ESL #154: Domain I (Linguistic Domain)

Which of the following is most important for effective second-language acquisition?

• Engaging in social activities and meaningful interactions

• Memorizing and practicing frequently used words and phrases

• Interacting primarily with the teacher and other adults

• Learning with various structured and rote activities

The students’ samples best illustrate a pattern of L1 interference in

• phonology.

• morphology.

• semantics.

• syntax.

Which of the following activities should the teacher implement to best help students address the L1 interference?

• Practicing minimal pairs

• Identifying phonemic distinctions

• Cutting sentences apart

• Learning orthographic skills

A teacher gives the following oral feedback to students.

“We need to review the lesson about the auxiliary verbs that are placed before other verbs to express meanings such as permission, ability, and possibility. It appears that the application of these words still poses some difficulties for you.”

The feedback is primarily in response to the students’ difficulty in using which of the following?

• Principal verbs

• Linking verbs

• Stative verbs

• Modal verbs

Which of the following statements is primarily true about the relationship between a student’s first- and second-language acquisition?

• Cognitive development in L1 should be discontinued through the elementary years in order to achieve cognitive and academic success in L2.

• Cognitive development in L1 should be limited through the elementary years in order to achieve cognitive and academic success in L2.

• Students who receive formal schooling in L1 do better at acquiring L2 than students with no schooling in L1.

• Students who receive formal schooling in L1 do worse at acquiring L2 than students with no schooling in L1

Marcos is an ELL who is literate in his native language and speaks English 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?

• Providing Marcos with research in English presented in an audio format that he can listen to and then present his findings to the class

• Supplementing English texts with research in Marcos’ native language and having him present his findings in English

• Translating informative texts to Marcos’ native language and having him conduct his research using the translated texts

• Pairing Marcos with a native English speaking peer who can help to explain the research they find in English

An ESL student uses the following sentence during show-and-tell. “I want a motorcycle verde.” The sentence primarily illustrates the concept of

• dysnomia.

• code-switching.

• biliteracy.

• automaticity.

A high school ESL teacher wants the class to understand the differences between informal language used with friends and formal language used in the classroom. Which of the following strategies will best help ELLs understand the differences?

• Asking the ELLs to keep a journal of conversations with friends to be discussed in class

• Having the ELLs listen to audio recordings in different registers of English

• Pairing the ELLs and having them role-play a variety of scenarios in the different registers

• Reminding the ELLs to use academic language in classroom discussions and informal language in conversations

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 student can use common idioms and slang but is often unable to conjugate verbs correctly

• A student can read and understand American short stories but cannot summarize them coherently

• A student demonstrates perfect pronunciation but frequently omits articles and prepositions

• A student speaks English fluently but is having difficulty understanding content-area lectures

The teacher’s use of literature response groups and journals demonstrates a strong understanding that

• language development is an integrated process.

• language instruction should emphasize oral development over written development.

• language development is a sequential process.

• language instruction should emphasize receptive language skills before expressive language skills.