Unit 6: Best Practices for EL Instruction in Inclusive Classrooms

Question 1

The theory that a student’s state of mind and emotional well-being can impact availability for language learning is called the ______.

a. input hypothesis
b. natural order hypothesis
c. affective filter hypothesis
d. monitor hypothesis

Answer 1

c. affective filter hypothesis

The affective filter hypothesis states that students are less available to learn language (or content) if they are in a stressed, unmotivated, or affectively unhealthy frame of mind.

Question 2

Your student who is an English learner says to you, “I can talk to my friends and family—that is easy—but it is always harder for me to remember the grammar and rules in English!” Which of Krashen’s hypotheses does this comment illustrate?

a. Acquisition-learning hypothesis
b. Affective filter hypothesis
c. Input hypothesis
d. Natural order hypothesis

Answer 2

a. Acquisition-learning hypothesis

The student states that acquiring a language, or speaking in social and natural environments, has been easier for him or her than the formal process of learning grammatical rules. This is consistent with the acquisition-learning hypothesis.

Question 3

True or False

A first- or second-year English learner making numerous grammatical mistakes should be evaluated for a language learning disability.

Answer 3

False

This student is following the stages of typical language acquisition. In early production and the speech emergent phases of language learning, it is expected that students make numerous mistakes.

Question 4

English learners may initially go through a(n) ______ period, but they will progress next to ________ production of speech.

a. silent, differentiated
b. silent, early
c. late, appropriate
d. affective, fluent

Answer 4

b. silent, early

After a silent period, English learners typically begin early production of speech as they gradually acquire the language.

Question 5

Match the stage of language production with the sentence that best characterizes it.

Your student spends a great deal of time listening and observing, and does not speak much, whether in response to questions or initiating conversations. The student appears to spend much of the day in silence.

a. Early production
b. Speech emergence
c. Intermediate fluency
d. Preproduction or silent phase
e. Advanced fluency

Answer 5

d. Preproduction or silent phase

This student is in the pre-language production phase, also known as a silent phase. Students do not typically speak or write much in this phase, as their energy is focused on receptive learning of language.

Question 6

Match the stage of language production with the sentence that best characterizes it.

Your student is no longer silent and often uses one or two word phrases but still does not use sentences. In listening and reading, the student appears to understand the main idea or topic but does not have a thorough understanding of details.

a. Early production
b. Speech emergence
c. Intermediate fluency
d. Preproduction or silent phase
e. Advanced fluency

Answer 6

a. Early production

This student is in the early phases of language production. This stage is characterized by use of words and short phrases, coupled with limited but increasing receptive understanding of information that is heard or read.

Question 7

Match the stage of language production with the sentence that best characterizes it.

Your student has progressed from using single words or short phrases to using more complete sentences. The student is using more varied vocabulary and seems to understand more of the information they are reading or hearing.

a. Early production
b. Speech emergence
c. Intermediate fluency
d. Preproduction or silent phase
e. Advanced fluency

Answer 7

b. Speech emergence

The student’s language use is becoming more complex and the student may be demonstrating greater confidence. Students in this phase typically use short complete sentences, use more expansive vocabulary, and understand more of the content that they read or hear.

Question 8

Match the stage of language production with the sentence that best characterizes it.

Your student uses longer and more complex sentences and has a more extensive understanding of academic content. The student is successfully reading her textbook, using a dictionary when needed, and can write fluent and accurate responses to content questions as long as extra time, organizers, and access to a bilingual dictionary are provided.

a. Early production
b. Speech emergence
c. Intermediate fluency
d. Preproduction or silent phase
e. Advanced fluency

Answer 8

c. Intermediate fluency

The student’s language use has become more complex still, and the student is using more and varied sentence patterns. Students in this phase may still make grammatical errors, but their command of academic English is increasing, and they use more complex and varied sentences.

Question 9

Match the stage of language production with the sentence that best characterizes it.

Your student speaks with near-native proficiency and can engage in complex conversations about abstract topics. The student appears to be very comfortable using English and writes skillfully, needing few accommodations other than extra time.

a. Early production
b. Speech emergence
c. Intermediate fluency
d. Preproduction or silent phase
e. Advanced fluency

Answer 9

e. Advanced fluency

The student is close to native-level proficiency and uses the second language at an advanced level. This phase is characterized by more skillful use of academic and abstract language, near-native proficiency, and few grammatical errors.

Question 10

True or False

It takes students longer to acquire CALP than it takes them to acquire BICS.

Answer 10

True

BICS may be acquired in 1–3 years, but gaining CALP can take 5–7 years and even up to 10 years.

Question 11

Which of the following could be characterized as “BICS” language?

a. “I need to go to the emergency room.”
b. “Homeostasis is a complex biological process.”
c. “There were multiple causes of the Civil War.”
d. “Refer to your study guide to identify the correct answer.”

Answer 11

a. “I need to go to the emergency room.”

Even though “emergency room” is a less common term than doctors, this phrase is concrete, tied to a specific context, and uses everyday, not abstract, language.

Question 12

BICS is typically acquired more rapidly than CALP because _____________________________.

a. the affective filter hypothesis explains why BICS can be learned earlier
b. content teachers do not provide enough instruction to help students understand CALP
c. everyday objects are more interesting, so students have more motivation to learn BICS
d. ELs can typically use context clues in understanding BICS and may have more background knowledge about the topics

Answer 12

d. ELs can typically use context clues in understanding BICS and may have more background knowledge about the topics

BICS involves more access to context, body language, and everyday objects about which students are likely to have knowledge.

Question 13

What is one strategy a teacher could use to help students master CALP in his classroom or content area?

a. Repeat important vocabulary words so students can learn them.
b. Speak slowly and loudly.
c. Rehearse common social situations so students can practice language.
d. Provide real-world objects to build background knowledge about vocabulary.

Answer 13

d. Provide real-world objects to build background knowledge about vocabulary.

Providing physical objects and increasing background knowledge help make CALP less abstract, more concrete, and easier to understand.

Question 14

Students at the intermediate proficiency stage have relatively strong a/b/c/d but may still make i/ii/iii/iv.

a. spelling skills
b. grammar
c. comprehension
d. motivation

i. social language errors
ii. many errors
iii. reading mistakes
iv. grammatical errors

Answer 14

c. comprehension
- Comprehension improves for intermediate ELs, and while they use standard grammar, they are still prone to errors, particularly for challenging rules.

iv. grammatical errors
- Comprehension improves for intermediate ELs, and while they use standard grammar, they are still prone to errors, particularly for challenging rules.

Question 15

True or False

Academic language entails vocabulary, grammar and sentence structure, and background knowledge.

Answer 15

True

Each of these elements plays an important role in helping students access information in the content area.

Question 16

Which type of program model has the goal of both English language proficiency and proficiency in another language?

a. English only
b. Dual language
c. Temporary bilingual education
d. Transitional bilingual

Answer 16

b. Dual language

Dual-language, or dual-immersion, programs have the goal of building skills in both languages equally.

Question 17

If a school provides instruction in general education classes only in English, what is one program model that might be used for second language instruction for ELs?

a. Transitional dual language
b. Pull-out
c. Dual immersion
d. SIOP

Answer 17

b. Pull-out

An EL teacher works with classroom teachers to determine times that students can be pulled out of classrooms for English instruction.

Question 18

True or False

In selecting program models, schools or districts should first consider whether they want to invest significant resources in EL programming.

Answer 18

False

Schools may select program models that are compatible with their budgetary constraints, but providing English language instruction and ESOL programming is a civil right and a requirement under federal law, not a choice.

Question 19

True or False

In selecting program models, schools and districts should consider the number of English learners they have and the native languages spoken by those students.

Answer 19

True

Considering student population and native language is appropriate, particularly in determining staffing, location of programs, and access to native-language instruction.

Question 20

What is one advantage of sheltered instruction?

a. Requires students to transition away from their native language during instruction
b. Requires staff training that may be costly
c. Integrates language and content instruction and supports
d. Allows for bilingual immersion models

Answer 20

c. Integrates language and content instruction and supports

Sheltered instruction provides language supports in a content classroom.

Question 21

_______ are necessary to successfully implement a dual-immersion model.

a. Bilingual teachers
b. Gifted students
c. Substantial resources

Answer 21

a. Bilingual teachers

At least some teachers must be fluent in each target language.

Question 22

what is the program goal of English as a Second Language (ESL) or English Language Development (ELD)?

Answer 22

Program of techniques, methodology, and special curriculum designed to teach ELs explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains (i.e., speaking, listening, reading, and writing).

Usually provided in English with little use of primary language

Question 23

what is the program goal of Structured English Immersion (SEI)?

Answer 23

Program designed to impart English language skills so that the ELs can transition and succeed in an English-only mainstream classroom once proficient.

Usually provided in English with little use of the ELs’ primary language(s)

Question 24

What is the program goal of Transitional Bilingual Education (TBE), or early-exit bilingual education?

Answer 24

Program that maintains and develops skills in the primary language while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the ELs’ transition to an all-English instructional program, while the students receive academic subject instruction in the primary language to the extent necessary.

Students’ primary language and English

Question 25

what is the program goal of Dual Language or Two-Way Immersion?

Answer 25

Bilingual program where the goal is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half primary-English speakers and half primary speakers of the other language. English and another language

Question 26

Which organization develops and disseminates standards for English language proficiency? a. Council for Exceptional Children b. WIDA Consortium c. Coalition for English Learners d. National Association for Bilingual Education

Answer 26

b. WIDA Consortium The WIDA Consortium developed and disseminates standards as well as a suite of English proficiency assessment products.

Question 27

Why are English language proficiency standards important for classroom teachers to understand? a. They help teachers design standardized assessments. b. They tell content teachers when students should exit from English language instruction. c. They provide teachers with context about what students know and what they can do. d. They indicate when to fail a student or pass the student to the next grade.

Answer 27

c. They provide teachers with context about what students know and what they can do. Standards help teachers formulate appropriate expectations and align lessons to students' current and target language proficiency levels.

Question 28

Which of the following statements about the WIDA English Language Development Standards is accurate? a. The standards endorse English-only instruction for ELs. b. The standards were written for grades K–8. c. The standards focus on BICS and social communication. d. The standards can be used to ensure equitable instruction for ELs.

Answer 28

d. The standards can be used to ensure equitable instruction for ELs. The WIDA Consortium references the value of English proficiency standards in helping teachers provide equitable instruction for ELs.

Question 29

True or False Academic language is ONLY an important element in the WIDA Standards for grades 9–12.

Answer 29

False Academic language is important at all grade levels, not simply high school. While it is important for high school students, it is important for younger students too, as academic language is used from kindergarten on.

Question 30

In the ELD Standards, the features of language discussed include linguistic complexity, language forms and conventions, and __________. a. reading comprehension b. grammar c. vocabulary d. discourse

Answer 30

c. vocabulary Vocabulary usage is the third dimension of language addressed.

Question 31

True or False A teacher seeking to meet the needs of a newcomer English learner with minimal English might consult the ELD standards to see what goals are reasonable for a Level 3 student.

Answer 31

False The teacher would consult the WIDA Standards for a Level 1 or 2 student, as these levels describe beginning language proficiency.

Question 32

You are planning a test for your class, and you know the test will include a substantial amount of reading and writing. What is one way you could ensure your test is aligned to English language development standards for your EL students? a. Exempt the students from the test and assign a creative project that responds to grade-level writing and speaking standards. b. Consult the Can-Do Descriptors for your grade level and modify the test so that tasks fall within students' range of language proficiency. c. Rewrite the test in the students' native language. d. Allow your EL students to complete the test in pairs, and evaluate their conversation using the EL speaking standards for your grade.

Answer 32

b. Consult the Can-Do Descriptors for your grade level and modify the test so that tasks fall within students' range of language proficiency. Modifying the assessment is one effective way to make sure it is aligned with standards and best practices.

Question 33

You are a classroom teacher whose EL students are having difficulty with the technical vocabulary in your current unit. Which of the following strategies might best help them master the vocabulary needed for your unit? a. Send a study guide home with each student and require parents to initial it. b. Preteach vocabulary using visuals, and allow students to work together to generate sentences for each word. c. Administer frequent vocabulary quizzes to encourage students to study; differentiate your grading for your EL students. d. Use UDL and allow students to choose which three vocabulary words they would like to act out with a partner.

Answer 33

b. Preteach vocabulary using visuals, and allow students to work together to generate sentences for each word. Preteaching, increased oral language, and emphasis on writing are all evidence-based strategies to help ELs master language and content.

Question 34

What are three reasons small group instruction is helpful for ELs? Select the three best responses. a. Small group instruction is more intensive, with individualized feedback from a teacher. b. Small group instruction is more akin to the type of services received in special education. c. Small group instruction typically allows for frequent speaking and listening. d. Small group instruction provides a low-anxiety forum to ask questions or make mistakes.

Answer 34

a. Small group instruction is more intensive, with individualized feedback from a teacher. c. Small group instruction typically allows for frequent speaking and listening. d. Small group instruction provides a low-anxiety forum to ask questions or make mistakes. Each of these reasons describes a benefit of small-group instruction for ELs.

Question 35

True or False Cooperative learning should be used with caution for ELs because it reduces the rigor of an assessment or activity.

Answer 35

False Cooperative learning can maintain or even increase rigor if the task is structured effectively, and it can build language skills as well.

Question 36

Effective instruction for ELs should integrate ______ objectives. a. content and cognitive b. content and language c. expressive and receptive d. learning and behavior

Answer 36

b. content and language Content and language objectives should be integrated in effective instruction for ELs. This allows teachers to support students' language development at the same time that they are building students' content knowledge.

Question 37

Many strategies are effective at helping ELs master academic language in various settings. However, teachers sometimes need to differentiate in order to help students apply academic language in specific situations. Which of the following might be the most effective way to help an EL student effectively use academic language during whole-class discussions? a. Allow the student to jot ideas down and have a one-on-one conversation later. b. Provide a note-taking guide and sentence starters for comments in class discussions. c. Provide small-group review of the concepts discussed in class. d. Allow the student to write an essay or complete a collage instead of participating in discussion.

Answer 37

b. Provide a note-taking guide and sentence starters for comments in class discussions. A note-taking guide will help the student note any important ideas, and sentence starters will help the student formulate comments to add to the discussion.

Question 38

Two particularly appropriate assessment formats for English learners are _______ assessments. a. formal and informal b. frequent and rigorous c. performance and portfolio d. bilingual and native language

Answer 38

c. performance and portfolio Performance assessment and portfolio assessment both are well suited to the unique profiles of ELs.

Question 39

Maya is a Level 2 EL who is not fluent enough to take the district-mandated unit test. Your department chair has given you permission to administer an alternative assessment. What might be an appropriate assessment strategy for her? a. Provide a dictionary and administer half of the district-mandated test. b. Ask the student to generate a portfolio of work that shows her mastery. c. Administer a native-language quiz coupled with a creative art project in which the student can illustrate key words. d. Ask the student to participate in a short skit with classmates to demonstrate a key concept from the unit.

Answer 39

c. Administer a native-language quiz coupled with a creative art project in which the student can illustrate key words. A quiz in the native language will give you an idea of whether the student has learned any content from the unit, and a creative project with minimal writing, focused on important vocabulary, will measure the student's learning and also reinforce language skills.

Question 40

True or False Questioning students is an effective way to determine their language and content knowledge.

Answer 40

True Always be thoughtful about the questions you ask ELs to ensure that they are able to understand the language of your question. Questions should be carefully selected and worded so that they meet students at their level of comprehensible input or appropriate challenge. Also, students should have opportunities for wait time, if needed, before being asked to answer the question.

Question 41

You are planning a differentiated assessment in class, and you decide to assign a short paper, with an option to complete a video journal instead, and a modified (shorter) self-evaluation checklist. Non-English learners are writing a longer paper and completing the self-evaluation checklist. For which of the following students would this differentiated assessment be particularly helpful? a. Level 1, preproduction/early production b. Level 5, advanced proficiency c. R-ELL or reclassified (recently exited) EL d. Level 3, intermediate proficiency

Answer 41

d. Level 3, intermediate proficiency This student can complete some writing but will need more time and may benefit from an alternative format. The student should have the language skills to self-assess using the checklist.

Question 42

You are a classroom teacher wondering how accurately your EL student measures items and records observations during a lab. What would be a good approach to assess this skill? a. Introduce a book circle in class so that students can read about other famous scientists and emulate their examples. b. Observe the student, collect data on a clipboard, and confer with the student afterward about the data. c. Confer with the student to get her perspective before you collect any data. d. Review the student's written lab write-ups to see if she mentions any difficulty measuring.

Answer 42

b. Observe the student, collect data on a clipboard, and confer with the student afterward about the data. Objective observation, coupled with student input, is an effective method to both gather information and collect any important context about it.

Question 43

True or False Teachers should check for understanding when working with ELs because ELs are more likely to be disengaged in class and may not be attending to content.

Answer 43

False It is essential to check for understanding, because ELs may not understand all of the language or concepts in the lesson and may not have the specialized language needed to ask a question during class.

Question 44

An effective way to understand the linguistic demands your class will place on students is to review ______. a. organization and wording of your textbook b. setup of your classroom c. wording and complexity of the state assessment d. demographics of the student body

Answer 44

a. organization and wording of your textbook Understanding the language demands of your textbook can help you modify where needed to make it accessible to students.

Question 45

Creating language objectives, along with content learning objectives, can help students make progress in language proficiency as well as content. Which of the following would be an appropriate language objective for a lesson involving a Socratic seminar-style discussion on the effects of World War I? a. Use key words to answer questions. b. Participate and enjoy the Socratic seminar. c. Use open-ended questions and answers to participate in class discussion. d. Listen to others respectfully.

Answer 45

c. Use open-ended questions and answers to participate in class discussion. This objective highlights the kind of language that will be needed as well as the goal of participating in discussion.

Question 46

True or False In peer tutoring, English learners should be paired with students of similar language proficiency and background.

Answer 46

False Peer tutoring allows students to learn from others who are more skilled in using English than they are, providing strong language models as well as content knowledge and social interaction.

Question 47

Which of the following is an academic language function that students can build through rich discussion? a. Paraphrasing b. Correcting c. Interacting d. Reflecting

Answer 47

a. Paraphrasing Paraphrasing is an important skill that students need academic language to correctly execute. Discussion allows students the opportunity to repeat, rephrase, and consider multiple pieces of information, building paraphrasing skills.