EDTP 4380 Final

Your grade-level team is considering how to incorporate online and communication technologies to support your students, especially your multilingual learners. As your team discusses the potential benefits of some specific applications of technology-supported instruction (T S I), what is one criterion your team should consider 

• If the T S I promotes reading and writing across the curriculum

• If the T S I promotes assimilation into the new culture

• the T S I promotes competition among the students

• If the T S I promotes basic comprehension to limit the challenge

M s. Jackson wants to plan a classroom activity for the first week of school that will help her to get to know her multilingual learners. What would be an effective classroom activity to serve this purpose?

• Having students discuss their personality characteristics with each other

• Having students write an autobiography which they illustrate

• Having students write a report on their home country

M r s. Edmonds teaches high school social studies and has a number of multilingual learners in her classes who speak several different home languages and are culturally diverse. As M r s. Edmonds plans her instruction, what resources should she use to inform her lesson plans?

• Guidelines from the Every Student Succeeds Act

• State learning standards and E L D standards

• End-of-year state assessments of learning

One way that Ms. Jackson, a third-grade teacher, can be sensitive to her initial interactions with her multilingual learners by getting to know the basic features of her multilingual learners’ cultures. What is one type of feature she can learn about?

• Food restrictions

• Parents’ occupations

• Students’ favorite toys

Avi is a new Spanish-speaking multilingual learner in Ms. Jackson’s third-grade class in Colorado. Based on statistics for multilingual learners, where was Avi most likely born?

• United States

• Mexico

• South America

Which of the following best describes Sheltered Instruction Programs?

• Instruction is provided in English identical to that provided to native English speakers

• Students are taught bilingually and transfer to English-only programs after 2–3 years

• Instruction is provided in English with scaffolding to support academic content learning

• The home language is used to teach literacy and academic content as a bridge to English

Ms. Jackson and her third-grade teacher colleagues have multiple multilingual learners in their classrooms who are new to the school. What is one way Ms. Jackson and her colleagues can get to know her new multilingual students?

• Working to assimilate students to the U.S. culture as quickly as possible

• Obtaining information about students’ prior education

• Read detailed reports about education in the students’ home countries

Which of the following is a defining aspect of culture?

• The ability to adapt to new countries and social customs

• The ability to speak, read, and write multiple languages

• A group’s shared beliefs, values, and rule-governed patterns of behavior

In a discussion at the break during a professional learning day, two people next to you discuss different types of programs for multilingual learners. They go back-and-forth but express their confusion over different types of programs. They ask you if you know anything about programs for multilingual learners and what the most basic distinction is among these programs. How do you respond?

• The basic distinction is whether one or two languages are used for instruction

• The basic distinction is how many students are served by the program

• The basic distinction is how often students use their native language

• The basic distinction is how much time an E S L teacher spends with students

What issue related to the education of multilingual learners were spotlighted by the COVID-19 pandemic?

• Learning about students’ home languages and cultures

• Equal access to high-quality online teaching and learning

• Similarities between multilingual and English-speaking students’ learning