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Test Bank (All Chapters)
For
A Course for Teaching English Learners
3rd Edition
Lynne T. Díaz-Rico
Prepared by
Yvette Lopez
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Table of Contents
Chapter Tests
Page
Chapter 1: English Learners and Their Teachers
Chapter 2: Language Structure and Use
Chapter 3: First- and Second-Language Development Related to Academic Achievement
Chapter 4 Programs for English Learners
Chapter 5: English-Language Literacy Development, Lesson Planning, and Specially
Designed Content Instruction in English
Chapter 6: Oral Literacy
Chapter 7: English-Language Literacy Development
Chapter 8 Assessment of English Learners
Chapter 9: Culture & Cultural Diversity & Their Relationship to Academic Achievement
Chapter 10: Culturally Inclusive Instruction
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5
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15
18
22
25
29
33
37
Answer Keys
Chapter 1 Answer Key
Chapter 2 Answer Key
Chapter 3 Answer Key
Chapter 4 Answer Key
Chapter 5 Answer Key
Chapter 6 Answer Key
Chapter 7 Answer Key
Chapter 8 Answer Key
Chapter 9 Answer Key
Chapter 10 Answer Key
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Chapter 1 English Learners and Their Teachers
1.
What is the definition of CLD students?
A. culturally and linguistically diverse
B. competently learning differences
C. continuously learning diversity
D. classified learning disabled
2.
What are two-way immersion (TWI) programs?
A. classroom programs that enable English speakers to learn a second language with
English learners
B. community-based programs in which participants learn two languages simultaneously
C. study abroad programs in which English speakers learn the local language while
teaching English
D. university programs that encourage English learners to study English and an
additional language
3.
Approximately what percent of all K-12 students in the U.S. are English learners?
A. 50
B. 94
C. 2.5
D. 9.4
4.
Which state has the highest percentage of English learners in public schools?
A. Texas
B. New York
C. California
D. Florida
5.
Which three states have the highest number of English learners in public school?
A. California, Texas, Arizona
B. California, Texas, Florida
C. Texas, Arizona, New Mexico
D. Nevada, Arizona, New Mexico
6.
What languages do the two largest non-English-speaking populations speak in the U.S.?
A. Spanish and Arabic
B. Spanish and Chinese
C. Spanish and Japanese
D. Spanish and Hindu
7.
Approximately what percentage of English learners were born in the U.S.?
A. 5
B. 19
C. 27
D. 44
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8.
What are the six elements of teaching with integrity?
A. advocating for social change, compassion, fairness, justice, equity, and equal
opportunities for all students
B. creating after-school programs, meeting with parents, serving as liaison between
English learners and the community, serving on committees, donating time, and
writing letters to policy makers
C. having the willingness to be fully human, having high expectations for students, being
fully qualified, maintaining professional ethics, being an intercultural educator, and
having clarity of vision
D. understanding more than one language, supporting bilingual students, volunteering
with English learners, creating democratic spaces, helping create multilingual spaces,
and donating money to worthwhile causes
9.
What is an example of a teacher acting as a fully actualized human being?
A. using behavior charts
B. apologizing when wrong
C. acting like a student’s buddy
D. treating students like peers
10.
What is a “self-fulfilling prophecy of low achievement”?
A. A student who believes they will do poorly on exams will do poorly even if a teacher
has high expectations.
B. A teacher’s low expectations and negative perceptions of students can cause students
to have low academic achievement.
C. A teacher’s low expectations of self can lead to low achievement in the classroom,
which leads to low student test scores.
D. A student with parents who discourage the student from spending time studying after
school.
11.
What does it mean to be a “fully qualified” English-language teacher?
A. having a degree in English and a teaching credential in the state where one intends to
teach
B. having expertise in theories and pedagogies related to teaching academic literacy to
English learners and having proficiency in the native language of the students one
intends to teach
C. having training as an English teacher in the communities one intends to teach and
being able to critically analyze those communities
D. having compassion toward marginalized students and a strong desire to help students
from those communities
12.
Which organization is responsible for the Code of Ethics of the Education Profession?
A. Teaching English to Speakers of Other Languages International (TESOL)
B. The National Association of English Language Teachers (NAELT)
C. The U.S. Department of Education (USDE)
D. The National Education Association (NEA)
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13.
What is an example of unethical behavior that violates a teacher’s commitment to the
student?
A. teachers receiving money for doing private tutoring after school for the same students
in the teachers’ classes during the day
B. teachers receiving money for a part-time job in a field other than education
C. teachers receiving money for setting up a private tutoring business
D. teachers receiving money donated for classroom use by parents and community
members
14.
What is an example of unethical behavior that violates a teacher’s commitment to the
profession?
A. serving on multiple committees
B. joining a political action group
C. working in a field outside of education
D. misrepresenting one’s qualifications
15.
What is an important part of being an intercultural educator?
A. traveling abroad to experience other people’s cultures
B. teaching people who come from cultures different from one’s own
C. communicating effectively with people from other cultures
D. educating people outside of the classroom on other people’s cultures
16.
What is political clarity?
A. understanding that politics do not belong in the classroom and teachers should remain
apolitical
B. being aware that the people who have political power are the only ones who make
decisions about education
C. understanding that political ideologies are all essentially the same
D. being able to clearly see the social and political realities around teaching
17.
Which content areas are expected to continue experiencing teacher shortages?
A. special education, science, foreign language, and ESOL
B. science, technology, engineering, and math
C. special education, social studies, science, and civics
D. English, performing arts, history, and social studies
18.
Generally, what are the minimum requirements to teach ESL in K-12?
A. being a native English speaker and having a bachelor’s degree
B. having a bachelor’s degree in English and experience teaching
C. having a bachelor’s degree and completing a state-specific credential program
D. having a bachelor’s degree and being bilingual
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19.
Essay Question
As teachers of English learners, we have the responsibility to not only teach language, but
to also teach with integrity. How do you plan to teach with integrity? Identify at least four of
the six elements of teaching with integrity that were discussed in the textbook and explain
specifically how you will use these elements to teach with integrity.
20.
Essay Question
What are the requirements for teaching ESOL in a public K-12 school in the U.S.? Be
specific and give at least one example of a state requirement.
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Chapter 2 Language Structure and Use
1.
Phonology is the study of:
A. grammar patterns in language
B. word patterns in language
C. sound patterns in language
D. stress patterns in language
2.
Morphology is the study of:
A. meaning units in language
B. semantic units in language
C. syllable units in language
D. word units in language
3.
Semantics is the study of:
A. meanings of words, phrases, and sentences
B. formation of words, phrases, and sentences
C. sounds of words, phrases, and sentences
D. syntax of words, phrases, and sentences
4.
Pragmatics is the study of:
A. accents and dialects
B. nonverbal communication
C. language teaching
D. communication in context
5.
Which of the following are characteristics of phonology?
A. reading, writing, speaking, listening
B. accent, dialect, pronunciation, vernacular
C. stress, pitch, prosody, intonation
D. diagraphs, diphthongs, prefixes, and suffixes
6.
How many morphemes are in the word fundamentalists?
A. one
B. two
C. four
D. five
7.
Which of the following is an example of clipping?
A. USA for United States of America
B. prof for professor
C. travelogue from travel + monologue
D. pre- in premade
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8.
Syntax can be described as the:
A. creative aspect of language and communication
B. description of the differences between two or more languages
C. acceleration of language learning in the ESL classroom
D. rules that govern the formation of phrases and sentences
9.
What is an example of the explicit teaching of syntax?
A. Students work together in role-play.
B. Students collaboratively write dialogue.
C. Students play grammar games.
D. Students research word families.
10.
What are the three basic semantic challenges for English learners?
A. translating, learning words for which there is no first-language counterpart, and
understanding similar words that are in both languages with different meanings
B. using articles, conjugating verbs, and finding appropriate adjectives and adverbs for
spoken and written discourse
C. forming words, phrases, and sentences appropriately according to context
D. using clipping, acronyms, and blends when speaking and writing in different contexts
11.
What is CALP?
A. California Assessment of Learner Proficiency
B. Calculation of Academic Learning Preparation
C. Cognitive Academic Language Proficiency
D. Colloquial Aspects of Lesson Planning
12.
Which of the following is an example of dimensions of discourse?
A. written vs. spoken
B. grammar vs. syntax
C. morphemes vs. phonemes
D. pitch vs. tone
13.
What are phonemes?
A. sound segments such as /t/, /m/, or /e/
B. prefixes such as pre-, un-, or subC. letters such as A, B, or C
D. dialects such as regional, social, and ethnic
14.
What are examples of academic language functions?
A. listening, speaking, reading, writing
B. comparing, describing, proving, debating
C. morphemes, phonemes, affixes, clipping
D. pair work, group work, class work, individual work
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15.
What is an example of a semantic shift?
A. the disappearance of the second-person inflection
B. stress on a word alters the meaning of a sentence
C. switching from informal to formal register
D. a tone language using the pitch of syllables to contrast meaning
16.
Prosody is the:
A. way language is constructed
B. underlying rhythm of language
C. informal or formal way people speak
D. changes in language over the years
17.
Which of the following is an example of how pitch is used in the English language?
A. Pitch rises at the beginning of a sentence that is a question.
B. Pitch rises at the end of a sentence that is a question.
C. Pitch falls at the end of a sentence that is a question.
D. Pitch falls at the beginning of a sentence that is a question.
18.
What is the IRE recitation pattern?
A. The student interprets, the teacher revises, student explains
B. The teacher intones, student recites, the teacher establishes
C. The student interacts, the teacher rephrases, student examines
D. The teacher initiates, student responds, the teacher evaluates
19.
How is cooperative learning a discourse alternative?
A. The teacher leads the discussion and the structure of conversation is focused on a
distinct topic, which leads to more teacher control.
B. The style of “teacher talk” changes as teachers assist students with tasks, give fewer
commands, and impose less control with students in changing groups.
C. Teachers ask students questions in order to activate prior knowledge and gather
information about the subject matter.
D. The focus is on understanding complex ideas, concepts, and texts in order to create a
project.
20.
Pragmatics includes which three communication skills?
A. the ability to use oral discourse, written discourse, and academic discourse according
to the appropriate context
B. the ability to identify typical grammar problems, syntax errors, and false cognates
C. the ability to identify double meanings, write and speak different sentence structures,
and produce novel utterances
D. the ability to use language for different functions, adapt language according to the
listener or situation, and follow rules for conversations and narrative
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21.
Which of the following is an example of a nonverbal signal?
A. register
B. pitch
C. posture
D. grammar
22.
Language registers match language to which of the following?
A. tone
B. accent
C. context
D. pitch
23.
Why is contrastive analysis a nonproductive teaching methodology?
A. There is no evidence that learners will find phonemic differences between languages
to be difficult.
B. There are only slight phonemic differences across all languages, and these do not
need to be taught.
C. There are some phonemic differences between the English language and other
languages that learners will find impossible to learn.
D. Phonemic differences are irrelevant to the construction of correct words, phrases, and
sentences.
24.
What is metalinguistic knowledge?
A. knowing how languages differ across countries
B. having the vocabulary to talk about grammar
C. understanding the functions of linguistics
D. using syntax correctly across different contexts
25.
Which of the following is an example of a pragmatic communication skill?
A. the ability to pronounce words correctly
B. having word knowledge in spoken and written form
C. producing speech sounds in oral discourse
D. the ability to adapt language according to context
26.
Which of the following is an example of how a school can make the pragmatic features of
the school explicit?
A. provide English learners with a bilingual dictionary with information on how to
pronounce unfamiliar words, common phrases, and proper nouns
B. direct all newcomers to an office where they can access information about local
services, community centers, and libraries
C. instruct students on the basic principles of good manners in classroom, playground,
and school settings
D. give newcomers a welcome book that explains school routines, expected behaviors,
and shared values
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27.
Which of the following is an example of a dialect?
A. USA
B. UK
C. AAVE
D. AUS
28.
Which of the following is an example of a social-stratification dialect?
A. teenage slang
B. U.S. Southern accent
C. Spanish-accented English
D. academic discourse
29.
How can attitudes toward dialects impact English learners?
A. English learners cannot distinguish between dialects.
B. Dialects are often used as a basis for discrimination.
C. Teachers cannot understand all English dialects.
D. Students of differing dialects learn in different environments.
30.
Why should teachers avoid the exclusive use of Standard English in the classroom?
A. Not all students want to learn English, so teachers shouldn’t attempt to teach it to
unwilling learners.
B. The unique voice of students is lost if teachers always insist on correct usage and do
not appreciate the varieties of language.
C. Standard English is spoken only by native English speakers, so it is inappropriate to
teach it to English learners.
D. The dialects of students are too varied to be able to teach one form of English in the
classroom.
31.
Essay Question
How does language contribute to human life? Give at least one example.
32.
Essay Question
What are some universal features of language? Be specific and identify at least five
features that all languages have in common.
33.
Essay Question
How can language create equality and inequality? Give at least one example for each.
34.
Essay Question
What are some ways in which syntax can be taught explicitly? Give at least two examples
of activities that would meet this objective.
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35.
Essay Question
What are some examples of language functions? Identify and explain at least three
examples.
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