120 TExES English as a Second Language (ESL) / Generalist 4 - 8 Exam Practice Questions

1. Which steps are not parts of learning a language?

A. Listening to the words
B. Speaking in public
C. Learning the proper pronunciation
D. Identifying the objects

2. Strategies for teaching English Language Learners may include:

A. Using native cultural cues in the classroom
B. Lecturing
C. Requiring rote memorization
D. All of the above

3. Ways to encourage cross-cultural understanding may include:

A. Telling a story popular in the student's homeland
B. Laughing at inappropriate use of words or expressions
C. Ridiculing a clothing choice
D. All of the above

4. Information should be shared with parents for which of the following reasons?

A. Fewer behavior problems
B. Students learn better
C. Explain progress in intangible skills
D. All of the above

5. Vital elements of learning any language include:

A. Vocabulary
B. Pronunciation
C. Grammar
D. All of the above

6. English Language Learners should learn conversational English quickly because:

A. Grades depend on conversational skills
B. Teachers only speak English in class
C. It helps to master grammar and syntax
D. All of the above

7. Which level is not part of Bloom's Taxonomy?

A. Knowledge
B. Application
C. Memorization
D. Evaluation

8. Reasons for using different types of tests to evaluate the knowledge of ESL students may include:

A. Some types of tests are easier to administer than others
B. Offers different ways to show their understanding
C. Different types of tests should not be used
D. All of the above

9. Which teaching method should not be used with English as a Second Language students?

A. Content-based
B. Sheltered
C. Rote memorization
D. Across the curriculum

10. Some ways to engage ELS students in the learning process include:

A. Provide lists of words to memorize daily
B. Connect data to other disciplines
C. Give many testing opportunities
D. All of the above

ANSWER KEY EXAM 120

1. Answer: B

Language development is basically the same whether learning the native tongue as an infant or a second language later in life. The person listens to the words, determines what objects or concepts they represent and learns to pronounce them, which leads to reading and writing them. The time it takes to learn any language is based on many factors: Social, economic, personal and the unique situation of the person. No matter what age, mastering a second language takes contact with people who speak the language fluently and years of practice. Learning a second language using material that is interesting to and meaningful for the student in a stress-free environment is optimal.

2. Answer: A

Researchers have been unable to prove conclusively and empirically that any particular strategy for teaching English as a second language is effective in increasing retention, proficiency and fluency. Most successful methods incorporate several approaches and the effectiveness of each depends upon the age of the students and the degree of language proficiency already attained. Choices should be made based on the students involved and the environment in which the instruction takes place.
No matter what the age or level of English proficiency, students come to school with knowledge and experience. The effectiveness of including the student's native culture in the classroom is well documented. Assigning a Culture Study project encourages them to share their heritage and requires research, interviewing family members, writing, creating visual aides and giving an oral presentation. Building on and accessing prior knowledge inspires students to explore new ideas and learn new concepts. It also builds bridges of understanding with other students.

3. Answer: A

Society is diverse and schools reflect that diversity. Teachers play an important role in helping students understand and learn to appreciate various cultures. Asking an ESL student to tell a story popular in his home country, in his native language and then translating it into English builds his confidence. Sharing a favorite object from his homeland and explaining what it is, how it's made and what it is used for encourages an appreciation for other cultures. It also generates questions that can lead to a lively discussion comparing and contrasting cultural mores and societal expectations that will lead to better understanding by all students.

4. Answer: D

Studies have shown that the more parents are involved in their children's education, the better the students learn and the fewer the behavior problems. This is especially true with ESL students. Report cards are not designed to explain how well the student is progressing in intangible skills like critical thinking, reasoning ability, study habits, attitude, communication with adults and peers and other social and interactive development. It is the teacher's responsibility to make an effort to keep parents informed about the academic progress and social assimilation of their children by encouraging parents to come to school, ask questions and be a part of the educational experience of their children.

5. Answer: D

Vocabulary (a set of words), pronunciation (how the words are spoken) and grammar (rules governing how to use the words) are all vital elements in learning, understanding and properly using a language. If one or more elements are not learned, learned inadequately, ignored or misused, communication is impaired. The depth of a person's vocabulary and his ability to speak and write effectively is often used as a measurement of his intelligence and the quality of his education. This is especially true with students learning a new language, no matter what the age, cultural heritage, socio-economic status or previous educational accomplishments.

6. Answer: C

Several activities enable English as a Second Language students to learn conversational English faster, which helps their ability to master grammar and syntax, understand the subject matter, improve interactive skills, accelerate the acquisition of vocabulary and participate more fully in classroom discussions and activities:

• Pair an ESL student with a native English speaker who can explain an idiom, colloquialism or slang term in simple language.
• Let ESL students use a translation dictionary. This will ease the frustration of trying to determine the correct English word.
• Use lots of visual cues pictures, illustrations, charts, etc., during lectures and demonstrations.
• Emphasize key words with flashcards. Have students alternate between recognizing the word, the definition and the picture.
• Have ESL students read the newspaper and/or watch the TV news then summarize the information in a few sentences and present it to the class.

7. Answer: C

Using Bloom's Taxonomy to assess the progress of a student learning English as a second language is a concrete way to measure his knowledge and understanding of any subject. This hierarchical classification system is an articulation matrix that outlines six levels of cognitive learning. At each step students reach a predictable level of mastery:

• Knowledge Level: Ability to define terms
• Comprehension Level: Finish problems and explain answers
• Application Level: Recognizes problems and uses methods to solve them
• Analysis Level: Ability to explain why the process works
• Synthesis Level: Can use the process or part of it in new ways
• Evaluation Level: Creates different ways to solve problems and use designated criteria, selects the best method to obtain the correct solution

8. Answer: B

It is a good idea to use several types of questions when preparing tests for ESL students. This will offer them multiple ways to express their knowledge of the subject, expose them to a variety of testing formats and encourage them to recall and respond to information in different ways.

• Matching and true/false questions are an excellent way to quickly assess how well students remember specific facts.
• Multiple choice and short-answer questions require a little deeper knowledge of the subject and better reasoning and thinking skills. Short-answer questions also test the ability to use grammar and punctuation properly.
• Open-response questions can be used to evaluate in-depth content knowledge, the use of critical thinking skills and the ability to communicate thoughts and ideas via the written word.

9. Answer: C

Content-Based Language Instruction combines information, hands-on tasks and instructional techniques and uses these tools to develop language skills, learn subject matter and acquire cognitive and study skills. Sheltered Instruction is adopted to help students with limited or non-existent English proficiency. They are taught content in their native language and then move to instruction in English (grammar, vocabulary, etc.) with the goal being to mainstream them as quickly as possible.
Language Across The Curriculum is content-based teaching that deliberately coordinates English language instruction (grammar, vocabulary, pronunciation, etc.) in all academic classes. Sometimes this program uses an integrated curriculum approach; sometimes it uses a team teaching approach and sometimes a combination of the two.

10. Answer: B

A great way to engage adolescents in the learning process is to offer them material that is interesting to them on topics they care about that helps them understand their world better. Information needs be meaningful and make sense to them. This is especially true with ESL students. It is imperative to make connections between data learned and skills acquired in one class and show students how to apply the knowledge in other disciplines. Connected data can be used to understand and integrate new information and apply lessons learned in one area to problems posed in another. The ability to see the relationship between seemingly unrelated topics requires critical thinking and advanced reasoning skills. As students share ideas and ask questions, alternate perspectives are presented, considered and integrated. When students explore the relationship between activities and attitudes in school, at home and in the neighborhood, they gradually begin to understand that individual actions have far-reaching consequences beyond the immediate environment.

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