154 TExES English as a Second Language (ESL) Supplemental Exam Practice Questions

1. English Language Learners instructional methods using the native language do not include:

A. Memorization methods
B. Developmental bilingual
C. Transitional Bilingual
D. Support Only

2. The methods used to teach English as a Second Language may be:

A. Memorization-based
B. Visually based
C. Content based
D. All of the above

3. The steps in learning a new language may include:

A. Speech Proficiency
B. Speech emergent
C. Early Emergence
D. All of the above

4. Which of the following does not help an ELL student learn English?

A. Using pictures, props and gestures
B. Assigning group activities
C. Using idiom and slang
D. Asking thought-provoking questions

5. Factors that impact the reading skills of an English Language Learner may include:

A. Cultural identity
B. Behavior
C. Gender
D. All of the above

6. Reading fluency means:

A. Memorizing words
B. Concentrating on meaning
C. Focusing on words
D. All of the above

7. Correct grade placement of an English Language Learner may:

A. Not impact performance
B. Help assimilation
C. Inhibit development
D. All of the above

8. Teaching methods used to instruct English Language Learners may include:

A. Memorization techniques
B. Sheltered instruction
C. Public reading and speaking
D. All of the above

9. Advantages of individual assessments include:

A. Easily understood
B. Gives a record of grades
C. Encourages competitiveness
D. All of the above

10. Assessment record-keeping methods include:

A. Anecdotal records
B. Observation checklists
C. Rating scales
D. All of the above

ANSWER KEY EXAM 154

1. Answer: A

The English Language Learner programs that use the student's native language while he is learning English are:

• Transitional Bilingual uses the native language in core academic subjects. The goal is to phase into English only as quickly as possible.
• Developmental Bilingual uses the native language in core academic subjects throughout elementary school. Sometimes the program extends into middle and high school even after the student has been classified proficient in English.
• In Two-Way Immersion the students are from similar backgrounds with about half the class speaking the native language and the other half speaking both. Instruction is about evenly split between English and the native language.
• The native language is used in a Support Role Only. Instruction is entirely in English with a bilingual paraprofessional available to translate vocabulary, explain lessons and clarify confusing assignments.

2. Answer: C

Basic interpersonal communication skills encompass two different and distinct styles of communication. Context-embedded communication uses visual and vocal props to help the student understand what is being said. Context-reduced communication doesn't have visual cues so the student must rely on competency and fluency to understand. The three methods most commonly used to teach English as a Second Language (ESL) are grammar-based, communication-based and content-based. Grammar-based teaches students the rules: Structure, function and vocabulary. Emphasis is on the why and how. Communication-based teaches how to use English in every day, realistic situations. It emphasizes practical conversational usage. Content-based teaches grammar and vocabulary and uses written assignments to practice these skills. It emphasizes an integrated approach to learning English.

3. Answer: B

• The Continuum of Learning theory outlines predictable steps when learning a new language. No matter the age and intelligence of the person, teachers encounter these general levels of mastery:
• The Silent/Receptive or Preproduction stage lasts from a few hours to six months. Students don't say much and communicate using pictures, pointing and gestures.
• In the Early Production stage students use one and two word phrases. They indicate understanding with yes/no and who/what/where questions. This stage can last six months.
• The Speech Emergence stage may last a year. Students use short sentences and begin to ask simple questions.
• In the Intermediate Language Proficiency stage students begin to make complex statements, share thoughts and opinions and speak more often. This may last a year or more.
• The Advanced Learning Proficiency stage lasts five to seven years. Students have acquired a substantial vocabulary and are capable of participating fully in discussions.

4. Answer: C

There are four key concepts teachers in mainstream classrooms can use to help English Language Learners (ELL) acquire proficiency in both written and spoken English. Increase Comprehensibility of lesson plans and activities by using pictures, props, gestures and voice variations to explain and demonstrate. Use short sentences and avoid slang and idioms. Build on the language concepts the student already has. Encourage Interaction by asking questions and assigning group activities. This provides the ELL student with lots of opportunities to practice what he/she knows and increase confidence so he/she is able to learn more effectively. Increase Thinking and Study Skills by asking thought-provoking questions and assigning complex topics for research and writing projects. Establish and expect the same high standards from every student. Use The Native Language to increase understanding and comprehension. Translating questions and assignments into the student's native language clarifies instructions and helps them understand what is expected.

5. Answer: A

One of the first things that need to be determined before an ELL student's reading skills can be accurately assessed is their cultural identity. Heritage and personal history have a huge impact on readiness to learn. Some cultures place a great emphasis on learning for everyone, while others restrict access to educational opportunities by gender and/or economic status. Previous exposure to formal schooling plays an important role in the student's ability to understand the academic environment and what is expected. Religious beliefs, health issues, psychological trauma and time spent as a refugee all impact the type and variety of reading material previously available.

6. Answer: B

Fluency is the ability to read and comprehend the written word accurately and quickly. Fluent readers recognize words and expressions and understand their meaning. When reading out loud, their presentation is smooth, expressive and effortless. Fluent readers don't focus on words; they concentrate on meaning. They make connections between knowledge they already have and ideas and concepts discovered in the new information. A student who is a good reader in his native language will be a good reader in English. However, when assessing an English language learner's level of competency, just because he "sounds" good, it doesn't necessarily follow that he understands the meaning in the message. It is important to ask open-ended questions about the text to determine his comprehension level. If the student doesn't understand what he is reading, it doesn't matter how fast he says the words, it is meaningless gibberish.

7. Answer: B

It can be a challenge to determine the English Language Learner's grade level. Birth dates on official documents may not be accurate or papers may have been lost. Birthdays may not be important in their culture and parents may have forgotten the year of birth. School attendance may have been primitive, erratic or non-existent. However, placing the student in the correct grade is critical to success in not only learning English but in assimilating into a new cultural and educational environment. Experts believe it is important to place the student with people as close to his chronological age as possible because it helps motivate the ELL, encourages social interaction with peers and hastens acclimation into his new world. Studies have shown that placing an ELL with people a lot younger inhibits his linguistic and academic development and can lead to alienation, disruptive behavior and other socialization issues.

8. Answer: B

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 used 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 classes no matter what the subject matter. Sometimes this program uses an integrated curriculum approach; sometimes it uses a team teaching approach and sometimes a combination of the two.

9. Answer: A

Individual assessments focus on the progress each student made during a defined period of time. Written assignments, oral presentations and class participation are incorporated to obtain a broader, more realistic view of progress. Students and parents easily understand individual assessments. They provide feedback about the student's strengths and weaknesses and can help motivate him/her to work harder and take more responsibility for learning. Students sometimes set personal goals and expectations. Individual assessments help them measure their success. These evaluations provide the teacher insight into any special help the student might need. There are some negative aspects to individual assessments. They can encourage a competitive environment in which some students are unable to compete effectively. It makes it difficult to evaluate students' ability to work with a team and judge their interaction with others; both of which are important in the acclimation of ESL students.

10. Answer: D

Anecdotal Records are written observations of day-to-day activities. Observations need to be made frequently, incidents described completely and objectively and the analysis should be used as a guide for appropriate responses. Both successful situations and unsuccessful attempts need to be recorded in order to present an accurate picture. An Observation Checklist is a group of specific skills, behaviors, attitudes and processes relevant to a student's development. They can be used to measure the growth of knowledge, change in attitude or understanding of new skills. Checklists need to be used frequently, collected over a period of time and all occurrences of each item on the list recorded. Rating Scales measure the quality of performance based on specific criteria on a predetermined continuum. It is particularly useful for rating oral presentations and for students to use as a self-assessment tool. To increase the scale's reliability, when developing the criteria, the activity needs to be broken into specific, manageable parts. Each criterion may need its own rating system.

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