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Section 4: Sample Selected-Response Questions Bilingual Education Supplemental (164)Expand All Answers | Collapse All Answers This section presents some sample exam questions for you to review as part of your preparation for the exam. To demonstrate how each competency may be assessed, sample questions are accompanied by the competency that they measure. While studying, you may wish to read the competency before and after you consider each sample question. Please note that the competency statements do not appear on the actual exam. For each sample exam question, there is a correct answer and a rationale for each answer option. The sample questions are included to illustrate the formats and types of questions you will see on the exam; however, your performance on the sample questions should not be viewed as a predictor of your performance on the actual exam. Domain I—Bilingual EducationCompetency 001—The beginning Bilingual Education teacher understands the foundations of Bilingual Education and the concepts of bilingualism and biculturalism and applies this knowledge to create an effective learning environment for students in the Bilingual Education program.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 as
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?
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?
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?
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?
6. Which of the following strategies would be most effective in creating an environment that encourages the development of biliteracy and biculturalism?
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?
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
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?
Competency 002—The beginning Bilingual Education teacher understands processes of first- and second-language acquisition and development and applies this knowledge to promote students’ language proficiency in their first language (L1) and second language (L2).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?
11. Which of the following tasks would require the greatest use of basic interpersonal communication skills (BICS)?
12. In contrast to an adult learner, an elementary student learning the structure of a second language is more likely to
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?
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
15. A basic assumption underlying dual-language curriculum development and instruction is that students develop a first language through
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
Use the chart to answer the question that follows. The chart depicts the stages of language acquisition for English-language learners (ELLs). The chart has 5 horizontal boxes with an arrow inbetween each of them. The order is as follows: preproduction, production, emergence, fluency, fluency. 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?
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?
19. The following chart depicts the stages of language acquisition for ELLs. The chart has 5 horizontal boxes with an arrow inbetween each of them. The order is as follows: preproduction, production, emergence, fluency, fluency. Which of the following adaptations to the vocabulary map activity is the most appropriate for an ELL who is functioning at the preproduction stage of language development?
Competency 003—The beginning Bilingual Education teacher has comprehensive knowledge of the development and assessment of literacy in L1 and the development and assessment of biliteracy.20. 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)?
21. 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
22. 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?
23. 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
24. 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. There are four boxes of equal length and size in a horizontal line. Each box has a word written in the center of it. The order of the words are as follows: prescribe, transcribe, scribble, subscribe. 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
25. A primary difference between English and Spanish literacy skill development is that Spanish literacy involves
Use the graphic below to answer the question that follows. There are two levels of this diagram. The diagram begins with 3 boxes on the first or bottom layer, with the middle box being the starting point, which has a label of "Language Experience Approach" and has 3 arrows coming out of the left, top, and right sides of it's outline. The left arrow is pointing to a box that has a label of "Language tasks are integrated". The top arrow is pointing to a box that has a label of "Learner-generated materials are used". And the right arrow is pointing to a box that is blank, or has no label. 26. Which of the following is an aspect of the language experience approach that correctly completes the graphic?
27. Which of the following is true according to Cummins’ common underlying proficiency (CUP) section of the “dual-iceberg” model in relation to English-language learners’ (ELLs) first (L1) and second language (L2)?
28. 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
Competency 004—The beginning Bilingual Education teacher has comprehensive knowledge of content area instruction in L1 and L2 and uses this knowledge to promote bilingual students’ academic achievement across the curriculum.29. Mr. Lopez teaches at a dual-language immersion school in which science classes are taught in English. An English-language learner in the class, Raisha, currently functions at a beginning level of English proficiency. To best assist Raisha’s comprehension during instruction, Mr. Lopez should
30. The following daily instructional objective is posted on the board of a science class. Content Objective: Students will interpret data relative to moving objects and produce a motion graph. Which of the following additional pieces of information would the teacher need to post alongside the content objective in order to meet the criteria of sheltered instruction?
31. English-language learners (ELLs) in a second-grade class are beginning an interdisciplinary unit about plants. To help the ELLs monitor their own learning during the unit, it would be most effective for the teacher to
32. Mr. Ullah, a bilingual teacher, helps English-language learners (ELLs) make a list of questions to guide and improve their writing. He then encourages them to develop the habit of referring to the questions during the writing process. The following are some examples of the questions. Mr. Ullah’s approach is benefitting the ELLs primarily by developing their ability to
33. Which of the following social studies activities would be most appropriate for English-language learners who are reading and speaking at the intermediate language proficiency level in English?
34. English-language learners (ELLs) are practicing money calculations in mathematics lessons in their primary language and learning food names in English language-arts lessons. Which of the following activities would best integrate the ELLs’ English language- arts development with their content-area development?
35. A social studies class, including English-language learners (ELLs) at varying levels of English-language proficiency, is analyzing the reasons for the colonization of North America. The lesson plan states that students will read the colonization of North America sections in their social studies text and independently complete a time line detailing the establishment of the thirteen colonies. Which of the following instructional activities is most beneficial in helping ELLs build background knowledge prior to the assignment?
36. Students can most effectively reinforce their acquisition of a new vocabulary word by doing which of the following?
37. English-language learners (ELLs) will be working in cooperative-learning groups to complete an end of a unit content-area project in English. Before the ELLs meet for the first time with their group, the teacher asks them to jot down in English everything they know about the project’s topic. Afterward, they meet with their group with their paper in hand to use as a reference. The note-taking activity helps the ELLs work more effectively with the content primarily because it
Multiple-Competencies PassagesQuestions 38–40 refer to the following information. Ms. Rodriguez uses a variety of word maps to introduce and expand students’ content vocabulary in her fifth-grade social studies class, which includes varying levels of English-language learners (ELLs). The student objectives during the vocabulary activity are listed below. Content objective: Students will identify and analyze new vocabulary words. Language objective: Students will explain the new vocabulary words in groups. She begins by organizing the students into heterogeneous study groups and assigning each group a prereading activity to be used with the social studies textbook. As they read in their groups, the students must create a list of target words to define and later discuss as a group. As a follow-up activity, Ms. Rodriguez has the students complete vocabulary maps with the targeted words as illustrated below. Finally, the students share their maps with the whole class. The following is an example of a word map completed by an ELL. Competency 004—The beginning Bilingual Education teacher has comprehensive knowledge of content area instruction in L1 and L2 and uses this knowledge to promote bilingual students’ academic achievement across the curriculum.38. Which of the following part of the word map is most likely to help the ELLs internalize the new vocabulary word?
39. The collaborative activity Ms. Rodriguez assigned is fulfilling the language objective primarily because it gives the ELLs the opportunity to
Competency 002—The beginning Bilingual Education teacher understands processes of first- and second-language acquisition and development and applies this knowledge to promote students’ language proficiency in their first language (L1) and second language (L2).40. The word map used in this lesson best helps ELLs to develop their vocabulary skills through
When a speaker compares two similar cases in implies that what is true in one case is true in the other the comparison is an example of?Analogical reasoning compares two similar cases to draw the conclusion that what is true in one case will also be true in the other.
When a speaker compares multiple options to determine which is best this is called a?Sometimes a proposition of value compares multiple options to determine which is best. Consumers call for these comparisons regularly to determine which products to buy. Car buyers may look to the most recent Car and Driver “10 Best Cars” list to determine their next purchase.
Which of the following is the reasoning process in which two similar cases are compared and it is inferred that what is true for the first case is also true for the second?Which of the following best describes analogical reasoning? An argument that compares similar cases and infers that what is true for the first case is also true for the second.
Which of the following is the reasoning process in which two similar cases are compared?Comparison reasoning is also known as reasoning by analogy. This type of reasoning involves drawing comparisons between two similar things, and concluding that, because of the similarities involved, what is correct about one is also correct of the other.
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