ESL #154 (DIII-Comp.8,9,&10)

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

• Castaneda v. Pickard

• the No Child Left Behind Act of 2001

• Plyler v. Doe

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 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 arrive 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

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 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

Answer explanation

Option B is correct because when a teacher provides positive reinforcement, ELLs may feel more comfortable and be motivated to work harder. Option A is incorrect because praising the ELL’s efforts does not address the issue of fluency. Option C is incorrect because focusing on proper pronunciation would heighten an ELL’s affective filter. Option D is incorrect because the teacher is not addressing cognitive development.

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

Answer explanation

Option A is correct because culturally responsive teaching acknowledges students’ diverse cultural backgrounds and languages. Option B is incorrect because cultural relativism refers to when people are able to view themselves as belonging to another culture. Option C is incorrect because ethnocentrism refers to when someone believes that his or her cultural values are the standard. Option D is incorrect because it is a term used to describe a situation in which different languages are used in the curriculum but does not necessarily address a cultural aspect.

A high school ESL teacher hosts a career day in which bilingual professionals attend and give presentations about how proficiency in more than one language has helped them succeed. Which of the following is a primary benefit of the presentations for ELLs?

• Identifying with members of the community who speak their language

• Understanding the advantages of being multilingual

• Choosing best career paths that align with their goals

• Learning which companies emphasize multilingual careers

Answer explanation

Option B is correct because students are able to see personal cases of people becoming successful by using their bilingual abilities as an advantage. Option A is incorrect because the presenters may not speak their same language. Option C is incorrect because the presentation is focused on benefits of bilingualism, not various careers. Option D is incorrect because this would not be the primary benefit since it is not the topic of the presentation.

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

Answer explanation

Option C is correct because having a meeting that addresses both the language and topic needs of ELL families is likely to increase involvement, since it will be meaningful to them and they will feel welcomed. Option A is incorrect because sending home flyers with information on PTO-led activities will not change families' perspectives of the PTO. They may not understand the information or find a connection with it. Option B is incorrect because although personal phone calls from the school are encouraged, a call asking families to become members of an organization that they may not be familiar with is not likely to increase participation. Option D is incorrect because although providing English classes is beneficial for parents of ELLs, learning a second language takes time. In addition, ELL families shouldn't be made to feel that they need to acquire English in order to participate in school activities.

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

Answer explanation

Option A is correct because by demonstrating to parents how to help their children continue to build on skills that were learned at school, the parents will feel empowered and feel that the school values them as a critical part in their children’s education. Option B is correct because it is imperative that a risk-free environment is created and that there is an importance placed on the culture of the student, as well as the family in this case, to build trust. Bilingual translators will help immigrant families understand what is being said. Option C is correct because research shows that students who are literate in their L1 will be able to transfer information to the L2 more successfully than those students who are not literate in their native language. Option D is incorrect because providing snacks, especially with a diverse population in attendance, does not build trust. Option E is incorrect because holding meetings during the school day makes it unlikely for working parents to attend.