Deck 5: Language Development, Language Diversity, and Immigrant Education

Question 1

Ms.Fonteneau has six ELL students in her fifth grade classroom.For science and social studies lessons,she introduces new vocabulary to these students,provides extra background information in simple terms,and often gives them handouts with graphics and summaries to help them learn English as they learn content.Ms.Fonteneau is most likely using:

A)structured English immersion.
B)language maintenance.
C)sheltered instruction.
D)two-way immersion.

Answer 1

sheltered instruction.

Question 2

Mrs.Adams is going to refer an ELL student for testing.She is not pleased with the girl's progress in reading and suspects the child may have a learning disability.What information probably tipped Mrs.Adams and helped her identify the need to refer the student?

A)The child had access to books in Spanish as a preschooler,but not books in English.
B)The child contracted a serious illness as a baby,but recovered after several weeks.
C)The child's parents both speak Spanish and very little English.
D)The child attended a bilingual program as a preschooler,but has not been in ESL classes.

Answer 2

The child contracted a serious illness as a baby,but recovered after several weeks.

Question 3

Which child is using outside-in skills?

A)Randy thinks of all the words he knows that rhyme with the word "glad."
B)Mariana tells a story about going to a baseball game with her dad.
C)Charlie tells his granddad what sounds the letters make in the word "bed."
D)Trinity writes her name but leaves out two of the letters.

Answer 3

Mariana tells a story about going to a baseball game with her dad.

Question 4

Jaylen speaks an African American English dialect.In the history lesson today,he answers a question by stating,"They didn't have no GPS on their ships." What is the best way for his teacher to deal with Jaylen's answer?

A)The teacher should correct Jaylen's grammar and ask him to repeat the rule about double negatives.
B)The teacher should instruct Jaylen to speak formal English at all times in the classroom and at school.
C)The teacher should recognize that double negatives are part of the grammatical structure of Jaylen's dialect.
D)The teacher should provide special instruction for Jaylen and help him recognize the negative stereotype associated with his dialect.

Question 5

All but one of the following students is part of the large group often called Generation 1.5.Which student does NOT fit the characteristics of Generation 1.5?

A)Rico was born in the U.S.and lives with his grandmother who immigrated to the U.S.as a child.
B)Ciera spends most of her time in the U.S. ,but goes back to Mexico with her family when her dad is out of work.
C)Tino was born in Serbia,but his parents sent him to the U.S.to get an education when he was in high school.
D)Giani was born in the U.S.and lives in a Latin community in Los Angeles where everyone speaks Spanish.

Question 6

Kolton is almost four years old and has an expressive vocabulary of about 1000 words.Based on milestones in early childhood language,what should Kolton's parents be doing to encourage Kolton's language development?

A)Repeat new words and name body parts such as feet,hands,and tummy.
B)Talk about his interests and ask numerous "why" questions.
C)Help him tell stories and encourage play with other children.
D)Talk with him as they would talk to an adult.

Question 7

Mr.Larson is beginning a social studies unit about communities with his first grade students.He invited Mateo's dad,Mr.Gomez,to bring one of his masonry tools to class and demonstrate his work with his construction crew in building new homes.By tying Mr.Gomez's skill into the lesson,Mr.Larson is using:

A)sheltered instruction.
B)two-way immersion.
C)cultural funds of knowledge.
D)reverse cultural knowledge.

Question 8

Ken believes reading is very important and is teaching his four-year-old son the letters of the alphabet.Knowing the letters of the alphabet is what type of foundational skill for reading?

A)Oral language skills
B)Understanding codes
C)Knowledge of syntax
D)Metalinguistic awareness

Question 9

Mrs.Harper has three ELL students in her fourth grade class.Which of the following strategies is LEAST likely to help her ELLs progress with language skills and succeed academically?

A)Mrs.Harper thinks aloud as she models how to practice a new procedure.
B)Mrs.Harper teaches ELL students new vocabulary for a unit before teaching the unit.
C)Mrs.Harper involves ELL students in group work and working in pairs.
D)Mrs.Harper corrects grammar and syntax as the ELL students answer questions and give reports in class.

Question 10

Damian is an ELL student in high school.He is able to converse enough to make friends and play games,but he does not understand academic language very well.Based on guidelines for providing emotional support for ELL students,which one of his teachers seems to be most effective in working with Damian?

A)"Damian,you will probably do best working on this assignment alone while other students work in groups."
B)"This is science class.I don't want you to worry about English in this class.Just try to get the science concepts."
C)"Who can help Damian learn how to punctuate sentences correctly? He needs help from someone who is good in English."
D)"I talked to Damian about this event in history,and he created a timeline that compares events in his country with events in the US at that time."

Question 11

The debate about critical periods and sensitive periods of development is not completely resolved.What is the predominant belief about the critical period for language learning?

A)There is a critical period for learning accurate language pronunciation.
B)There is a critical period for mastering the grammar and syntax of a language.
C)There is a critical period for vocabulary acquisition in a second language.
D)There is a critical period for English speakers to learn Mandarin and other tonal languages.

Question 12

Polina is a Russian immigrant.She has no problems talking to her friends in English,but she struggles to understand concepts in content areas when they are presented in English.This indicates that Polina is proficient in:

A)inside-out skills and processes.
B)code-switching skills.
C)academic language skills.
D)contextualized language skills.

Question 13

Elvin speaks Spanish with his grandmother and English with everyone else at home,but he is starting school and needs to use English at school.Based on research about bilingualism,what should Elvin be encouraged to do about developing skills in both languages?

A)Develop English only.Bilingual students tend to use code-switching,an indication of low-level language skills.
B)Speak English only.Avoid speaking Spanish.The dual languages will interfere with his ability to read and write English correctly.
C)Focus on developing English and teach his grandmother to speak English.
D)Keep developing skills in both languages.Being bilingual increases cognitive abilities.

Question 14

Alexa screamed to her mother in the grocery store,"I want Cheerios." Her mother told her to use her small,indoor voice at the store.Alexa shows that she does not yet understand:

A)expressive vocabulary.
B)receptive vocabulary.
C)metalinguistic awareness.
D)pragmatics of language.

Question 15

Reese is a one-year-old child with hearing impairment.Her parents have been learning and using signed language since Reese's birth.What might they expect about their daughter's language skill development?

A)Reese's receptive language will be delayed and will likely fall six months behind hearing children.
B)Reese will probably "say" her first words at a much later time than hearing children speak their first words.
C)Reese will develop language skills at the same rate hearing children develop language skills.
D)Reese will experience different milestones on a different schedule than for spoken language.

Question 16

Corrina is in the first grade.Her family left Mexico and moved to Texas one year ago.Corrina is having difficulty learning to speak and read in English.Based on bilingual emergent literacy research,what should her teachers prioritize to help Corrina at this stage of literacy?

A)Focus on growth in expressive language and speaking English only.
B)Focus on growth in Spanish receptive language and literacy in Spanish first.
C)Focus on growth in receptive English language.
D)Focus on inconsistencies and irregularities in English language.

Question 17

In which of the following situations is the SIOP model being used?

A)Native English speakers and ELL students are mixed for instruction in two-way immersion.
B)A checklist is used during observation to assess teaching of ELL students.
C)ELL students are paired with a native English-speaker for math lessons.
D)Bilingual teachers teach ELL students in the content areas.

Question 18

Mr.Torrence teaches high school English in a typical urban area.If the make-up of students in his classes matches the national norm,approximately how many of his students most likely speak a language other than English at home?

A)7%
B)10%
C)14%
D)21%

Question 19

Based on information about genderlects,which of the following statements is most likely made by Calli,a middle school girl,and not one of the boys in her class?

A)We have to beat the other team today and regain our status as the best in the league.
B)I saw your sister at the ball game,and she seemed to be getting around on her crutches as fast as anyone else.
C)I think it's unfair for the other groups to get more time to work on their projects.
D)I have a right to sit in this chair.I got the top score on the test last week.

Question 20

Which of the following situations is an example of subtractive bilingualism?

A)Maurice grew up in New Orleans.He heard a lot of French dialect spoken around him and on the radio,but he only speaks English.
B)Kim heard English and Mandarin from the time she was born.She speaks both languages fluently.
C)Marco learned Spanish as a child growing up in Mexico.He later learned English,moved to California for college,and continued to use his Spanish.
D)Jasmina learned Croatian as a baby.She became fluent in English when her family moved to Minneapolis and eventually forgot her Croatian.

Question 21

Ms.Jovanovich works with several gifted students who are English language learners.She sees all of the following characteristics in these students EXCEPT:

A)Without a large English vocabulary,the child takes risks in trying to communicate in English.
B)The child practices new words and phrases by using them in conversation and trying to establish them in his memory.
C)The child frustrates easily when feedback from the teacher indicates lack of understanding.
D)The child looks for similarities between English words and words in her native language.

Question 22

(Scenario from question 24)
Mr.Munro teaches middle school science in a highly diverse city on the west coast.His classroom composite looks like many other classrooms in America.Two of his students are refugees from Thailand.Many are immigrants from Asia,Mexico,and Eastern Europe.Others represent a range of racial and ethnic groups.Altogether,seven are ELL students.All are able to converse and make friends,but they struggle with academic language.Mr.Munro has found that using a sheltered instruction approach to teach science content and language skills works best with these students.
Describe at least four specific things Mr.Munro is doing or might do to provide affective and emotional/social support for these middle school students during science class.Explain how each of these actions or strategies provides affective,emotional/social support.

Question 23

Josh speaks English,but also learned Choctaw from his grandmother.She grew up on a reservation,but now she lives with Josh and his parents.His parents do not speak Choctaw,though Josh's dad learned Choctaw as a child.Josh's parents believe it's important for Josh to assimilate into mainstream culture and leave the heritage language and culture behind.
Why should Josh be encouraged to maintain the heritage language he's learning from his grandmother? Present a persuasive case that someone might deliver to Josh's parents to convince them that Josh should maintain his Choctaw heritage language.

Question 24

Mattie is the four-year-old daughter of Nicole,a single mom living in poverty in an urban community.When Mattie enrolled in preschool,she didn't talk to the teacher or the other children.At snack time,she used two words to ask for more.When her mom filled out the enrollment form,she checked boxes indicating that Mattie has no books,watches TV a lot,and doesn't play with other children.As the teacher,you are prepared to give the mom activities to do at home to help Mattie develop the emergent literacy skills needed for reading.
Describe Mattie's current state of language development.
Explain at least five activities you recommend to Mattie's mother and describe how each activity helps with inside-out and/or outside-in (code and oral language)skill development.

Question 25

Mr.Munro teaches middle school science in a highly diverse city on the west coast.His classroom composite looks like many other classrooms in America.Two of his students are refugees from Thailand.Many are immigrants from Asia,Mexico,and Eastern Europe.Others represent a range of racial and ethnic groups.Altogether,seven are ELL students.All are able to converse and make friends,but they struggle with academic language.Mr.Munro has found that using a sheltered instruction approach to teach science content and language skills works best with these students.
Describe specifically how Mr.Munro might teach his content area of science using sheltered instruction.Incorporate ideas for science-related and language-related instruction and support for all elements of sheltered instruction.