NEW
Font size
WorksheetsBilingual Supplemental 164- Competencies 1-3
Total questions: 27
Worksheet time: 32mins
1. The process in which members of different cultural groups within the same society reciprocally adopt and appreciate the attitudes, values and language patterns of each other is known a
assimilation.
acculturation.
transculturation.
ethnoconvergence
2. The bilingual education director for a school district meets with all the bilingual teachers and suggests that instruction should be interactive, student-centered and anchored on the language and culture of the students’ home. Which of the following is the best rationale for the type of instruction described?
Relating instruction to the students’ cultural backgrounds promotes academic success
Cooperative learning improves students’ cognitive, academic, social and affective growth
Instruction that promotes multicultural awareness develops students’ crosscultural competency
Creating opportunities for students to receive instruction from fluent speakers of both students’ native language and English is directly related to student success
3. Given that English-language learners (ELLs) often differ in their culture and degree of English-language proficiency, which of the following types of program models would best ensure their academic success?
Programs that concentrate on English as a second language (ESL) instruction with an emphasis on the ELLs’ quick assimilation into the school culture
Programs that mainstream ELLs fully into grade-level classrooms in which the curricular standards are modified to their achievement level
Programs that address the ELLs’ needs by using a standards-based program in which content is taught in a comprehensible manner
Programs that are individualized to each ELL’s needs
4. In which of the following court cases did the United States Supreme Court rule that limited-English-proficient students should receive equal access to education under the Civil Rights Act?
Castañeda v. Pickard
Meyer v. Nebraska
Lau v. Nichols
Plyler v. Doe
5. Which of the following statements provides the best explanation for the improved academic performance that English-language learners (ELLs) experience in an additive educational program?
The use of English (L2) as conversational language is enforced in order to acquire L2 academic language
The exclusive use of primary language (L1) for language-arts instruction and L2 for other content instruction helps ELLs develop bilingual skills while avoiding language confusion
The dual-language environment requires ELLs to develop stronger study skills than their peers require in monolingual L2 classes
The continued development of ELLs’ L1 validates their L1 knowledge and facilitates the acquisition of their L2
6. Which of the following strategies would be most effective in creating an environment that encourages the development of biliteracy and biculturalism?
Incorporating materials related to students’ home cultures and texts in students’ primary language throughout the curriculum
Building opportunities for English language and literacy development across all content curriculum
Hosting food and clothing days that feature the home cultures of students in a class and encouraging the students’ parents to participate
Decorating the classroom with student drawings based on stories from students’ home cultures and English
7. An administrator wants English-language learners (ELLs) to take standardized achievement tests of basic reading skills that have been directly translated from English into the ELLs’ native languages. Which of the following best explains why that approach is likely to yield inaccurate results?
A translated test will have slightly increased levels of validity and reliability but will not reduce student test anxiety
Translations provide students with a better understanding of the test content but fail to reveal the full extent of students’ English-language needs
A translated test may evaluate students’ intellectual capabilities but cannot measure students’ performance of specific skills
Translations change the language of a test but cannot eliminate cultural differences and discrepancies caused by translations
8. A middle school bilingual teacher regularly includes news and magazine articles in the curriculum that focus on multinational organizations or businesses that highlight careers in which it is advantageous or essential to have knowledge of more than one language. A primary benefit of using such reading materials for English-language learners (ELLs) is that they allow ELLs to
identify the features of different types of bilingual communities and networks.
recognize the benefits of being bilingual and bicultural in a global society.
promote understanding of the circumstances that may have brought their families to the United States.
decide where they would like to live and work when they grow up
9. Ms. Liang’s lesson plans for her third-grade classroom include native language (L1) support for academic concepts, including vocabulary development and a basic interaction with new ideas. She wants to ensure that the English-language learners (ELLs) understand the lessons they will be studying in the upcoming week, particularly since most of the instruction is in English (L2). She continues to emphasize L2 language development throughout the day, but uses L1 to ensure that the ELLs do not fall behind in subject matter studies as they become more competent in L2. Ms. Liang’s planning indicates that she is working in which of the following special language programs?
Self-contained English as a Second Language (ESL)
Shared-teaching bilingual
Transitional or early-exit bilingual
Two-way bilingual or dual immersion
10. A third-grade bilingual teacher, Mr. Rivas, reads aloud a procedure for a student science investigation. After reading aloud the procedure, he notices that the students are confused about how to begin their investigation. Mr. Rivas then decides to repeat the procedure step-by-step, modifying the language used in the written instructions so that it is more comprehensible to the students. Which of the following does Mr. Rivas best demonstrate by modifying the lesson?
Scaffolding instructional technique
Reciprocal teaching instructional technique
Sheltered English instructional strategy
Concept attainment instructional strategy
11. Which of the following tasks would require the greatest use of basic interpersonal communication skills (BICS)?
Completing an individual science fair project
Asking for directions to a location
Using a computer to construct a bar graph
Listening to a recorded class lecture
12. In contrast to an adult learner, an elementary student learning the structure of a second language is more likely to
depend on written representation of the second language.
apply the structure of the second language spontaneously.
memorize the grammatical rules of the second language.
compare the structures of the native and second languages consciously.
13. During a social studies lesson, Mr. Donelli instructs the students in the class, including English-language learners (ELLs), to draw pictures that represent the meaning of vocabulary words they encounter during the lesson. Then he asks them to describe and explain the meaning of the pictures in pairs or small groups. Which of the following statements best reflects Mr. Donelli’s awareness of research-based second-language instruction for ELLs?
Exposure to various meaningful linguistic contexts is needed for second-language acquisition
Indirect instruction of content knowledge maximizes students’ second-language learning
Formal teaching of language structures best fosters the development and acquisition of a second language
Systematic and explicit instruction on language features best develops cognitive abilities in students’ second language
14. After Ms. Pua, a fifth-grade bilingual teacher, distributes an informative article in English to her class, one student says, “Teacher, the word ‘coast’ sounds like the Spanish word costa.” Before the class reads the article, Ms. Pua arranges the students in small groups and asks them to find and discuss the meaning of words that sound alike in English (L2) and Spanish (L1). Then she creates a chart to record each group’s findings. The activity best illustrates Ms. Pua’s understanding that
analyzing word parts such as root words and affixes facilitates acquisition and application of content knowledge.
providing high-interest reading selections motivates students to feel comfortable reading in L2.
making connections between the students’ L1 and L2 helps build vocabulary knowledge and supports reading comprehension.
modeling metacognitive strategies for students helps students apply the strategies in L1 and L2 activities.
15. A basic assumption underlying dual-language curriculum development and instruction is that students develop a first language through
imitation, reproducing language through approximate imitation of what they hear.
syntax, discovering the organizing principles of the language they are being exposed to.
hypothesis testing, finding rules in their language and testing them by applying the rules they have formulated.
language acquisition, developing grammar based on the linguistic input they receive.
16. During a guided reading lesson, Lisbeth, a second-grade English-language learner whose native language is Spanish, stumbles over the word “restaurant.” Her teacher reminds her to think about what is happening in the story and suggests that she think of the word in Spanish, which is a cognate. Afterwards, Lisbeth successfully reads the word in English and continues reading the remainder of the text. In the scenario, the teacher encouraged Lisbeth to use her knowledge of her native language primarily to
facilitate comprehension.
increase student confidence.
develop structural analysis.
focus on context clues.
17. A teacher is facilitating a reading-comprehension activity to elicit information about a story the students just read. Which of the following would be the most appropriate question for the teacher to ask ELLs in the early production stage?
“Why did the character evolve?”
“Where did you find the answer?”
“Was it a whale or a dolphin?”
. “What do you think will happen next?”
18. After four months in the United States, Sal, a fifth grader, still rarely speaks in English (L2) in his bilingual class. In fact, he rarely speaks at all except in short sentences in his first language (L1) during one-on-one interactions with his teacher. The teacher has discussed the situation with Sal’s parents, who seem unconcerned and assure that Sal is also very quiet at home. Which of the following is the most appropriate step the teacher should take next regarding Sal?
Calling on Sal periodically during class discussions to provide him with an authentic context for speaking in front of his peers in L1 or English (L2)
Continuing to monitor Sal’s progress and acknowledging that there may be personal factors influencing his language performance in L1 and L2
Initiating L2 instruction with Sal that includes activities that require the use of L2 oral language
Regularly placing Sal in situations in which he must speak L1 and L2 in order to take part in activities he enjoys
19. Which of the following would best help English-language learners in a bilingual class improve their decoding of words with long and short/i/ vowel sounds in English (L2)?
Reviewing how the letter/i/ sounds in the students’ first language (L1), then teaching the sounds of the letter /i/ in L2
Having the students study the rules of how the long and short vowels can be spelled in L2
Comparing the rules of how the long and short vowels can be spelled in the students’ L1 and L2
Developing visual cues that show students when words have the long or short/i/ sound in L2
20. Mr. Ramirez uses portfolio assessments with a high school science class that includes English-language learners (ELLs). Portfolios are particularly appropriate for ELLs because they are used to
guide teacher instruction based on standards not covered.
evaluate students and determine whether reteaching of content is necessary.
show the students their weaknesses in their English-language proficiency development.
demonstrate student growth over time through the use of multiple indicators.
21. U.A kindergarten bilingual teacher wants to develop English-language learners’ (ELLs) phonemic awareness skills in their first language (L1), which is an alphabetic language. Which of the following literacy activities would be most effective to use for the teacher’s purpose?
Singing the alphabet song in L1 to ELLs while pointing to each letter on an L1 alphabet chart
Teaching ELLs to distinguish between pictures and print in books in L1 and environmental print
Playing rhyming games with ELLs in L1 and orally retelling stories that feature rhyming words in L1
Teaching ELLs alphabet games in L1 that involve recognizing and writing individual letters in L1
22. In a high school social studies class, students are required to complete daily dialogue journals based on reading passages. A primary benefit of dialogue journal writing for English-language learners is that they
are instructed on the conventions of standard written language based on the errors found in their journal writing.
are provided with opportunities to improve their reading and writing skills by reading aloud their dialogue journals.
can receive more accurate grades on the writing abilities shown in their dialogue journals.
can take more risks in expressing their thoughts through journal writing than they can through oral expression.
A middle school teacher uses the following word-generation activity for a class that includes English-language learners (ELLs). The teacher writes the word “scribe” on the board and prompts the students to brainstorm all the words they can think of that contain “scribe.” The following are some of the students’ words. (See Picture)
The teacher then asks the students to examine each word carefully and figure out what words containing “scribe” might mean by orally creating sentences that use the words. The class determines that “scribe” means “to write.” The teacher then revisits each word with the class to see if the meaning matches. The activity best helps the ELLs develop vocabulary by
categorizing new content vocabulary into groups predetermined by the teacher
comprehending new content vocabulary through analysis.
taking language risks in a rich language environment.
self-selecting new vocabulary that is essential to understanding content specific concepts.
24. A primary difference between English and Spanish literacy skill development is that Spanish literacy involves
the manipulation of individual phonemes within words.
several sounds associated with one vowel.
an emphasis on using individual syllables.
the production of onsets and rimes.
25. Which of the following is an aspect of the language experience approach that correctly completes the graphic?
Lessons are most suitable for use with advanced-level language learners
Learners determine the difficulty level of the vocabulary and grammar
Lessons progress from unknown contexts to familiar contexts
Learners facilitate whole-group discussions
26. Which of the following is true according to Cummins’ common underlying proficiency (CUP) section of the “dual-iceberg” model in relation to Englishlanguage learners’ (ELLs) first (L1) and second language (L2)?
ELLs have difficulty transferring content knowledge from L1 to L2
ELLs have cognitive academic skills that are readily used in both L1 and L2
ELLs’ previous schooling in L1 has little to no effect on academic performance in L2
ELLs show success in L2 academic tasks only when they have mastered basic interpersonal communication skills in L1
27. The Texas Education Agency has adopted language-level descriptors and expectations for English-language learners to replace the English as a Second Language (ESL) standards. School districts are required to implement these expectations as an integral part of the curriculum across all content areas and content teachers should use the standards to guide instruction. The expectations are known as the
Texas Essential Knowledge and Skills (TEKS).
English Language Proficiency Standards (ELPS).
Texas English Language Proficiency Assessment System (TELPAS).
Specially Designed Academic Instruction in English (SDAIE).
