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WorksheetsESL 154 Test Prep (Competency 8)
Total questions: 69
Worksheet time: 1hrs 10mins
Organize these options into the right categories
Bilingual education could not be outlawed.
Meyer v. Nebraska
All children living in the United States, regardless of immigrant status, were entitled to a free, public education.
Plyler v. Doe
Schools are responsible for providing English as a Second Language education so they have access to the content of instruction.
Lau v. Nichols
Guidelines were established to ensure that English as Second Language programs were substantive and enabled students to overcome language barriers.
Castañeda v. Picard
Public schools were able to remain segregated under the Plessy ruling.
Plessy v. Ferguson
In (a) , the U.S. Supreme Court issued its now infamous decision that “separate but equal” public facilities, including school systems, are constitutional. Although the decision related to the segregation of African American students, in many parts of the country Native American, Asian, and Hispanic students also faced routine segregation.
Public schools were able to remain segregated.
(a)
In (a) , the 14th Amendment was upheld providing legal protection for language minorities. Prior to this case, passed a law that prohibited schools from teaching children any language other than English. A Lutheran School teacher, who taught his students in German, was convicted under this law. The US Supreme Court declares a law unconstitutional.
The decision established the principle that parents have a constitutional right to direct the upbringing of their children, including their education and specifically the right of communities to teach their primary languages to their children. Bilingual education could not be outlawed.
In (a) , a group of non-English speaking students of Chinese Heritage alleged that the San Francisco Public School District did not provide equal educational opportunities, because schools offered no programs for second language learners. Therefore, the district was denying its Fourteenth Amendment rights and violating the Civil Rights Act of 1964.
The case was brought before the United States Supreme Court which unanimously ruled in favor of the students. The court explained that Title VI of the Civil Rights Act protects children who are not proficient in English and their parents from discrimination Title VI prohibits discrimination on the basis of race color or national origin in any program receiving federal financial assistance.
This court decision determined that schools must take effective measures to overcome the educational challenges faced by non-English speakers and provide effective English as a Second Language education programs that teach both English language proficiency and provide access to the content of instruction. The Office of Civil Rights interpreted the Court's decision as effectively requiring bilingual education unless the school district could prove that another approach would be equally or more effective.
What constitutes a legally sufficient ESL program? (a)
In 1981, the United States Court of Appeals for the Fifth Circuit established a three-part test for determining how programs for English learners would be held responsible for meeting the requirements of the Equal Educational Opportunities Act of 1974. The criteria require that the program be:
- based on sound educational theory
- Implemented effectively with resources for personnel, instructional, materials, and space
- Monitored to prove the program model’s effectiveness
In (a) , the U.S. Supreme Court reasoned that undocumented immigrants and their children are afforded Fourteenth Amendment protections. Prior, Texas education laws in 1975 allowed the state to withhold funds from local school districts for educating children of undocumented immigrants.
In 1954, in (a) , the Supreme Court unanimously reversed (b) after 58 years.
Again, even though the case is related to African American students, the ruling emphasizes the responsibility of states to create equal educational opportunities for all, effectively paving the way for future policy on ESL and bilingual education.
Bilingual education could not be outlawed.
Lau v. Nichols
Castañeda v. Pickard
Plyler v. Doe
Brown v. Board of Education
Guidelines were established to ensure that English as a Second Language programs were substantive and enabled students to overcome language barriers.
Lau v. Nichols
Castañeda v. Pickard
Plyler v. Doe
Brown v. Board of Education
The Supreme Court determined that separating children in public schools on the basis of race was unconstitutional.
Lau v. Nichols
Castañeda v. Pickard
Plyler v. Doe
Brown v. Board of Education
In ___________, it was determined that the goal of effective English as a Second Language education programs must include both English language proficiency and equitable access to instructional content.
Lau v. Nichols
Castañeda v. Pickard
Plyler v. Doe
Brown v. Board of Education
All children living in the United States, regardless of immigrant status, were entitled to a free, public education.
Lau v. Nichols
Castañeda v. Pickard
Plyler v. Doe
Brown v. Board of Education
The (a) reinforced earlier Supreme Court decisions requiring public schools to provide substantive programs and services to ensure that English learners could fully participate in school.
Additional funding was available for different types of Bilingual Education programs (ESL, Dual Language Immersion, etc.). (a)
Accountability standards were put in place in the form of standardized tests, academic content, and English language acquisition as well as assessments in Spanish. (a)
States must create uniform processes for identifying and reclassifying English learners. A focus on accountability of subgroups of English learners was also developed. (a)
In 1964, the ______ established that public schools, which receive federal funds, could not discriminate against English learners:
“No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” The _____ reinforced earlier Supreme Court decisions requiring public schools to provide substantive programs and services to ensure that English learners could fully participate in school.
Civil Rights Act
Bilingual Education Act
No Child Left Behind
Every Student Succeeds Act
- was created under Title VII as part of the Elementary and Secondary Education Act (ESEA) of 1965 and was the first comprehensive federal intervention that helped to shape the education policy for language minority students.
Originally introduced by Texas Senator Ralph Yarborough, the BEA received much support nationwide and passed in 1968 in an effort to secure more resources, trained personnel, and special programs to meet the needs of the growing English learner population. Through the BEA, Yarborough proposed bilingual education to address the perceived English proficiency problem.
Civil Rights Act
Bilingual Education Act
No Child Left Behind
Every Student Succeeds Act
As a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965, _____ 2001 was the main law for K-12 General Education in the United States from 2001 to 2015. _____ affected every public school in the United States.
NCLB’s goal was to level the playing field for all students by providing
Funding flexibility
Highly qualified teachers
Research-based instruction
Civil Rights Act
Bilingual Education Act
No Child Left Behind
Every Student Succeeds Act
_____ is an amendment and reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965 that replaced the No Child Left Behind Act (NCLB).
The _____ acknowledges the unique needs of English learners (ELs), including the recognition of the following subgroups:
ELs with disabilities
Recently arrived ELs (newcomers)
Long-term ELs (LTELs)
It moves several provisions relevant to English learners such as accountability for performance on the English Language Proficiency assessment from Title III Part A to Title 1 Part A of the ESEA. The _____ amendments from Title I to Title III took effect on July 1, 2017.
Civil Rights Act
Bilingual Education Act
No Child Left Behind
Every Student Succeeds Act
Recognizing the heterogeneity of emergent bilingual students, the United States Department of Education provides policymakers and school leaders with comprehensive guidelines for planning ESL programming by considering key elements, program implementation performance, and analysis, in order to effectively support school improvement efforts for emergent bilingual students.
Guidelines can be organized into five distinct categories:
1. (a)
2. (b)
3. (c)
4. (d)
5. Advocacy
The key elements for _____ ESL programming require schools to:
-Identify EB students based on state criteria,
-Provide bilingual and ESL programs as integral parts of the general education program,
-Help train and certify current staff and seek appropriately certified teaching personnel, and
-Assess achievement for essential knowledge and skills.
Planning
Instructional Requirements
Implementing ESL Programs
Implementing Bilingual Programs
Advocacy
All program models are required to provide EBs with targeted language instruction in English that embraces culturally and linguistically sustaining practices (CLSP). CLSP are intentional approaches to instruction and school environmental systems that focus on students' assets and make learning meaningful through targeted connections to students' cultures, languages, and life experiences.
Additionally, instruction must address the affective, linguistic, and cognitive needs of EB students.
Planning
Instructional Requirements
Implementing ESL Programs
Implementing Bilingual Programs
Advocacy
Texas permits districts to choose from two state-approved ___ program models (TEC 89.1210).
-___ Content-Based
-___ Pull-Out
*In Section 8B, ESL program models will be described in further detail.
___ Program Goal: The goal of ___ programs shall be to enable emergent bilingual students to become proficient in listening, speaking, reading, and writing in the English language through the integrated use of content-based language instructional methods.
Planning
Instructional Requirements
Implementing ESL Programs
Implementing Bilingual Programs
Advocacy
Texas permits districts to choose state-approved ___ program models (TEC 89.1202).
-Transitional ___ Late Exit
-Transitional ___ Early Exit
-Dual language immersion One-Way
-Dual language immersion Two-Way
*In Section 8B, ___ program models will be described in further detail.
Transitional ___ Program Goal: To develop English proficiency using the primary language as a tool.
Dual Language Immersion Program Goal: To develop ___ and ___ using the partner language and adding English instruction.
Planning
Instructional Requirements
Implementing ESL Programs
Implementing Bilingual Programs
Advocacy
______ for the purposes of ESL education involves
Taking action when inequities are apparent in our educational system experienced by emergent bilingual students;
Both individuals and institutions have a role at both the micro and macro levels; and Collaborative efforts have the most impact.
Teachers can begin by increasing their knowledge about the EB student populations they will serve and effective ESL programs as a first step. The resulting changes from ___ have a long-lasting impact on Emergent Bilingual student populations and our public school system as a whole (National Education Agency 2015).
Planning
Instructional Requirements
Implementing ESL Programs
Implementing Bilingual Programs
Advocacy
All program models are required to provide EBs with targeted language instruction in English that embraces (a) . (b) are intentional approaches to instruction and school environmental systems that focus on students' assets and make learning meaningful through targeted connections to students' cultures, languages, and life experiences.
What is the goal of ESL programs?
to enable emergent bilingual students to become proficient in listening, speaking, reading, and writing in the English language through the integrated use of content-based language instructional methods.
to enable emergent bilingual students to master listening, speaking, reading, and writing in the English language through the integrated use of content-based language instructional methods.
To develop English proficiency using the primary language as a tool.
To develop bilingualism and biliteracy using the partner language and adding English instruction.
What is the goal of a Transitional Bilingual Program?
to enable emergent bilingual students to become proficient in listening, speaking, reading, and writing in the English language through the integrated use of content-based language instructional methods.
to enable emergent bilingual students to master listening, speaking, reading, and writing in the English language through the integrated use of content-based language instructional methods.
To develop English proficiency using the primary language as a tool.
To develop bilingualism and biliteracy using the partner language and adding English instruction.
What is the goal of a Dual Language Immersion Program?
to enable emergent bilingual students to become proficient in listening, speaking, reading, and writing in the English language through the integrated use of content-based language instructional methods.
to enable emergent bilingual students to master listening, speaking, reading, and writing in the English language through the integrated use of content-based language instructional methods.
To develop English proficiency using the primary language as a tool.
To develop bilingualism and biliteracy using the partner language and adding English instruction.
To meet the needs of emergent bilingual students, school districts around the country have implemented a variety of programs to provide instruction in English as a Second Language or ESL. In Texas, bilingual education and ESL programs must meet these requirements: (Select all that apply)
Be integral parts of the general program and guide local education agencies, or LEAs
Seek appropriately certified teaching personnel thereby ensuring a full opportunity for emergent bilingual students to master the Essential Knowledge and Skills required by the state
Ensure equitable participation for EB students
Develop students’ proficiency in listening, speaking, reading, and writing in the English language
Develop students’ literacy and academic language skills
As an educator in the state of Texas, you will need to reference and implement the (a) (PLDs) and the (b) (ELPS), respectively. They are used daily to assist you in meeting the needs of your emergent bilingual students and challenging them to adopt new skills and increase their English proficiency.
Texas has a total of (a) state-approved program models to serve emergent bilingual students as outlined in (b) Chapter 29 and Texas Administrative Code (TAC) Chapter 89.
Texas has a total of (a) state-approved program models to serve emergent bilingual students as outlined in Texas Education Code Chapter 29 and (b) Chapter 89.
Bilingual Education
Dual-Language Immersion One-Way
Dual-Language Immersion Two-Way
Transitional Late Exit
Transitional Early Exit
Content-Based
Pull-Out
Select all of the following that are examples of Bilingual Programs
Dual-Language Immersion One-Way
Dual-Language Immersion Two-Way
Pull-Out
Transitional Late Exit
Transitional Early Exit
Select all of the following that are examples of ESL Programs
Pull-Out
Dual-Language Immersion Two-Way
Content-Based
Transitional Late Exit
Transitional Early Exit
Match the Program Models with the correct descriptions.
Utilize instruction in the primary language of the students to leverage English proficiency. These models are Dual Language Immersion (DLI) Two-Way, DLI One-Way, Transitional Bilingual Education (TBE) Early Exit, and TBE Late Exit.
Bilingual Program Models
Provide linguistically accommodated content-based instruction in English to support second language acquisition. These models are Content-Based and Pull-Out.
ESL Program Models
Ignore this
Ignore this
Used when a district has at least
- 20 emergent bilingual students
-at the same grade level and
-who speak the same primary language
Offered Pre-K through 5th grade (or 6th grade if they are clustered with elementary)
ESL Programs
Used when a district has
-at least one identified emergent bilingual student
Offered Pre-K through 12th grade
Can be implemented as either an Content-Based program or an Pull-Out program model
Bilingual Education Program
Dual Language Immersion Programs:
Only include one-way immersion
Include both one-way and two-way immersion
only include two-way immersion
Transitional Bilingual Programs include:
Only include pull-out
Include both content-based and pull-out
only include content-based
The main difference in (a) between ESL programs and bilingual programs is that bilingual programs enable participants to (b) and academic skills. Other differences include teacher (c) and (d) .
General Description: An English language acquisition program that serves students identified as emergent bilingual students through English instruction.
Goal: The goal of an ESL Content-Based Program model is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school.
Certifications: By a teacher certified in ESL under TEC, 29.062(c) through English language arts and reading, mathematics, science, and social studies
Instructional Approach: This model targets English language development through academic content-based language instruction that is linguistically and culturally responsive in English language arts and reading, mathematics, science, and social studies.
(ESL) Content-Based
(ESL) Pull-Out
General Description: An English language acquisition program that serves students identified as emergent bilingual students through English instruction.
Goal: The goal of an ESL Pull-Out Program model is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school.
Certifications: Taught by a teacher certified in ESL under TEC, 29.062(c) through English language arts and reading.
Instructional Approach: This model targets English language development through academic content-based language instruction that is linguistically and culturally responsive in English language arts and reading. Instruction shall be provided by the ESL teacher in a Pull-Out or inclusionary delivery model.
(ESL) Content-Based
(ESL) Pull-Out
Goal: Students to attain full bilingualism, biliteracy, and social-cultural competence in both the primary language and English.
Primary Language Instructional Minutes
May begin with a higher level of primary language instructional minutes
Never fall below 50% of instructional time through the duration of the program
Dual Language Immersion Program
Transitional Bilingual Program
Goal: Students attain English proficiency and transition into English-only instruction. Primary language is used as a tool but is not developed.
Primary Language Instructional Minutes
Begins with a high level of primary language instructional minutes then decreases as English language instruction increases over the duration of the program
The Early Exit model decreases the primary language instructional minutes more quickly than the Late Exit model.
Dual Language Immersion Program
Transitional Bilingual Program
Although there are four different bilingual program models, they fall into two major categories: (a) which includes Early Exit and Late Exit programs and (b) which includes One-Way and Two-Way programs. All bilingual education program models are available for the duration of elementary school and include 6th grade if it is part of an elementary school.
A (a) model is a model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction.
The goal of (a) programs is that participants acquire full proficiency in English using their primary language as a resource.
The goal of (a) programs is that participants acquire full proficiency in English using their primary language as a resource.
This model provides instruction in literacy and academic content through the medium of the students’ primary language, along with instruction in English that targets second language development through academic content-based language instruction.
Transitional Early Exit
A bilingual program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.
Transitional Early Exit
This model provides instruction in literacy and academic content through the medium of the students’ primary language, along with instruction in English that targets second language development through academic content-based language instruction.
Transitional Early Exit
The goal of (a) bilingual education is for program participants to utilize their primary language as a resource while acquiring full proficiency in English.
A bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.
Transitional Early Exit
A bilingual/biliteracy program model in which students identified as emergent bilingual students
are integrated with students proficient in English;
are served in both English and another language; and
are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.
Dual Language Immersion One-Way
Dual Language Immersion Two-Way
Transitional Late Exit
Transitional Early Exit
The goal of (a) program model is for participants to attain full proficiency in English as well as another language .
Transitional Late Exit
Transitional Early Exit
This model provides ongoing instruction in literacy and academic content in the students’ primary language, as well as English with at least half of the instruction delivered in the students’ primary language for the duration of the program.
Dual Language Immersion Program Models
Transitional Late Exit
Transitional Early Exit
Drag and drop the goals, instructional languages, and certification requirements to each bilingual education program model.
Goal: English Proficiency
(Primary language is
used by both teachers
and students.)
Instruction: Uses English and
primary language
which diminishes
with each grade
Goal: Bilingualism/biliteracy
Instruction: primary lang+Eng. Primary lang. instruction 50%+ of the time
Goal: English proficiency
Instruction: English only
In all ESL and bilingual programs, (a) are required to accommodate the instruction, pacing, and materials so that emergent bilingual students participating in an ESL or bilingual program have the opportunity to master the Texas Essential Knowledge and Skills (TEKS) and the (b) as required curriculum in all content areas (19 TAC Chapter 89 2016).
Both the bilingual education and ESL program are intended to:
(Select all correct answers)
Be integral parts of the general education program.
Be designed to support mastery of each content area in the language of instruction as required under Chapter 74.
Include all foundation and enrichment areas, ELPS, and college and career readiness standards.
Include second language acquisition strategies that provide emergent bilingual students the opportunity to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear and are expected to speak and write.
Competency 8.C
The ESL teacher applies knowledge of various types of ESL programs to make appropriate instructional and management decisions.
Decisions involving the management of ESL and bilingual education programs within a (a) begin with an (b) identifying students who qualify for entry into a program including ensuring there is appropriate staffing of certified teachers.
ESL and/or bilingual programs should be in place based on the needs of the student population.
Lawful Education Agency
Local English Agency
Local Education Association
Organize these options into the right categories
Monitoring program effectiveness based on student data
making decisions in the best interest of EBs
must make informed management decisions regarding Placement
must make informed management decisions regarding Instructional practices
must make informed management decisions regarding Assessment
must make informed management decisions regarding Special programs
must make informed management decisions regarding Monitoring former EB students
supporting the ongoing coordination between the ESL program and the general educational program
ESL program addresses affective (supporting emotions, attitudes, and moods) needs of EB students
ESL program addresses linguistic (word, phrases, lang. structure) needs of EB students
ESL program addresses cognitive (know./understanding/meaning) needs of EB students
Monitoring program effectiveness based on student data and making decisions in the best interest of EBs
Language Proficiency Assessment Committee (LPAC) Role
English as a Second Language (ESL) Teachers' Role
supporting the ongoing coordination between the ESL program and the general educational program, all while ensuring that the ESL program in place is addressing the affective, linguistic, and cognitive needs of their emergent bilingual students.
Language Proficiency Assessment Committee (LPAC) Role
English as a Second Language (ESL) Teachers' Role
An effective ESL program must monitor the implementation of the program and include the following:
(Select all correct answers)
Academic progress monitoring
English language proficiency levels for EBs
Met reclassification numbers for English proficiency
Number of teachers/aides trained in meeting the needs of EBs
Frequency, scope, and results of professional development
An ESL Teacher’s Role in Program Implementation consists of the following:
(Select all correct answers)
Assist the LPAC in evaluating student data once an emergent bilingual student is identified
Recommend the best instructional program for each student
Serve as an advocate for the emergent bilingual student
Initiate a plan of action
Academic progress monitoring
