method is not efficient or effective.
3
Q
Lau v Nicholas (supreme court 1974)
determined that ELLs must be given what right?
A
- C: To instruction that they have the skills to understand. The 1974 Supreme Court decision as a result of Lau v. Nichols established that school districts must provide ELL students the tools necessary to understand instruction.
4
Q
How are traditional ESL programs and Content Based ESL Curriculum different? (cbec)
A
- B: Traditional ESL programs prioritize social language skills. CBEC offers instruction in content areas that are age-appropriate to the LEPs’ mainstreamed peers. Traditional ESL programs make the rapid absorption of social language skills a priority and, to that end, teach streamlined, socially necessary vocabulary and simple syntactical structures that enable students to communicate their basic needs. CBEC instruction is more deeply grounded in the same content that non-ESL students receive in order to prepare them for mainstreaming.
5
Q
- A class is doing a project about a kitchen they have been in. The project can be based on a grandparent’s kitchen or that of a friend; an outdoor “kitchen,” such as at a campground or on a deck; a play kitchen that they recall from pre-school; or any other type of kitchen. The students can work individually or in a small group of their choosing. Some students are drawing and painting, while others are creating 3-dimensional models. One group is creating a play that takes place in a kitchen. One child is writing about her grandmother, who cooks tortillas on a hot rock. Another is creating a shoe-box diorama that depicts a fisherman smoking a fish in a temporary smoke-house. The teacher has reviewed vocabulary with the students, but a number of them approach her for help with English words. What has the teacher created this project to do?
A
- C: Encourage students to be curious about and respectful of differences in culture. For many people, the memory of a kitchen is especially evocative and suggests warmth, love, and nurturing. As the place where meals are prepared, kitchens are also very much cultural reflections—from the food chosen to the methods used to prepare it. By encouraging each student to share a memory of a particular kitchen, the teacher is encouraging wide cultural respect.
6
Q
- What is a possible outcome when teachers interpret oral language proficiency assessments, such as the Language Assessment Scales-Oral, the Woodcock-Muñoz Language Survey, and the IDEA Proficiency Test in terms of an ELL’s general scholastic performance?
A
- C: The student is more likely to be placed in a special education program. Oral-language proficiency assessments should not be used as an overall indicator of a student’s academicperformance, as research has demonstrated that ELLs with little English are very likely to be inappropriately placed in special education classes.
7
Q
- Cummins’ Common Underlying Proficiency theory holds that using one language encourages proficiency in both L1 and L2. What is the opposing theory?
A
- B: Separate Underlying Proficiency. According to the Separate Underlying Proficiency theory (SUP), no relationship between L1 and L2 language acquisition exists, because each language is retained by a distinct area of the brain that is in no way connected to an area reserved for another language. Currently this theory is generally disregarded.
8
Q
- Because the United States began as a melting pot of people from many different nationalities and ethnic groups, bilingual communities and education were a matter of course. It was essential for business people who served members of a particular culture to know that language, and immigrant children who did not speak English were often taught in their language of origin. By WWI, the United States began to develop a strong sense of itself as a nation, and English emerged as the “national” language. Non-English-speaking children were no longer taught in any language other than English. When did this trend begin to reverse, and why?
A
- B: In the 1960s; Cuban immigrants established a successful bilingual program, and the Civil Rights movement put attention on correcting educational and social agendas that were prejudiced in favor of the white middle class.
9
Q
- Realia means:
A
- C: Realia are concrete objects used in demonstrations, to develop vocabulary and encourage discourse. The use of realia during instruction offers students the chance to involve a range of senses. Objects that can be handled, carefully examined, smelled, tasted, or listened to offer a richer learning experience.
10
Q
- Canale and Swain find communicative competence in the relationship of what four elements?
A
- D: Competence in grammar, sociolinguistics, discourse, and communication strategies. Competence in grammar requires mastery of the rules of language; sociolinguistic competence requires an understanding of what is appropriate; competence in discourse requires the ability to organize messages into a coherent and cohesive whole; strategic competence refers to the use of communication strategies in ways that are appropriate.
11
Q
In the Early Production Stage of language acquisition, an L2 learner typically:
A
- D: Understands and uses roughly 1,000 words. The early production stage lasts approximately six months beyond the pre-production stage and is characterized by an understanding and use of approximately 1,000 words in one-to-two word phrases or by responding to questions with appropriate action.
12
Q
- In 1981 the United States Court of Appeals for the Fifth Circuit overturned a 1978 federal ruling in the case of Castaneda v. Pickard. As a result, a three-pronged assessment was established to ensure that bilingual programs met requirements established by what act?
A
- B: Equal Educational Opportunities Act (1974) is a federal law banishing discrimination against all members of an educational community, including students, teachers, and staff. School districts are required to actively work to resolve situations in which students are denied equal participation. The EEOA, together with the Rehabilitation Act (1973), the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) regulate learning institution
13
Q
- The Cognitive Academic Language Learning Approach and Specially Designed Academic English are examples of:
A
- B: Content-based ESL models. The Cognitive Academic Language Learning Approach (CALLA) and Specially Designed Academic English (SDAE) and other sheltered-English approaches feature using content-area instruction as a vehicle for language instruction.
14
Q
- According to many researchers, a student’s mastery of English is a(n)___________ indicator of that student’s cognitive abilities.
A
- C: Inaccurate. A substantial number of research studies report that mastery of English (or any second language) should not be taken as an indication of the speaker’s cognitive abilities. Learning a language is an ever-changing activity that is actualized at any given moment. Cognitive ability is the potential that is not yet actualized. To look at an ELL’s control of English at any given moment of time and base assumptions about that individual’s potential to think abstractly, organize knowledge into complex systems, and apply ideas across a wide spectrum would be a disservice.
15
Q
- An ESL student at the intermediate level depends upon which skills to improve understanding and verbal ability?
A
- D: Listening and speaking. At the intermediate level, listening and speaking practice enables learners to gain an enhanced comprehension of and insight into the complexity of thought and the means by which to express thoughts.
16
Q
What is the BSM, and what is it designed to establish?
A
- B: The Bilingual Syntax Measure is a tool designed to assess bilingual students for both native and L2 (English) proficiency. As a result of Lau v. Nichols, schools have been issued a federal mandate to determine whether a child is an English Language Learner. Title III of the English Language Acquisition, Language Enhancement, and Academic Achievement Act additionally requires schools to assess bilingual students for both native language and English proficiency, and states must employ assessment measures that provide valid information gathered in a consistent and dependable manner. However, recent research indicates that a greater number of proficiency assessment tools fail to measure a student’s true proficiency level, and that these tools generally do not give the same results.
17
Q
In terms of models, which bilingual approach does research indicate is least effective?
A
- D: Pull-out ESL classes. Of the program choices given, pull-out models consistently prove to be less effective.
18
Q
ESL requires students “to listen attentively and engage actively in a variety of oral language experiences.” Specifically, second language learners are, at the appropriate English proficiency level, expected to know whether to listen for information, understanding, or enjoyment; respond to questions and directions; participate in classroom discussions, songs, rhymes, and other language play; and:
A
- A: Apply critical listening skills to deduce and evaluate ideas that may not be directly stated. The Texas Essential Knowledge and Skills for English as a Second Language requires K–3 ELL students “to listen attentively and engage actively in a variety of oral language experiences” and expects students to differentiate between listening for information, for understanding or for pleasure; to respond to questions and directions; to contribute to classroom discussions, songs, rhymes, and other language play; and to listen attentively.
19
Q
- A teacher is having fun with her students. She has created numerous sentences that are ridiculous in their “meaning.” She has asked her students to tell her which of the sentences are possible in English, regardless of how odd the meaning is, and which sentences cannot make any sense whatsoever. An example of one of these possible sentences is: The grandfather clock and my grandmother are secretly in love. An impossible sentence might be: The shy giggling would not choo-choo the quickly goose. What is the teacher using the assignment to evaluate?
A
- B: Students’ syntactic understanding. The teacher wants her students to understand the types of syntactical arrangements (grammatical structures) that are not allowed. For example, a sentence like “The quickly telephone and lonely” would not be possible because “quickly,” an adverb, is modifying “telephone,” a noun. In addition, “lonely” is an adjective, but has no noun to modify. Finally, the sentence has no verb. However, a silly sentence like “The quick telephone and forlorn toothbrush waltzed to the music of the moon” is grammatically possible, albeit absurd.
20
Q
When does special education law apply to LEPs?
A
- C: Always. Students with learning or communication challenges, emotional and/or behavioral disabilities, physical disabilities, and developmental disabilities are eligible for special services. LEP students experience challenges in communication.
21
Q
- Research indicates that the Silent/Receptive stage of second language acquisition typically lasts up to _______, during which time a learner understands and can respond to roughly __________ words.
A
- B: Six months; 500. The Silent/Receptive (Pre-Production Stage) is a brief stage lasting only a few months, in which language learners develop a bank of approximately 500 words they understand but do not use verbally. Newly introduced words that are explained so that the student can understand them are readily added to this bank. It is important that teachers not force or push a student in this stage to speak. They may communicate by pointing or gesturing, can follow commands, and may answer questions with a nod or a single word.
22
Q
- A student at the Speech Emergence Stage of language acquisition is considered fluent. This statement is:
A
- A: False. The Speech Emergence Stage is Stage III of language acquisition, and typically it is arrived at within 1 to 3 years of first exposure. In this stage, learners comprehend well, willingly initiate dialogue and answer questions with relatively simple sentences, and may not understand joke or idioms. The learner is moving toward fluency, but has not yet achieved it.
23
Q
- Which of the following presents effective ways a third-grade teacher can help students expand their vocabularies?
A
- C: Teach a unit on prefixes and suffixes. Offer some examples of each. Next, group the students into teams and see which team comes up with the most words that use prefixes and suffixes. Challenge them by asking for a word with both a prefix and a suffix.
24
Q
- A teacher asks her students to consider the following subject/verb and pronoun/antecedent relationships. Which of the following is correct?
A
- A: Neither Eric nor Tim admits he made a mistake. Eric and Tim are treated as a single subject in this sentence, so the verb must be in agreement. The pronoun “he” refers to either Eric or Tim, but not both. Hence, “he” is correct, and “they” is incorrect.
25
64. An ESL teacher is using dialogue journals with her students. The students write in the journals three times a week on any subject they choose. What is the purpose of such journals?
64. D: The teacher will write comments and questions in response, modeling correct English usage. Dialogue or Interactive Journals offer teachers the opportunity to engage students in the writing process. The teacher responds to a student’s entry with questions or comments about the topic introduced by the students. The teacher doesn’t correct errors, but instead models correct usage.
26
67. What criticism has been leveled at oral proficiency assessments, such as the Language Assessment Scales-Oral, the Woodcock-Muñoz Language Survey, and the IDEA Proficiency Test?
67. D: They do not accurately reflect native speakers’ proficiency and therefore cannot accurately reflect non-native speakers’ proficiency. A study examined the efficacy of the Language Assessment Scales-Oral, the Woodcock-Muñoz Language Survey, and the IDEA Proficiency Test by giving all three to both native English-speaking non-Hispanic Caucasian and Hispanic students from all socioeconomic levels. Interestingly, these L1 English speakers did not receive similar results from the three tests, which ostensibly assessed for the same information. In fact, none of the native English speakers who were given the Woodcock-Muñoz Language Survey were assigned fluent status. On the other hand, all students scored as fluent in the Language Assessment Scales-Oral, while 87% were described by IDEA Proficiency Test results as being fluent. L1 English speakers who do not uniformly score in the fluent range throw into doubt the assessment’s ability to accurately reflect an L2’s proficiency.
27
69. The Reading Proficiency Tests in English (RPTE) is used for _______ students in grades____________
69. B: LEP students: 3rd-12th use the RPTE.
28
73. A teacher wants to encourage her first graders to have compassion for people from other cultures. She is writing and illustrating a story book about fictional children from all of the countries her students are from. Some of the characters come from wealthy countries and own many things. Others come from poor countries, wear cast-offs, and often go hungry. The story ends as one of the poor children dies of starvation, following which the narrator explains that had she not died, her family would have come to the United States, and she would be a member of this very classroom. The teacher believes this story will effectively portray the concept of compassion and the importance of taking care of one another. Is sharing this book with her students a good idea?
73.A: No. The students may believe that the character who dies was literally real rather than figuratively symbolic. Children from the countries the teacher has depicted as poor may feel shamed by their apparent poverty or frightened that they, too, might starve to death. Children from countries depicted as wealthy might either feel cheated, not being themselves wealthy, or entitled to the biggest and best of everything.
29
74. An ESL teacher has asked a group of high school students to visit her classroom and work individually with her students. The teacher has given the high school volunteers tape recorders, paper, and pencils and asked them to begin with a brief conversation with their respective L2s that will lead the L2s to a memory of a personal experience. The volunteers then take dictation, writing down exactly what the non-native speakers say. Next, the volunteers read their stories back to the authors. Following that, the authors read their own stories silently or aloud. This method is designed to simultaneously model encoding, develop sight word vocabulary, and motivate the ESL students to work toward fluency. This approach is known as:
74. C: B and D. The Language Experience Approach, also called Dictated Stories, enlists the aid of volunteers who take down a story being dictated by a student verbatim. The stories are next read to the authors, and then each author reads her story silently or aloud. This approach utilizes several essential elements of literacy; encoding is modeled, sight word vocabulary developed, and the ownership a young author feels produces motivation.
30
75. An age equivalent score is used to tell whether a student is:
75. D: B and C. An age equivalent score is used in a norm-referenced assessment to determine whether a student is working at, above, or below a level similar to her peers by studying the average age of others who got the same score as she did.
31
77. What 1982 Supreme Court case established for undocumented immigrant children the right to a free education?
77. A: Plyer v. Doe; 14th amendment. In 1975, Texas laws were revised, permitting districts to refuse to enroll illegal alien children. The Supreme Court used this case to strike down the Texas law, finding it in violation of the 14th Amendment, which gives equal rights to all people.
32
78. According to Krashen, people who overuse the monitor are typically:
78. A: Introverts who lack confidence. Krashen’s Monitor hypothesis places the role of editor in language learning, as opposed to language acquisition, which is intuitive and lacks the desire to revise and correct. The monitor plans, edits, and corrects language acts when the ELL is not rushed, is attending to the language’s rules, and has fully integrated the rule under consideration. The monitor role should be a minor one since it is conscious of itself and therefore not intuitive.
33
83. The teacher is working with a group of ESL students who are at the Speech Emergence stage. She is careful to speak slowly and repeat essential vocabulary, uses gesture to reinforce her instruction, and gives students questions to use when interviewing one another for a writing project. The likely outcome is:
83. B: The students will become bored. Students at Stage III: Speech Emergence are eager to practice their new skills and learn rapidly. The approaches the teacher is using are better suited to learners at Stage I (preproduction) or II (early production). Stage III learners will be challenged by entertaining and practical language practice, such as performing skits, participating in a mock trial, completing a job application form, writing alternate lyrics to a popular song, and so on.
34
90. What is one difference between ESL and bilingual models?
a. ESL models are pull-out or push-in. Bilingual models are self-contained.
b. ESL models are English-only and employ a specific methodology to teach English and continue to develop L1. Bilingual models introduce instruction concepts first in L1 and over time transfer them into English
c. Bilingual models are pull-out or push-in; ESL models are self-contained.
d. Bilingual models are English-only and employ specific methodology to teach English and continue to develop L1. ESL models introduce instruction concepts first in L1 and over time transfer them into English
90. B: ESL models are English-only and employ a specific methodology to teach English and continue to develop L1. Bilingual models introduce instruction concepts first in L1 and over time transfer them into English.
35
92. Which of the following is NOT required for an LEP’s permanent record? a. The student’s level of language proficiency designated
b. A writing sample
c. Parental approval
d. Program entry and exit dates and notification of same to parents
92. B: A writing sample. The permanent record must contain parental approval; program entry dates, exit dates, and notifications; designation of language proficiency level; recommendation for placement; LEP identification; criterion-referenced test exemption dates, as well as all pertaining documents; and ongoing monitoring results.
36
A predicate nominative
4. C: A predicate nominative. A predicate nominative is a noun phrase which defines or clarifies the subject, but is not interchangeable with it. Multiple words do not make multiple predicate nominatives, however; together they create a predicate nominative. It is not correct in English to state “A Smart car is that tiny red car,” because Smart cars are multiple and not singular, and because Smart cars come in many colors besides red.
37
A predicate adjective
5. A: A predicate adjective. A predicate adjective is an adjective that comes after a linking verb (such as the verb “to be”) and modifies or describes the subject. In this example, “puppy” is the subject, “is” is the linking verb, and “protective” is the adjective.
38
Natural order hypothesis
In developing the secondary language writing skills of students, teachers should keep in mind the natural order hypothesis introduced by Krashen. This hypothesis suggests that there is a typical order of linguistic acquisition. In general, the ability to write will lag one or two levels behind oral proficiency level. Students will take a bit longer to develop a sense of form in their writing, and it may take them even longer to describe events and things accurately in their writing. Students will begin by learning to write words and simple phrases; with time, they will be able to compose sentences and eventually simple narratives. Bilingual students will often exhibit a strong reliance on their primary language proficiency in their English compositions. Some of the syntax errors that the individual makes in oral speech are likely to appear in writing as well. It is also common for bilingual students to spell words according to the letter-sound correspondence common to their primary language.
39
Dialogue Journal
In a dialogue journal, the student makes an entry and receives a written response from another student or the teacher
40
In a reader response journal
students describe their emotional and intellectual reactions to a text.
41
How many stages are there in Language Acquisition? What are they?
5
```
Stage I: Pre-production
Stage II: Early production
Stage III: Speech emergence
Stage IV: Intermediate fluency
Stage V: Advanced Fluency
```
42
Stage I: Pre-production
Stage I: Pre-production
This is the silent period. English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat every thing you say. They are not really producing language but are parroting.
43
Stage II: Early production
This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases.
44
Stage III: Speech emergence
Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. They will ask simple questions, that may or may not be grammatically correct, such as “ May I go to bathroom?
45
Stage IV: Intermediate fluency
have a vocabulary of 6000 active words
46
Stage V: Advanced Fluency
takes students from 4-10 years to achieve cognitive academic language proficiency
47
Audiolingualism
based on behavior principles
oral practice, practice, practice
correct pronunciation is the goal
lots of repetitiion and drilling
errors are corrected immediately
48
direct teaching and Mastery learning
direct teaching has steps rules to meet an objective and students are tested constantly, if a student fails remediation is immediate
mastery is like that behavior psych class I took with Tim...Self motivated pace
weakness of audiolingual pedagogey is lack of culture
49
natural order hypothesis
language rules are acquired in a predicatable order
50
monitor hypothesis
we have a device for determining accuracy in
51
Jim Cummins
Sup vs CUP
jIM Was about the cup
sup people seperate underlying proficiency said that the 1st language does not influence the 2nd
cup common underlying profiency theory says that 1st language builds foundation for 2nd ...it other words they have a shared foundation.
52
Communicative Competence
Hymes introduced it
knowing where when and how to use a language in the social setting..our knowledge of a language and ability to convery and interpret its messages
but Canale made 4 brances of it
Gramatical Competence -grammatically correct
sociolinguistic Competence -socially appropriate
discourse Competence -relevance to the topic at hand
strategic Competence - being able to compensate not knowing something with other words....Dong Yoon asking Jo for the word in Korean then looking up what he wanted through a similar idea in the thesaurus
ESOL
flashcards
Decks in class (4)
# Cards
