ENL exam Flashcards
(124 cards)
1
Q
What is the difference between “research-based” and “evidence-based” teaching practices?
A
“Research-based” refers to practices based on systematic observation or experiment, data analysis, and publication in peer-reviewed journals. “Evidence-based” refers to practices proven to work based on empirical data primarily from the classroom.
2
Q
What are the primary role(s) of an ENL teacher?
A
To provide ENL students with high-quality (research- and evidence-based) instruction that promotes their development of English language proficiency AND their achievement of grade-level literacy and content-area learning standards.
3
Q
What is the difference between oracy and literary development?
A
Oracy refers to their ability to speak and listen, while literary refers to their ability to read and write. Both are important for English language acquisition.
4
Q
What are the two types of oracy and literary development?
A
Receptive (listening, reading) and productive (speaking, writing)
5
Q
What are the three types of language that are important for ENL students’ development?
A
Social (basic communication skills, amongst peers), general-academic, and discipline-specific language
6
Q
What are the 5 levels of English-language proficiency, according to NYSED?
A
- ENTERING (pre-production): no spoken English skills, minimal comprehension/listening skills; use of gestures and body language
- EMERGING (early production): uses one- and two-word English phrases; limited comprehension skills; focus on present-tense
- TRANSITIONING: can read, write, and understand simple sentences; some grammatical and pronunciation errors; might struggle with slang and culturally specific vocabulary
- EXPANDING: able to use more complex language in academic settings
- COMMANDING (fluency): some mistakes but overall success in all four language acquisition categories
7
Q
What are some teaching strategies to help students in the pre-production (entering) stage?
A
-use simple prompts and questions
-provide visuals and realia
-explain classroom routines and practices
-focus on repetition of vocab/concepts
8
Q
What are some strategies to help early production (emerging) learners?
A
-ask yes/no questions
-ask 4 W’s questions (who, what, when, where)
-provide sentence starters and framed sentences
9
Q
What are some strategies to help transitioning learners?
A
-ask longer-form questions with prompts like “why” and “how”
-simplify language for teaching new concepts
-teach language and writing structures alongside content and vocabulary
-teach text organization
-expose students to higher-order thinking
10
Q
What are some teaching strategies to help more fluent (expanding) learners?
A
-ensure fluency across all content areas
-give explicit instructions for difficult tasks, like navigating a difficult text and organizing thoughts and ideas
-provide opportunities for peer work and teaching to prove full understanding of the content
11
Q
What is the role of transference in new-language acquisition?
A
Students can transfer knowledge from their base language to English language acquisition both positively and negatively. Examples include cognates (or false cognates), similar sentence structuring (or different sentence structuring).
12
Q
How does the generalization strategy help ELL students?
A
This cognitive strategy allows students to apply learned knowledge to new situations. Examples include learned grammatical structures, similar vocabulary, or phonological rules.
13
Q
How does the formulaic expression strategy help ELL students?
A
This cognitive strategy allows students to use ready-made chunks of language, such as sentence starters or framed sentences, allow students to communicate effectively when learning the language.
14
Q
How does circumlocution help ELL students?
A
This cognitive strategy allows students to describe, provide context for, or otherwise talk around a term that they do not know the word for, in order to create a shared understanding of the concept before accessing the vocabulary word for it.
15
Q
How do the self-monitoring and reflection strategies help ELL students?
A
These metacognitive strategies allow students to be aware of their own strengths and areas of need, and to reflect on them consistently to move towards growth.
16
Q
What is the purpose of code-switching for ELL students?
A
There are many contexts in which to use language – predominantly social, general-academic, and discipline-specific language – as well as amongst different groups of people with varying levels of familiarity, formality, and cultural backgrounds. Code-switching allows students to access different types of language within different contexts. They should be taught what types of language are appropriate in different contexts.
17
Q
What are the two main sociolinguistic concepts of language acquisition?
A
language variation (e.g. dialect) and register (language practices particular to specific functions and contexts)
18
Q
What are seven different language systems used to identify challenging aspects of English and support ELL’s oracy and literacy development?
A
- phonetics (basic speech sounds, single letters)
- phonology (phonemes as blocks of speech sounds with specific rules for usage)
- morphology (morphemes as small meaningful units of language (e.g. prefixes, suffixes, root words) that can combine to create meaning)
- syntax (arrangement of words)
- semantics (focuses on the meaning of a word, phrase, sentence)
- discourse (focuses on language use to make meaning in various contexts)
- pragmatics (focuses on context and social use of language)
19
Q
A culturally competent ENL teacher will use ____ to facilitate the language development and academic achievement of their students.
A
Knowledge of students’ backgrounds (such as home-language knowledge and skills, educational background), prior experiences, cultures, assets and needs, personal circumstances, etc.
20
Q
When teaching a classroom of students with diverse linguistic abilities, it is important to _____.
A
Differentiate the lessons based on the students’ English language proficiency levels.
21
Q
When planning instruction for ELL students, teachers should demonstrate knowledge of the students’ ______ in order to provide linguistically and culturally responsive teaching that is catered to the students as individuals.
A
strengths, needs, interests, and experiences
22
Q
What are the 6 types of ELL subpopulations as defined by the NYS Commissioner’s Regulation Part 154?
A
- Newcomers (0-3 years)
- Developing ELLs (3-7 years)
- Long-term ELLs (7+ years)
- Students with Inconsistent/Interrupted Formal Education (SIFE) (2+ years below grade level in literacy/math in their home language)
- ELLs with Disabilities
- Former ELLs (those who have passed the requirements for fluency)
23
Q
What are three additional subgroups of ELLs that are important to know?
A
-heritage language speakers (those who speak a language at home that is not the primary language of the community in which they live)
-gifted ELLs
-ELLs with strong schooling in their home language
-ELLs who are multilingual, multi-literate, multicultural
24
Q
What are some resources to learn more about ELLs’ linguistic and educational backgrounds (home-language literacy, level of formal education), as well as their home cultures?
A
The students, their families, school records, community organizations, technology
25
What are some sociocultural variables to be aware of in the classroom in order to create a culturally responsive learning environment?
Cultural identity, cultural contact, cultural stereotyping, prejudice, ethnocentrism
26
What are two significant approaches to learning that vary per culture?
-cooperative vs. competitive
-individual vs. group
27
Is it appropriate to use the students' home language in the classroom?
Yes, at times
28
What are some individual learner variables that may influence ELLs' language development and academic achievement?
age, personality, motivation, learning style
29
What are some educational variables that may influence ELLs' language development and academic achievement?
educational background, teacher expectations, classroom environment
30
What are some social and political variables that may influence ELLs' language development and academic achievement?
family expectations, community influences, socioeconomic status, differential status of English and the home language
31
What are the the receptive and productive modalities for oracy, literacy, and visual communication that ELL students must learn?
Oracy: listening and speaking
Literacy: reading and writing
Visual: viewing and visually representing
32
What are 3 of the current research- and evidence-based approaches to ESOL instruction?
-communicative language teaching (emphasizes interaction as the primary means and goal of language learning)
-content-based ENL (using content areas as a vehicle for language learning)
-sheltered instruction (modifying content area instruction to make it more accessible for ELLs)
33
What are some of the key components of reading?
phonics (letter sounds), phonemic awareness, vocabulary development, comprehension, fluency
34
In order to ensure comprehension of academic texts, it is important for teachers to integrate what types of instructional activities?
both receptive and productive oracy and literacy instructional activities
35
What are four different places to look for up-to-date relevant learning standards for ELLs?
-NYSLS (New York State Learning Standards)
-NYSBCI-NLAP (New York State Bilingual Common Core Initative- New Language Arts Progressions)
-national English language proficiency standards
-state academic learning standards
36
What are some curricular materials that ELL teachers should use in their instruction?
informational texts, children's and adolescent literature, multicultural literature -- including home-language materials
37
What are some additional resources that teachers should include in their instruction?
realia, visual aids, manipulatives, human resources, and technological resources (Web-based and digital media, educational software, multimedia resources)
38
What are some effective classroom communication practices to help maximize ELL's understanding and learning?
-providing clear directions
-using a variety of questioning techniques
-using multiple modalities to present lesson content
-promoting positive student-teacher and peer interactions
39
What types of learning experiences encourage students' active engagement in learning?
meaningful, authentic, performance-based learning experiences
40
What type of learning environment encourages students' active engagement in learning?
a cognitively challenging and stimulating learning environment -- setting high expectations, creating challenging learning experiences, encouraging students to take responsibility for their learning, promoting students' curiosity and enthusiasm for learning
41
How can ELL teachers create, organize, and manage a respectful, safe, and supportive student-centered learning environment?
-using flexible grouping practices
-creating a climate of acceptance
42
What are the 3 main types of assessments a teacher must know and implement?
-entry assessments
-formative assessments (ongoing, provides feedback for teacher to adjust instruction)
-summative assessments (final evaluations of unit or course)
43
What is the difference between a norm-referenced assessment and a criterion-referenced assessment?
-norm-referenced (compare student to larger group)
-criterion-referenced (compare to predetermined benchmark)
44
What are some additional types of assessments teachers should know and implement?
-language proficiency
-curriculum-based and standardized
-authentic (real-life application)
-performance-based (i.e. portfolios)
-self-assessment
-peer assessment
45
What are some of the purposes of assessment?
-evaluation of language proficiency
-evaluation of academic achievement
-screening for possible giftedness and disability
-program evaluation
46
What are 3 ways a teacher might choose to use assessment results to plan instruction?
-adjusting the pace
-adjusting the focus
-adjusting the delivery method of instruction
47
What groups are considered 'stakeholders' to which a teacher might explain assessment results?
students, their families, administrators, other teachers, community members
48
What are some of the issues that can affect the validity of assessments when used with ELLs?
-norming groups used in standardized tests
-limited prior testing experiences
-cultural and linguistic bias
-similarities and distinctions between language difference and disability
49
Teachers must follow national, state, and local requirements for the screening, identification, placement, reclassification, and exiting of ELLs. What are two legal documents dictating these policies?
-the NYS Commissioner's Regulation Part 154
-Title III of No Child Left Behind Act of 2001 (reauthorized 2013)
50
What are some allowable testing accommodations for ELLs and certain former ELLs?
-extended time (time and a half) on NYS ELA and content-area assessments and on Regents
-separate location (individually or in small groups) for testing
-bilingual dictionaries/glossaries (ONLY one-to-one translation, not definitions)
-Alternative Language Editions (translations) of certain tests, or oral translation for low incidence languages, NOT for ELA exams
-writing responses in home language for some state exams, NOT for ELA exams
51
For how long after achieving English language proficiency can a student now designated Former ELL receive testing accommodations?
two years
52
Where can teachers find information on the interventions necessary to assist students upon analyzing their assessment results?
New York State's Response to Intervention (RtI) and Academic Intervention Services (AIS)
53
What are some strategies an ELL teacher might use to utilize students' home languages to promote their development in English language arts?
-bilingual glossaries/dictionaries
-home-language reference materials and resources
-awareness of cognates
54
What are the 4 dimensions of communicative competence?
1. grammatical
2. sociolinguistic (knowing how to use language in different social contexts)
3. discourse (understanding and using extended stretches of language to communicate)
4. strategic (the ability to repair communication breakdowns, work around language gaps, and improve communication)
55
What is the difference between thematic and inquiry-based units?
Thematic units revolve around a broad theme and connect various subjects and skills, while inquiry-based units center a specific question or problem and highlight student-led investigation. Both are effective strategies in integrating listening, speaking, reading, writing, and viewing to promote English language arts proficiency.
56
What are two important learning standards related to English listening skills for ELLs?
1. integrating and evaluating info presented in diverse media and formats
2. evaluating a speaker's POV, reasoning, and use of evidence
57
What are two important learning standards related to English speaking skills for ELLs?
1. prepare for and participate in a range of conversations and collaborations / adapt speech to a variety of contexts and communicative tasks
2. present info that is comprehensible to listeners / make strategic use of digital media and displays of data to express info
58
What are three important learning standards related to English literacy skills for ELLs?
1. phonological and phonemic awareness
2. phonics and other word identification strategies
3. fluency
59
What are two teaching strategies to support ELLs' English literacy skills?
1. building on students' home-language literacy skills
2. providing direct, explicit instruction in foundational reading skills to address assessed areas of need
60
What should be an ELL teacher's priority for students in the early stages of language acquisition -- meeting grade level expectations or foundational English literacy skills?
foundational English literacy skills regardless of grade level
61
What are 8 important learning standards related to ELL students' ability to comprehend complex informational and literary texts in English?
1. determine meaning and make logical inferences from text
2. determine central ideas / themes
3. summarize key supporting details and ideas
4. analyze the development of characters, events, and ideas
5. interpret technical, connotative, and figurative meanings of words and phrases
6. analyze word choice
7. analyze text structure
8. analyze the effect of POV or purpose on content and style
62
What are three teaching strategies to support ELL students' ability to comprehend complex informational and literary texts in English?
1. engaging students in close and careful reading, including rereading
2. scaffolding access to texts for students below grade level
3. differentiate instruction for students at different levels of English proficiency
63
What are 4 important learning standards related to ELL students' ability to evaluate, synthesize content form, and respond to complex informational and literary texts in English?
1. integrate and evaluate content presented in diverse media and formats
2. delineate and evaluate the argument and specific claims in a text
3. analyze how multiple texts address similar themes or topics
4. employ knowledge of literary language, textual features, and forms to reflect on and interpret literary texts from a variety of genres
64
What are 5 important learning standards related to ELL students' ability to produce a variety of texts for a variety of purposes in English?
1. produce coherent writing by planning, revising, editing, and rewriting
2. use technology to produce and publish writing
3. write arguments to support claims using valid reasoning and relevant evidence
4. write informative/explanatory texts to convey ideas and information clearly
5. write narratives to develop experiences or events using details and sequencing
65
What are 4 important learning standards related to ELL students' ability to produce text-based written responses and research-based writing from sources in English?
1. develop personal, cultural, textual, and thematic connections within and across genres
2. conduct research projects based on focused questions
3. gather relevant info from multiple print and digital sources
4. draw evidence from information or literary texts to support reflection, analysis, synthesis, and research
66
What are two important learning standards related to ELL students' development of standard English conventions?
1. standard grammar and usage when writing or speaking
2. standard capitalization, punctuation, and spelling when writing
67
What are 3 important learning standards related to ELL students' development of English vocabulary?
1. determine or clarify meaning of unknown words by analyzing word parts, recognizing word origins and cognates, using context clues, consulting reference materials
2. demonstrate understanding of figurative language and nuances in word meanings
3. acquire and use a range of general-academic and discipline-specific words
68
What are some (formative and summative) assessment instruments and techniques for assessing ELLs' listening, speaking, reading, writing, language conventions, and vocabulary?
1. formative assessments such as oral interviews, classroom observation checklists, audio/video recording, informal reading inventories, reading logs, rubrics, portfolios, and writing conferences
2. summative state English language proficiency assessments
69
What are 3 of the discipline-specific and interdisciplinary features of academic discourse and academic language used within and across various content areas that ELL students must learn?
-discourse complexity
-language forms and conventions
-vocabulary usage
70
What are 4 teaching strategies and resources for making subject matter accessible and comprehensible to ELL students across various content areas?
1. using realia and visuals
2. providing comprehensible input, modifying language without simplifying content
3. checking student comprehension frequently
4. creating opportunities for students to engage in self-directed learning
71
What are the 5 different types of scaffolding that can be used to assist ELL students?
1. verbal
2. procedural
3. metacognitive
4. visual
5. instructional
72
What are some examples of procedural scaffolding that a teacher might use in an ELL classroom?
explicit teaching, modeling, providing opportunities for independent practice and application
73
What are some examples of verbal scaffolding that a teacher might use in an ELL classroom?
prompting, questioning, elaborating
74
What are some examples of metacognitive scaffolding that a teacher might use in an ELL classroom?
planning, regulating, evaluating
75
What are 3 different types of learning skills that are important for ELL students to develop across all content areas?
1. note-taking skills
2. research skills
3. test-taking skills
76
What are 3 different types of learning strategies that are important for ELL students to develop across all content areas?
1. categorizing words and concepts
2. self-monitoring
3. making inferences
77
When teaching students how to connect concepts across disciplines, it is important for a teacher to engage ELL students in what two types of skills?
-critical and innovative thinking
-collaborative problem-solving related to real-world contexts
78
What are some (formative and summative) assessment instruments and techniques for assessing ELLs' content-specific language and literacy development and content-area learning?
1. formative: textbook assessments, teacher-created assessments, performance-based assessments, project-based assessments
2. summative: standardized achievement tests
79
What are 3 key court cases that have affected education programs for ELL students?
1. Lau v. Nichols
2. Castaneda v. Pickard
3. Plyler v. Doe
80
Explain the Lau v. Nichols (1974) case and its impact.
The lack of supplemental language instruction in public schools for ELL students (particularly Kinney Kinmon Lau and other Chinese students in California)
violates the Civil Rights Act of 1964, inspiring the Equal Educational Opportunities Act of 1974.
81
Explain the Castaneda v. Pickard (1978) case and its impact.
Despite legislation for bilingual education, a lack of criteria for assessing the efficacy of programs leads to insufficient education and racial discrimination (classroom segregation), specifically of Mexican-American students in Texas. Despite initial ruling against Castaneda, the appeal won in 1981 established that bilingual education programs must be 1. based on sound education theory, 2. implemented effectively with resources for personnel, instructional materials, space, and 3. after a trial period, the program must be proven effective in overcoming language barriers.
82
Explain the Plyler v. Doe (1982) case and its impact.
All students, including the children of undocumented immigrants (particularly in Texas), have the right to attend public school; the state cannot prohibit the use of state funds for their education.
83
What are 3 of the key pieces of legislation that affect education programs for ELL students and students with disabilities?
1. Title VII of the Elementary and Secondary Education Act of 1968 (Bilingual Education Act)
2. Title III of the No Child Left Behind Act of 2001 (reauthorized 2013)
3. Individuals with Disabilities Education Improvement Act of 2004 (IDEA)
84
What are three different types of programming available to ELL students?
1. transitional bilingual education (gradually increases rate of English spoken in classroom)
2. English as a New Language program
3. Two-Way Bilingual Education (maintains use of both languages consistently)
85
What are 4 different strategies for implementing self-reflection and stakeholders' feedback to inform and adjust a teacher's instructional practices and professional behavior?
1. recognizing the effects of their prior experiences and possible biases in instructional practices
2. using professional reflection to identify personal strengths and weaknesses
3. demonstrating a willingness to give and receive constructive feedback to improve professional practice
4. conducting action research
86
What are some strategies for setting goals and engaging in ongoing professional development for a teacher?
-setting goals to enhance personal strengths and address areas for growth
-formulating a professional development plan based on recognized areas for growth
-participating in professional growth opportunities
-accessing and using resources of local and national professional organizations
-networking with other ESOL professionals
87
What are some strategies a teacher might use to communicate and collaborate with students and their families?
-using translation/interpretation services to correspond in their home language
-inviting families to share info
-supporting families in participating in their children's education
-viewing students and their families as cultural liaisons to the school community
88
How can an ELL teacher serve as a professional resource in the school community?
by facilitating cooperation among school and district personnel, ELLs and their families, admin, community members, and policymakers AND by building the capacity of colleagues by sharing and modeling effective ESOL techniques and resources
89
As an ELL teacher, it is our responsibility to advocate for ELLs' full, equitable access to school resources and to encourage their families to _____.
Make decisions and develop self-sufficiency in the school community
90
What is the primary purpose of Part 154 of the Regulations of the Commissioner of Education in New York State, established in 2014?
To better serve the needs of the state's expanding multilingual population by enhancing and strengthening programs and services for ELL (and former ELL) students
91
According to Part 154.2, how often should ELL students be assessed for English language proficiency?
Every year
92
According to Part 154.2, what are the 3 components of a bilingual education program?
1. language arts instruction, including home language arts and English language arts
2. an ENL component
3. bilingual content area instruction in at least 2 components (math, science, social studies)
93
According to Part 154.2, what is a developing English language learner?
An ELL student who has received ENL education for 4-6 continuously enrolled school years in the U.S.
94
According to Part 154.2, what are the 6 subpopulations of ELLs?
1. newcomer (0-3 years)
2. developing (3-7 years)
3. long-term (7+ years)
4. former ELL
5. ELLs with disabilities
6. students with inconsistent/interrupted formal education (SIFE)
95
According to Part 154.2, what are the two components of an ENL program?
1. content area instructional component in English with home language supports and appropriate scaffolding
2. an ENL development component (stand-alone or integrated ENL)
96
According to Part 154.2, under what circumstances is reentry identification determined?
When an ELL student is re-enrolling in a NYSPS after having not been enrolled during the preceding two school years
97
According to Part 154.2, how are students with inconsistent/interrupted formal education (SIFE) defined?
ELL students who have attended U.S. schools for less than 12 months and who are 2+ years below grade level in either literacy or math in their home language due to inconsistent schooling
98
According to Part 154.2, what are the 3 steps of the initial and reentry process and determination of English proficiency?
1. Administration of the Home Language Questionnaire (by qualified personnel)
2. Interview with student in English and student's home language, review of students' abilities / work samples in both languages, review of prior education experiences -- to determine if student should take English language proficiency assessment. (For students with disabilities follow particular steps to see if they should take English language proficiency assessment).
3. Administration of statewide English language proficiency identification assessment
99
According to Part 154.2, if there are 20+ ELL students at the same grade level who speak the same home language enrolled in a specific school district, then the district should provide a sufficient number of Bilingual Education programs so that at least ___ % of ELLs can receive bilingual education.
at least 70%
100
According to Part 154.2, what is the responsibility of the school district if a student's home school does not offer a bilingual education program?
To provide free transportation to a school that does have access to the program
101
According to Part 154.2, what is the responsibility of the school to provide information to parents and guardians of ELL students?
To provide a high quality orientation session on the state standards, assessments, and school expectations for ELLs, as well as the program goals and requirements
102
According to Part 154.2, what is the default program that ELL students are placed in, if available?
Bilingual education; parents can request an ENL program and receive transportation to the program if necessary
103
According to Part 154.2, the school district must provide an ENL program in grades K-8 based on a student's English language proficiency. For beginning/entering ELLs, how many and what type of units of ENL instruction must they receive?
At least two units; one unit of stand-alone ENL and one unit of integrated ENL in ELA instruction
104
According to Part 154.2, the school district must provide an ENL program in grades K-8 based on a student's English language proficiency. For low intermediate/emerging ELLs, how many and what type of units of ENL instruction must they receive?
At least two units; 1/2 unit of stand-alone ENL and one unit of integrated ENL in ELA instruction. and 1/2 unit of either
105
According to Part 154.2, the school district must provide an ENL program in grades K-8 based on a student's English language proficiency. For intermediate/transitioning ELLs, how many and what type of units of ENL instruction must they receive?
At least one unit; 1/2 unit of Integrated ENL in ELA instruction, 1/2 unit of either Integrated or Stand-alone ENL
106
According to Part 154.2, the school district must provide an ENL program in grades K-8 based on a student's English language proficiency. For advanced/expanding ELLs, how many and what type of units of ENL instruction must they receive?
At least one unit, of either integrated or stand-alone ENL
107
According to Part 154.2, for how many school years after an ELL student is designated as proficient/commanding (and therefore as a former ELL) should they receive ENL services, and how many units?
For two years they should receive at least a 1/2 unit of study in integrated ENL in ELA or another content area, or such other services that monitor and support their language development and academic progress
108
According to Part 154.2, what is the maximum allowable grade span for grouping instruction in ENL or Bilingual Education?
two grades
109
According to Part 154.2, what percentage of required professional development hours for ELL teachers specifically must go towards language acquisition in alignment with core content area instruction, including a focus on best practices for co-teaching strategies and integrating language and content instruction for ELLs?
50% of ELL teachers' hours (whereas 15% for all other teachers)
110
According to Part 154.2, what is the exit criteria that an ELL student must pass to be determined to be a former ELL student?
1. scores at or above a state designated level of proficient/commanding on the annual English language proficiency assessment in all modalities; OR
2. scores at or above a state designated level of advanced/expanding on the annual English language proficiency assessment AND at or above proficient on the ELA assessment or met or exceeded proficiency standards on the Regents Exam in Comprehensive English or ELA
111
According to Part 154.2, what is the requirement for a previously designated SIFE student to be determined to no longer be a SIFE student?
when they are performing at the transitioning/intermediate level on the annual English language proficiency assessment (though the previous designation will remain on the student's records)
112
What is the primary purpose of Title III of the No Child Left Behind Act, as reauthorized in 2013?
To allocated federal funding to public schools to support ELL students and bilingual education; based on 80% on the number of ELLs in the state and 20% on the number of immigrant children and youth in the state
113
What is the primary change in the most updated NYS Bilingual Common Core Initiative?
The Bilingual Common Core Initiative is a document that lists specific learning standards for ELL students; the primary update in the previous version was creating 5 levels instead of 4 for ELL Language Progressions.
114
What is the difference between integrated and stand-alone ENL programming?
Integrated programming combines core content instruction with English language development while Stand-alone ENL provides focused language development in a separate setting.
115
"In comparison to their peers with global learning styles, ELLs who dominant learning style is analytic are more likely to..."
A. require contextualization in order to learn new grammatical structures
B. focus on getting the gist of a text and making inferences when reading
C. rely on features of nonverbal communication when expressing ideas
D. research and catalog new words independently in order to build vocabulary
D. research and catalog new words independently in order to build vocabulary
116
What are the 5 primary learning styles?
1. visual/spacial
2. auditory/musical
3. verbal/linguistic
4. physical/kinesthetic
5. logical/mathematical (analytic)
117
Describe the analytic learning style.
Students who prefer to plan and organize their work, are detail-oriented, and often prefer to work independently.
118
What is the first step that a teacher should take when establishing goals and expectations for an Integrated ENL classroom?
Create clear lesson objectives aligned with state learning standards, including grade-level content learning objectives and language learning objectives appropriate for the students' proficiency levels
119
An important element to consider when creating a summative assessment is keeping the directions ____.
Simple.
120
According to the Every Student Succeeds Act (ESSA), the state has two options regarding federally mandated state reporting procedures on standardized testing for recently arrived ELLs. What are they?
1. Wait to test students until they have been enrolled in a U.S. school for a year.
2. Assess the students but to exclude their first year's assessment results from the state accountability system.
121
What is accountable talk?
Language that is appropriate to support rigorous academic discussions in the classroom (e.g. "I agree with what you said because...")
122
ELL students of all proficiency levels should use accountable talk in classroom discussions. For what type of learners is it appropriate to provide talking stems?
For emerging and transitioning ELLs
123
The Equal Educational Opportunities Act (EEOA) of 1974 promoted the education of ELLs primarily by ordering public schools to _____.
remove language barriers that impede student's ability to participate in instructional programs in English
124
What is action research?
a systematic inquiry process where a teacher (or group) investigates a problem within their own context (the classroom) and then implements actions to address it, all while reflecting on the process and its impact
