ELD_ORELA

Use the sentence below to answer the question that follows:

The speaker lectured on the Golden Gate Bridge.

The sentence best illustrates which of the following linguistic concepts?

• structural ambiguity

• the effect of intonation on meaning

• semantic ambiguity

• the effect of register on meaning

A high school English language learner is making very slow progress in acquiring communicative competence in English. The student only produces short phrases orally or in writing for fear of "saying it wrong" and frequently consults a bilingual dictionary when encountering a new word, even when the context provides clear clues to the word's meaning. This student's acquisition of English would likely benefit most from instruction designed to promote development of:

• grammatical accuracy

• language automaticity

• intrinsic motivation

• language transfer

Several English language learners in a second-grade class have recently emigrated from the same country. The teacher observes that these students often arrive late to school and also tend to continue engaging in an activity after other members of the class have moved on to the next activity. As a result, the new students often find themselves engaging in activities on a different schedule than the other students in the class. Which of the following questions should the teacher consider first when trying to determine the most likely source of the students' difficulty?

• Do concepts of time in the students' home culture differ from typical time expectations in U.S. schools?

• Are the students experiencing stress at home that may be hindering their emotional adjustment to the new culture?

• Do the students have learning disabilities that may be interfering with their ability to manage their time effectively?

• Are the students feeling accepted and comfortable in the school environment?

Which of the following historical trends in ESOL instruction has had the most direct effect on current approaches to ESOL instruction?

• a movement away from immersion toward greater use of the L1 in instruction

• an increased emphasis on accurate production of oral language under carefully structured conditions

• a shift in focus from explicit learning of language to implicit acquisition of language

• an increased emphasis on communicative functions and authentic uses of language

A high school ESOL teacher is choosing a standards-based assessment to measure the academic achievement of English language learners. Which of the following questions should be the teacher's most important consideration when evaluating the appropriateness of a potential test for this purpose?

• Are students familiar with the format of the test?

• Is the test recommended by other secondary educators?

• Are students likely to find the test interesting and engaging?

• Is the test free of cultural and linguistic bias?

An ESOL teacher would like to serve as a resource for content-area teachers who work with English language learners. Which of the following strategies would be most appropriate and effective for this purpose?

• providing the teachers with current journal articles that describe the importance of differentiating content instruction for English language learners

• visiting the teachers' classes routinely to monitor the class curriculum and recommend modifications to meet the needs of English language learners

• offering the teachers interactive workshops that provide concrete strategies for supporting English language learners' language development and content learning

• reviewing the teachers' lesson plans to ensure that adequate consideration is being given to English language learners' cultural and linguistic differences

An ESOL teacher explicitly teaches beginning-level English language learners conversational strategies (e.g., elaboration, circumlocution). The teacher also regularly arranges for the students to practice these strategies in conversations with partners who are at varying levels of English proficiency. This instructional approach supports the students' English language development primarily by:

• promoting their ability to produce comprehensible language output.

• helping them understand differences between social and academic language functions.

• providing them with exposure to different English language varieties.

• enhancing their awareness of the influence of social context on language use.

An ESOL teacher records an English language learner responding to several open-ended questions that require the student to describe a personal experience or express a personal opinion. Afterward, the student and teacher listen to and discuss the recording. This strategy is likely to support the student's English language development in which of the following ways?

• helping the student recognize various rhetorical devices used in oral discourse

• promoting the student's ability to use appropriate pragmatic conventions in various communicative situations

• providing the student with practice using correct grammatical structures in spontaneous speech

• developing the student's ability to use self-assessment to monitor the effectiveness of oral language production

A high school ESOL class is working on an essay writing unit. Which of the following strategies would be most effective for the ESOL teacher to use during the unit to promote the students' accurate use of standard English grammar in their essays?

• having individual students take turns generating grammatically correct sentences to create a collaborative class essay on the board

• giving individual students focused corrective feedback on their recurring grammatical errors as part of the essay revision process

• providing the students with grammatically correct sample essays and having them read and analyze the essays independently

• asking the students to try to identify grammatical errors as they listen to classmates read their essays aloud during the publication process

To introduce middle school English language learners to a particular note-taking technique, an ESOL teacher plays a video recording of a short content-area lecture in segments, while modeling the note-taking technique on the board using student input. This strategy is likely to support English language learners' content-area learning primarily by:

• contextualizing new content-area vocabulary for students.

• helping students link content-area concepts to prior experiences.

• simplifying content-area concepts for students.

• scaffolding students' use of content-area learning strategies.