192 TExES Bilingual Generalist EC-6 Exam
The Bilingual Generalist EC-6 Exam is a basic certification test required of Texas teachers in bilingual education. The Bilingual Generalist EC-6 Exam measures competencies in six domains: Bilingual Education; English Language, Art, and Reading; Mathematics; Social Studies; Science; Fine Arts; and Physical Education. In addition to dual and English language skills, the Bilingual Generalist teacher must have a basic familiarity with subject area content. While all domains are important, it bears noting that content area scores are not as heavily weighted as Domains I and II on the Bilingual Generalist EC-6 Exam.
The beginning bilingual teacher will be presented with a series of multiple-choice questions in three basic formats: single questions, questions with a "starter" or stimulus, and "clustered" questions. It is important to focus directly on the subject competencies but also important to understand the descriptive content which characterizes the pedagogical skill tested by the Bilingual General Exam.
Of the 200 "scorable" questions on the Bilingual Generalist EC-6 exam, 185 of them will count toward the score, while the other 15 questions are developmental and may be used in future editions of the Bilingual Generalist EC-6 Exam. There are morning and afternoon sessions for the Bilingual Generalist EC-6 certification exam; each session is five hours long.
Bilingual Domain Standards (accounting for 32 % of score) for the Bilingual Generalist teacher in Texas include a foundational knowledge of bilingual education, its importance, and its processes within Texas schools. Bilingual domain standards require teachers to understand the process by which students acquire both first and second languages. Knowledge of the assessment and development of literacy in the primary language is essential, as well as a thorough knowledge of content areas in L1 and L2 environments.
The English Language Arts and Reading Domain (accounting for 22% of score) assesses skills in oral languages, including speaking and listening. Success on the Bilingual Generalist EC-6 Exam requires knowledge of various approaches to phonological and phonemic awareness, alphabetic principle, word analysis and decoding, and methods of literacy development. The EC-6 standard for the Bilingual Generalist in Language Arts and Reading emphasizes the teaching of reading fluency and comprehension, written communications, research, and inquiry. It also tests the teacher's ability to assess literacy and to develop programs toward that end through skills of analysis and interpretation of data and instruction.
When taking the multiple choice parts of the exam, it is important to answer each question and to select only one answer. The number of correct answers counts toward your score, so missed questions are missed opportunities to score points. Scores are on a scale of 100-300, with 240 points required to pass.
192 TExES Bilingual Generalist EC-6 Exam Practice Questions
1. A bilingual education lesson plan which compares attitudes, values, and language patterns from the L1 country to the L2 country may be described as taking...
a) An immersion approach to language learning.
b) An acculturative approach to language learning.
c) A comparative learning approach.
d) A dualistic approach to language learning.
2. Choose the best way in which multicultural narrative literature might be used as a touchstone to language learning.
a) Having students use a bilingual dictionary to translate narrative terms, words, and concepts.
b) Asking students to read silently and jot down cultural symbols they find in selected readings.
c) Asking students to find the meanings and pronunciations of a word list based on the narrative.
d) Pointing out and explaining the meaning of cultural symbols found in narrative literature.
3. Which of the following best describes the energy changes that occur when a stopped internal combustion vehicle begins to move?
a) Potential energy is converted to chemical energy and then to thermal energy.
b) Kinetic energy is converted to electrical energy and then to mechanical energy.
c) Electric energy from the battery is converted to mechanical energy in the cylinders and then to kinetic energy.
d) Chemical energy is converted to thermal energy, which is converted to mechanical energy.
4. Describe a strategy that can supplement and compensate for the weaknesses in phonetic techniques in English Language Learning.
a) Begin with a list of easy spelling words using common phonemes and digraphs based on each easy reader text, and work up to more difficult words.
b) Having students memorize rules and exceptions that lead to better spelling.
c) Use flash cards featuring phonetically spelled words and have the students write down the correct spelling.
d) All of the above
5. From the choices below, pick the choice wherein social studies content might best be used to engage ELLs in the acculturation process.
a) Taxation without representation and Ben Franklin's experimentation with electricity.
b) The American Colonial period and current immigration laws.
c) The War of 1812 and the invention of the printing press.
d) Globalization of commerce and the Gold Rush.
6. How can the non-verbal communication of art be used to explore cultural diversity in the bilingual classroom?
a) Use the light board to show examples of the art of different cultures and have the students respond with both written and oral criticisms of each.
b) Ask the students to write a persuasive paragraph explaining why the art of the L1 culture is superior to the art of the L2 culture.
c) Use the light board for a sequential pictorial presentation of different historical artistic periods, and discuss similarities within the art of different countries and cultures.
d) Express positive attitudes and great enthusiasm whenever great art is discussed or exhibited in the chapter being studied.
7. How could a classroom mathematics teacher counter the argument that teaching mathematics provides no cultural learning opportunities?
a) By creating a lesson plan that requires students to download interest and exchange rates from various countries.
b) By creating a lesson plan that compares percentage and fractional costs of blue jeans and athletic shoes in various countries, followed by a lesson in converting currency exchange rates.
c) By having students memorize the name of the currencies of different countries.
d) By developing a lesson plan that shows the difference between fixed and pegged currencies.
8. A standard tool of reading assessment for beginning readers requires that the teacher do which of the following?
a) Have the student read a paragraph and then write down the most difficult words.
b) Have the student read a page slowly first and then as fast as possible.
c) Record the number of errors per minute as the child reads from a grade-level passage.
d) Have the student read a passage and then orally answer specific questions to establish the level of comprehension.
9. A bilingual physical education teacher giving instruction on the technique of the 100 meter hurdles uses three teaching techniques: oral instruction, showing films, and then letting each student first examine and then attempt a short series of low hurdles. Which of the following best describes this teacher?
a) The bilingual teacher is cognizant of auditory, visual, and tactile learning styles.
b) The bilingual teacher is making use of a diverse range of techniques.
c) The bilingual teacher is making use of powerful reinforcement techniques.
d) The bilingual teacher is completely ignoring the diverse cultures of the students.
10. In comparing program types, the differences between a Transitional Bilingual ELL program and a Supportive Role Bilingual ELL program are:
a) The Supportive Role ELL is taught entirely in the native language (L1) whereas the other uses the target language exclusively.
b) The Transitional Bilingual ELL program is taught entirely in the target language whereas the Supportive Role program never uses the native language.
c) Transitional Bilingual ELLs use L1 languages in core subjects but attempts to quickly transition to the target language (L2) while the Supportive Role uses the native language sparingly.
d) Supportive Role language programs use the native language with new arrivals but never with school students while Transitional ELL Bilingual programs are comprised of half each of native language speakers and dual language speakers.
Last Updated: 02/21/2013