ESL #154- Domain III

An ESL teacher uses supplementary texts in class that feature aspects of different cultures. The teacher also highlights vocabulary words from each unit that can be translated into the two or three languages the students speak. The class reads the words together and discusses them before beginning each unit. The teacher’s actions are primarily examples of which of the following?

• Culturally responsive instruction

• Cultural relativism

• Ethnocentrism

• Multilingual education

Volunteers from local churches and businesses are interested in assisting students in a school’s ESL program. Which TWO of the following tasks are the most appropriate roles for the volunteers to fulfill?

• Team teaching with a general education or ESL teacher

• Facilitating guided reading groups and literature circles

• Mentoring students with the guidance of the classroom teacher

• Assisting with the tutoring of struggling readers and writers

• Administering TELPAS and other assessments to gather data

A school is planning a meeting for ESL families to focus on parental involvement. The goal is to make the families feel welcome and provide them with the most effective ways to support language development at home. Which THREE of the following are the most effective approaches to help build trust with ESL families?

• Demonstrating to parents how to continue to build on foundational skills

• Having bilingual support personnel in attendance during the meeting

• Encouraging parents to interact with their children in their first language

• Providing American snacks and drinks during the meeting

• Holding the meeting during the school day

An ELL in an elementary school volunteers to read a story in the general education classroom. The ELL stumbles over the words and appears flustered. The teacher responds with positive reinforcement, praising the student for offering to participate. The teacher’s actions best demonstrate an understanding of the importance of which of the following?

• Encouraging reading fluency

• Lowering the affective filter

• Focusing on proper pronunciation

• Improving cognitive development

Which TWO of the following are federal requirements for the education of ELLs?

• ELLs must have access to the core curriculum.

• ELLs must be given the opportunity to learn in their native language.

• ELLs must exit an ESL program in no less than three years.

• ELLs must be given opportunities for English-language development.

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 program’s effectiveness in achieving its instructional goals for ELLs. The evaluation ensures that the program will primarily fulfill requirements established by

• Brown v. Board of Education of Topeka.

• Castañeda v. Pickard.

• the No Child Left Behind Act of 2001.

• Plyler v. Doe.

At the beginning of the 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 students with a lower level of English-language proficiency are allowed to create the book in their native languages. Which of the following statements best explains the primary benefit of the activity?

• The ESL students will gain a greater mastery of the usage of written English.

• The teacher will gain an understanding of the cultural background of the students.

• The ESL students will gain a greater appreciation of American culture.

• The teacher will gain a better idea of the students’ organizational skills.

An elementary school with a high number of ELLs wants to increase the participation of ELL families in the school’s Parent-Teacher Organization (PTO). Which of the following will encourage the greatest involvement by families of ELLs in the PTO?

• Asking the teachers to send home flyers detailing the activities led by the PTO

• Having the principal call each of the ELL families to ask them to become members of the PTO

• Providing translators at the PTO meetings while covering meaningful topics for ELL families

• Offering English classes for the parents of ELLs so that they can fully participate in PTO meetings

Which of the following is a primary characteristic of teaching ELLs using the sheltered English instruction model?

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

• Students receive instruction exclusively in English and do not have the distractions of a mainstream classroom environment.

• Students are taught in both English and their native language so that they eventually become fluent in both.

• Students who recently arrived in the United States are given specific interventions to help their transition.

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 school’s ELLs?

• Using the ELLs’ native languages and cultures as a basis for building new knowledge

• Encouraging all students to use only English while at school

• Keeping ELLs in the ESL program as long as possible

• Asking administrators to allow teachers to lead the ESL program