NY-SG-FLD022-02 This test is now delivered as a computer-based test. See www.nystce.nesinc.com for current program information. Copyright © 2006 by National Evaluation Systems, Inc. (NES®) "NYSTCE®," "New York State Teacher Certification Examinations™," and the "NYSTCE®" logo are trademarks of the New York State Education Department and National Evaluation Systems, Inc. (NES®). "NES®" and its logo are registered trademarks of National Evaluation Systems, Inc.™ PREPARATION GUIDE English to Speakers of Other Languages (ESOL) CST (22) Table of Contents 1 ....................................................................................................................... Introduction 2 ........................................................................General Information about the NYSTCE 4 ....................................................................................................... Test-Taking Strategies 6 ................................About the English to Speakers of Other Languages (ESOL) Test 7 .............................. English to Speakers of Other Languages (ESOL) Test Objectives 15 .................................................................................................Multiple-Choice Section 16 ............................................ Sample Test Directions for Multiple-Choice Questions 17 ........... Sample Multiple-Choice Questions, Correct Responses, and Explanations 34 .......................................................................................... Written Assignment Section 35 .................................................. Sample Test Directions for the Written Assignment 36 .......................................................................................... Sample Written Assignment 37 .................................................Strong Response to the Sample Written Assignment 38 ......................................................... Performance Characteristics and Scoring Scale 39 ............................................................................... Evaluation of the Strong Response The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services, and activities. Portions of this publication can be made available in a variety of formats, including braille, large print, or audiotape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department's Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234. INTRODUCTION Purpose of This Preparation Guide This preparation guide is designed to help familiarize candidates with the content and format of a test for the New York State Teacher Certification Examinations (NYSTCE®) program. Education faculty and administrators at teacher preparation institutions may also find the information in this guide useful as they discuss the test with candidates. The knowledge and skills assessed by the test are acquired throughout the academic career of a candidate. A primary means of preparing for the test is the collegiate preparation of the candidate. This preparation guide illustrates some of the types of questions that appear on a test; however, the set of sample questions provided in this preparation guide does not necessarily define the content or difficulty of an entire actual test. All test components (e.g., directions, question content and formats) may differ from those presented here. The NYSTCE program is subject to change at the sole discretion of the New York State Education Department. Organization of This Preparation Guide Contained in the beginning sections of this preparation guide are general information about the NYSTCE program and how the tests were developed, a description of the organization of test content, and strategies for taking the test. Following these general information sections, specific information about the test described in this guide is presented. The test objectives appear on the pages following the test-specific overview. The objectives define the content of the test. Next, information about the multiple-choice section of the test is presented, including sample test directions. Sample multiple-choice questions are also presented, with the correct responses indicated and explanations of why the responses are correct. Following the sample multiple-choice questions, a description of the written assignment section of the test is provided, including sample directions. A sample written assignment is presented next, followed by a sample strong response to the assignment and an evaluation of that response. For Further Information If you have questions after reading this preparation guide, you may wish to consult the NYSTCE Registration Bulletin. You can view or print the registration bulletin online at www.nystce.nesinc.com. 1 GENERAL INFORMATION ABOUT THE NYSTCE How Were the NYSTCE Tests Developed? The New York State Teacher Certification Examinations are criterion referenced and objective based. A criterion-referenced test is designed to measure a candidate's knowledge and skills in relation to an established standard rather than in relation to the performance of other candidates. The explicit purpose of these tests is to help identify for certification those candidates who have demonstrated the appropriate level of knowledge and skills that are important for performing the responsibilities of a teacher in New York State public schools. Each test is designed to measure areas of knowledge called subareas. Within each subarea, statements of important knowledge and skills, called objectives, define the content of the test. The test objectives were developed for the New York State Teacher Certification Examinations in conjunction with committees of New York State educators. Test questions matched to the objectives were developed using, in part, textbooks; New York State learning standards and curriculum guides; teacher education curricula; and certification standards. The test questions were developed in consultation with committees of New York State teachers, teacher educators, and other content and assessment specialists. An individual's performance on a test is evaluated against an established standard. The passing score for each test is established by the New York State Commissioner of Education based on the professional judgments and recommendations of New York State teachers. Examinees who do not pass a test may retake it at any of the subsequently scheduled test administrations. 2 Organization of Content The content covered by each test is organized into subareas. These subareas define the major content domains of the test. Subareas typically consist of several objectives. Objectives provide specific information about the knowledge and skills that are assessed by the test. Each objective is elaborated on by focus statements. The focus statements provide examples of the range, type, and level of content that may appear on the tests. Test questions are designed to measure specific test objectives. The number of objectives within a given subarea generally determines the number of questions that will address the content of that subarea on the test. In other words, the subareas that consist of more objectives will receive more emphasis on the test and contribute more to a candidate's test score than the subareas that consist of fewer objectives. The following example, taken from the field of Social Studies, illustrates the relationship of test questions to subareas, objectives, and focus statements. SOCIAL STUDIES (05) SUBAREA I—HISTORY 0003 Understand the major political, social, economic, scientific, and cultural developments and turning points that shaped the course of world history from 1500 through 1850. analyzing the roles, contributions, and diverse perspectives of individuals and groups involved in independence struggles in Latin America Which of the following was an important goal of nineteenth-century Latin American liberals? A. establishing governments based on the separation of church and state B. reducing the influence of competitive individualism in social and economic life C. creating strong centralized governments D. making plantation agriculture the foundation of economic development Each multiple-choice question is designed to measure one of the test objectives. The focus statements provide examples of the range, type, and level of content that may appear on the test for questions measuring the objective. The objectives define the knowledge and skills that New York State teachers and teacher educators have determined to be important for teachers to possess. The field is divided into major content subareas. The number of objectives in each subarea may vary, depending on the breadth of content contained within it. This is the name and field number of the test. 3 TEST-TAKING STRATEGIES Be On Time. Arrive at the test center on time so that you are rested and ready to begin the test when instructed to do so. Follow Directions. At the beginning of the test session and throughout the test, follow all directions carefully. This includes the oral directions that will be read by the test administrators and any written directions in the test booklet. The test booklet will contain general directions for the test as a whole and specific directions for individual test questions or groups of test questions. If you do not understand something about the directions, do not hesitate to raise your hand and ask your test administrator. Pace Yourself. The test schedule is designed to allow sufficient time for completion of the test. Each test session is four hours in length. The tests are designed to allow you to allocate your time within the session as you need. You can spend as much time on any section of the test as you need, and you can complete the sections of the test in any order you desire; however, you will be required to return your materials at the end of the four-hour session. Since the allocation of your time during the test session is largely yours to determine, planning your own pace for taking the test is very important. Do not spend a lot of time with a test question that you cannot answer promptly; skip that question and move on. If you skip a question, be sure to skip the corresponding row of answer choices on your answer document. Mark the question in your test booklet so that you can return to it later, but be careful to appropriately record on the answer document the answers to the remaining questions. You may find that you need less time than the four hours allotted in a test session, but you should be prepared to stay for the entire time period. Do not make any other commitments for this time period that may cause you to rush through the test. Read Carefully. Read the directions and the questions carefully. Read all response options. Remember that multiple-choice test questions call for the "best answer"; do not choose the first answer that seems reasonable. Read and evaluate all choices to find the best answer. Read the questions closely so that you understand what they ask. For example, it would be a waste of time to perform a long computation when the question calls for an approximation. Read the test questions, but don't read into them. The questions are designed to be straightforward, not tricky. 4 Mark Answers Carefully. Your answers for all multiple-choice questions will be scored electronically; therefore, the answer you select must be clearly marked and the only answer marked. If you change your mind about an answer, erase the old answer completely. Do not make any stray marks on the answer document; these may be misinterpreted by the scoring machine. IF YOU SKIP A MULTIPLE-CHOICE QUESTION, BE SURE TO SKIP THE CORRESPONDING ROW OF ANSWER CHOICES ON YOUR ANSWER DOCUMENT. You may use any available space in the test booklet for notes, but your answers and your written response must be clearly marked on your answer document. ONLY ANSWERS AND WRITTEN RESPONSES THAT APPEAR ON YOUR ANSWER DOCUMENT WILL BE SCORED. Answers and written responses in your test booklet will not be scored. Guessing As you read through the response options, try to find the best answer. If you cannot quickly find the best answer, try to eliminate as many of the other options as possible. Then guess among the remaining answer choices. Your score on the test is based on the number of test questions that you have answered correctly. There is no penalty for incorrect answers; therefore, it is better to guess than not to respond at all. Passages or Other Presented Materials Some test questions are based on passages or other presented materials (e.g., graphs, charts). You may wish to employ some of the following strategies while you are completing these test questions. One strategy is to read the passage or other presented material thoroughly and carefully and then answer each question, referring to the passage or presented material only as needed. Another strategy is to read the questions first, gaining an idea of what is sought in them, and then read the passage or presented material with the questions in mind. Yet another strategy is to review the passage or presented material to gain an overview of its content, and then answer each question by referring back to the passage or presented material for the specific answer. Any of these strategies may be appropriate for you. You should not answer the questions on the basis of your own opinions but rather on the basis of the information in the passage or presented material. Check Accuracy. Use any remaining time at the end of the test session to check the accuracy of your work. Go back to the test questions that gave you difficulty and verify your work on them. Check the answer document, too. Be sure that you have marked your answers accurately and have completely erased changed answers. 5 ABOUT THE ENGLISH TO SPEAKERS OF OTHER LANGUAGES (ESOL) TEST The purpose of the English to Speakers of Other Languages (ESOL) Content Specialty Test (CST) is to assess knowledge and skills in the following four subareas: Subarea I. Foundations of ESOL Instruction Subarea II. Developing English Language Proficiency Across the Curriculum Subarea III. The ESOL Program Subarea IV. Developing English Language Proficiency Across the Curriculum: Constructed-Response Assignment The test objectives presented on the following pages define the content that may be assessed by the English to Speakers of Other Languages (ESOL) CST. Each test objective is followed by focus statements that provide examples of the range, type, and level of content that may appear on the test for questions measuring that objective. The test contains approximately 90 multiple-choice test questions and one constructedresponse (written) assignment. The figure below illustrates the approximate percentage of the test corresponding to each subarea. Subarea I. Approx. 28% Constructed-Response Assignment Subarea IV. Approx. 10% Subarea II. Approx. 34% Subarea III. Approx. 28% The section that follows the test objectives presents sample test questions for you to review as part of your preparation for the test. To demonstrate how each objective may be assessed, a sample question is presented for each objective. The correct response and an explanation of why the response is correct follow each question. A sample written assignment is also presented, along with an example of a strong response to the assignment and an evaluation of that response. The sample questions are designed to illustrate the nature of the test questions; they should not be used as a diagnostic tool to determine your individual strengths and weaknesses. 6 ENGLISH TO SPEAKERS OF OTHER LANGUAGES (ESOL) TEST OBJECTIVES Foundations of ESOL Instruction Developing English Language Proficiency Across the Curriculum The ESOL Program Developing English Language Proficiency Across the Curriculum: Constructed-Response Assignment The New York State teacher of English to speakers of other languages (ESOL) has the knowledge and skills to teach effectively in New York State public schools. The ESOL teacher understands the ways in which students acquire first and subsequent languages and is able to provide developmentally appropriate learning experiences to support English-language development. The ESOL teacher understands that many factors— culture, socioeconomic status, prior learning—influence an English language learner's development of English. The ESOL teacher is able to use a variety of methods and techniques to develop and assess the listening, speaking, reading, and writing proficiency of English language learners. The ESOL teacher recognizes that there are several different models of ESOL instruction and that adaptations must be made to design instruction that addresses the specific strengths and needs of each student. The ESOL teacher collaborates with other teachers to help students develop cognitive-academic language skills and content-area knowledge. The ESOL teacher understands that the English language learner is a student who communicates both in the school environment and in the community. The ESOL teacher demonstrates sensitivity to and respect for students who are in various stages of first- and subsequent-language acquisition, and provides students with opportunities for authentic, purposeful, and meaningful interactions with the English language. SUBAREA I—FOUNDATIONS OF ESOL INSTRUCTION 0001 Understand basic linguistic concepts and their application to ESOL instruction. For example: • applying knowledge of phonetics and phonology (e.g., distinguishing among classes of sound) • applying knowledge of English morphology and lexicon to analyze a word's structure, function, and meaning • identifying syntactic features (e.g., a verb phrase) in sentence context • identifying discourse features (e.g., cohesion) in a textual context • applying knowledge of linguistic concepts in interlanguage analysis • applying knowledge of the structure of the English language 7 0002 Understand basic sociolinguistic concepts related to ESOL instruction. For example: 0003 • demonstrating knowledge of sociolinguistic concepts (e.g., dialect diversity in English, intercultural differences in communication styles, codeswitching) • demonstrating knowledge of academic discourses • demonstrating knowledge of language variation • demonstrating knowledge of the appropriate roles of written and spoken Standard English Understand the process of language acquisition. For example: 0004 • analyzing major theories of first- and second-language acquisition • demonstrating knowledge of stages and sequences in second-language acquisition in terms of the learners' individual characteristics • demonstrating knowledge of the learning processes (e.g., metacognitive and cognitive strategies) that are involved in internalizing language rules for secondlanguage acquisition • applying knowledge of the role of the first language in second-language acquisition and learning (e.g., language transfer, interlanguage development) Understand instructional approaches, methods, and techniques in second-language acquisition and learning. For example: • analyzing the theoretical bases of historical and current instructional approaches (e.g., communicative language teaching, functional-notional approach, contentbased language instruction, theme-based language instruction) • applying strategies for integrating assessment with second-language instruction • selecting classroom activities to accommodate the diverse needs of learners and instructional methods • choosing appropriate instructional practices to achieve curricular objectives • demonstrating knowledge of classroom organization strategies to create opportunities for meaningful communication 8 0005 Understand factors that may influence English language learners' development of English. For example: 0006 • analyzing cultural and environmental factors that may affect students' English language development (e.g., age, motivation) • analyzing social and psychological factors that may affect students' English language development (e.g., personality, cultural transition) • demonstrating knowledge of nonlinguistic and sociocultural aspects of English that are challenging for English language learners (e.g., idioms, nonverbal elements, turn-taking features) • demonstrating knowledge of the ways in which educational background may affect literacy development Understand methods and techniques for assessing students' progress in developing English communication skills. For example: • demonstrating knowledge of different types of assessments (e.g., norm- and criterion-referenced, standardized, informal) and important concepts used in evaluating the usefulness and appropriateness of an assessment (e.g., reliability, validity, practicality) • analyzing formal and informal methods of assessing specific dimensions of language proficiency • demonstrating knowledge of informal assessment strategies and approaches (e.g., observational checklists) • demonstrating an understanding of sources and causes of potential bias in assessment SUBAREA II—DEVELOPING ENGLISH LANGUAGE PROFICIENCY ACROSS THE CURRICULUM 0007 Understand methods and techniques for developing and assessing the listening proficiency of English language learners. For example: • analyzing the role of prior knowledge in aural comprehension • demonstrating knowledge of listening skills required in different situations (e.g., listening for gist vs. listening for details, listening to a lecture vs. listening to the context of a conversation) • selecting appropriate classroom listening activities to achieve given instructional purposes • selecting appropriate classroom listening activities that build on and expand students' real-life situations and experiences • selecting or creating appropriate assessments for given testing purposes and situations 9 0008 Understand methods and techniques for developing and assessing the speaking skills of English language learners. For example: 0009 • accommodating and identifying the instructional needs of students at various levels of oral proficiency • selecting appropriate classroom speaking activities (e.g., paired and small-group conversations, choral speaking, creative drama, role playing) to meet varied instructional purposes • selecting appropriate classroom strategies to extend students' communicative competence and social interaction skills • applying knowledge of the role of oral language in literacy development • selecting or creating appropriate assessments for given testing purposes and situations Understand methods and techniques for developing and assessing the reading proficiency of English language learners, for the dual purposes of learning to read and reading to learn. For example: • demonstrating knowledge of principles of effective reading instruction • demonstrating knowledge of the transferability of first-language literacy skills into English • identifying strategies that help English language learners utilize their spoken English to develop their reading proficiency in English (e.g., language experience approach) • demonstrating knowledge of the interrelationship between decoding and comprehension in English • applying knowledge of schema theory in reading instruction • applying knowledge of various literary genres and purposes for reading • selecting and adapting appropriate classroom activities for given instructional purposes and for English language learners at different literacy levels and English language proficiency levels • selecting or creating appropriate assessments for given testing purposes and situations 10 0010 Understand methods and techniques for developing and assessing the writing skills of English language learners. For example: 0011 • analyzing the role of other communicative modes (e.g., speaking, reading) in developing the writing skills of English language learners • applying knowledge of the writing process in designing activities to develop students' writing proficiency • identifying strategies for developing students' organization in writing and their ability to write in different academic genres (e.g., narration, analysis) • selecting purposeful writing activities that are appropriate to a range of ages and proficiency levels (e.g., friendly letters, book reports, research papers) • applying instructional strategies that address conventions of English grammar, usage, and mechanics • selecting or creating appropriate assessments for given testing purposes and situations Understand the selection, adaptation, and use of materials for various instructional purposes in the ESOL classroom. For example: • defining appropriate criteria for evaluating instructional materials • selecting appropriate materials for given instructional purposes (e.g., making content accessible) • demonstrating knowledge of the uses of content-area texts, children's and adolescent literature, and multicultural literature in the ESOL classroom • creating and adapting materials to meet the needs, interests, and proficiency levels of students • recognizing ways to integrate technologies in the classroom for given instructional purposes 11 0012 Understand approaches to facilitating content-area learning for English language learners. For example: • demonstrating knowledge of techniques for using students' linguistic and cultural diversity to enhance content-area learning • identifying linguistic characteristics and applying methods for developing students' cognitive-academic language proficiency in content areas • demonstrate the ability to devise and implement thematic units that integrate content and language objectives and help English language learners acquire content-area knowledge and skills • utilizing strategies for selecting and adapting content-area curricula to meet the cognitive and linguistic needs of English language learners • applying knowledge of instructional strategies that help students build on their prior knowledge and experience • analyzing the benefits of collaboration between the ESOL teacher and contentarea teachers SUBAREA III—THE ESOL PROGRAM 0013 Understand historical, legal, and administrative aspects of programs serving English language learners. For example: • demonstrating knowledge of historical and current issues related to ESOL instruction • applying the provisions of federal and state laws and regulations governing the delivery of ESOL instruction • analyzing knowledge of the roles and responsibilities of teachers, parents, and others in the education of English language learners • demonstrating understanding of the relationship between the ESOL program and other school programs • demonstrating awareness of New York State Learning Standards for English as a Second Language 12 0014 Understand approaches to instruction that are appropriate to the diversity of the English language learner population and that meet various student needs. For example: 0015 • recognizing cross-cultural and linguistic differences in communication styles (e.g., rhetorical styles, conversational styles) • demonstrating knowledge of ways to acknowledge and affirm various types of diversity in the ESOL classroom, the school, and the community • applying knowledge of assessments to determine whether students' needs are based on language differences and/or language disorders • making appropriate instructional adaptations for English language learners with special educational needs (e.g., learning disabilities, giftedness) and for learners whose previous formal academic instruction has been severely interrupted • selecting and applying instructional strategies appropriate to students' varied learning styles Understand the planning and management of ESOL instruction in a variety of settings. For example: 0016 • demonstrating an understanding of different settings/models of ESOL instruction (e.g., sheltered instruction, integrated programs) and management strategies appropriate to each • selecting appropriate ways to organize instruction for students at different ages, stages of cognitive development, and proficiency levels • analyzing the advantages of various physical arrangements in adapting a classroom for ESOL instruction • selecting appropriate ways of grouping students for instructional purposes Understand methods of relating ESOL instruction to students' lives outside the classroom. For example: • demonstrating knowledge of ways to encourage active involvement of families of English language learners in the instructional program • applying methods of facilitating communication between the school and families of English language learners • analyzing the potential uses of home and community resources in the ESOL program • recognizing the appropriate use of translators, interpreters, and cultural mediators 13 SUBAREA IV—DEVELOPING ENGLISH LANGUAGE PROFICIENCY ACROSS THE CURRICULUM: CONSTRUCTED-RESPONSE ASSIGNMENT The content to be addressed by the constructed-response assignment is described in Subarea II, Objectives 7–12. 14 MULTIPLE-CHOICE SECTION This preparation guide provides sample multiple-choice questions and a sample written assignment for the test. The multiple-choice questions illustrate the objectives of the test—one sample question for each objective. Three pieces of information are presented for each test question: 1. the number of the test objective that the sample question illustrates, 2. a sample test question, 3. an indication of the correct response and an explanation of why it is the best available response. Keep in mind when reviewing the questions and response options that there is one best answer to each question. Remember, too, that each explanation offers one of perhaps many perspectives on why a given response is correct or incorrect in the context of the question; there may be other explanations as well. On the following page are sample test directions similar to those that candidates see when they take the test. 15 SAMPLE TEST DIRECTIONS FOR MULTIPLE-CHOICE QUESTIONS DIRECTIONS This test booklet contains a multiple-choice section and a section with a single written assignment. You may complete the sections of the test in the order you choose. Each question in the first section of this booklet is a multiple-choice question with four answer choices. Read each question CAREFULLY and choose the ONE best answer. Record your answer on the answer document in the space that corresponds to the question number. Completely fill in the space that has the same letter as the answer you have chosen. Use only a No. 2 lead pencil. Sample Question: 1. What is the capital of New York? A. B. C. D. Buffalo New York City Albany Rochester The correct answer to this question is C. You would indicate that on the answer document as follows: 1. You should answer all questions. Even if you are unsure of an answer, it is better to guess than not to answer a question at all. You may use the margins of the test booklet for scratch paper, but you will be scored only on the responses on your answer document. The directions for the written assignment appear later in this test booklet. FOR TEST SECURITY REASONS, YOU MAY NOT TAKE NOTES OR REMOVE ANY OF THE TEST MATERIALS FROM THE ROOM. The words "End of Test" indicate that you have completed the test. You may go back and review your answers, but be sure that you have answered all questions before raising your hand for dismissal. Your test materials must be returned to a test administrator when you finish the test. If you have any questions, please ask them now before beginning the test. DO NOT GO ON UNTIL YOU ARE TOLD TO DO SO. 16 SAMPLE MULTIPLE-CHOICE QUESTIONS, CORRECT RESPONSES, AND EXPLANATIONS Objective 0001 Understand basic linguistic concepts and their application to ESOL instruction. 1. Which of the following sentences is written in the passive voice? A. My best friend saw the play. B. The play was seen by many people. C. I could see the play tomorrow night. D. Several critics have seen the play. Correct Response: B. In the passive voice, the subject of the sentence receives the action instead of performing it. The subject of sentence B, "The play," performs no action, but is acted upon ("is seen by many people"). 17 Objective 0002 Understand basic sociolinguistic concepts related to ESOL instruction. 2. Use the sentences below to answer the question that follows. Pardon me, sir, but would you mind opening the window? Open the window, will ya, buddy? Open the window now. Gee, it's hot in here. Together, these utterances illustrate which of the following important aspects of language use? A. monitoring B. dialect C. morphology D. register Correct Response: D. The four sentences differ from one another in register, or degree of formality. They do not illustrate monitoring, which is a learning strategy rather than a general aspect of language use, or morphology, which is the branch of linguistics dealing with the internal structure of words. There are no clear dialectal differences among the four sentences. 18 Use the dialogue below between a teacher and an ESOL student to answer the two questions that follow. Teacher: What did you do last night? Student: I goed play bowling. Teacher (enthusiastically): Oh, you went bowling? (gestures rolling a bowling ball) Student: Yes, I goed bowling. Teacher: Was it fun? Tell me about it! 19 Objective 0003 Understand the process of language acquisition. 3. The student's past tense error in this conversation is an example of which of the following natural phenomena that occurs during the early phases of both first- and second-language acquisition? A. performance errors B. overgeneralization C. inflected forms D. transformation Correct Response: B. The student's use of goed illustrates the error known as overgeneralization, or treating irregular verbs and nouns as though they were regular—in this case, applying the standard rule of forming the past tense by adding –d or –ed to the present tense of the verb. 20 Objective 0008 Understand methods and techniques for developing and assessing the speaking skills of English language learners. 4. In this interaction, the teacher is most likely trying to: A. convey the patterns of verb conjugation in English. B. provide correct verb forms by directly pointing out the student's mistake. C. check the student's level of listening comprehension. D. encourage the student to develop fluency without overt attention to form. Correct Response: D. The teacher is modeling the correct verb form, "went," without directly pointing out the student's error. This technique is meant to help the student develop fluency naturally, without analyzing the grammatical forms he or she needs in order to communicate a message. The student's listening comprehension does not seem to be an issue in this exchange. 21 Objective 0004 Understand instructional approaches, methods, and techniques in second-language acquisition and learning. 5. Which of the following identifies an underlying principle of the communicative approaches to the instruction of English language learners? A. Students develop skills in English by mastering the written grammar of the language. B. Students should follow a stepby-step progression of English instruction from simpler to more difficult tasks. C. Students should have repeated exposure to accurate models of oral English. D. Students develop English language skills by negotiating meaning in interactions with other people. Correct Response: D. Communicative approaches to ESOL instruction emphasize learning to communicate through conversations and other interactions in the target language. Greater focus is placed on fluency and meaning than on structure and form. 22 Objective 0005 Understand factors that may influence English language learners' development of English. 6. To promote a positive learning environment in the ESOL classroom, which of the following attitudes would be best for an ESOL teacher to communicate to students? A. Learning a new language does not mean giving up the languages they already know. B. Developing English language skills will be essential for success in their adult lives. C. They must learn science and other subjects even if English is not their first language. D. A new language can be learned very quickly if they work hard in class. Correct Response: A. It is critical that teachers of English language learners communicate clearly that students' knowledge and use of their first language is valuable and important. This perspective helps students understand that they do not need to choose between English and the languages they already know. By fostering the idea that learning a new language does not mean giving up the languages students already use, the teacher is also providing the students with positive academic, social, and cultural support to their classes by acknowledging the linguistic skills they have already developed in other languages. 23 Objective 0006 Understand methods and techniques for assessing students' progress in developing English communication skills. 7. A new student, Hang, enters an eighthgrade ESOL class. She would like to make the transition into a mainstream class, but the report from her previous school indicates that her ability to write in English is weak. Which of the following activities would best help the ESOL teacher determine if Hang's English writing skills are adequately developed for the varied demands of mainstream classes? A. Have Hang assemble a collection of in-class and outside-class writing samples over several days. B. Ask Hang to write informally in a journal every day for a week about her daily life. C. Have Hang write a comparison/ contrast essay on an assigned topic in 30 minutes. D. Give Hang a dictation of at least 200 words from a mainstream textbook. Correct Response: A. Of the answer choices, only A would provide the teacher with a range of samples of authentic writing that reflect "the varied demands of mainstream classes" and that are produced by the student in response to real school situations. 24 Objective 0007 Understand methods and techniques for developing and assessing the listening proficiency of English language learners. 8. In which of the following listening situations would English language learners typically have to contend with the greatest degree of context-reduced language? A. a music lesson for learning to play the clarinet B. a classroom lecture about the history of the Erie Canal C. a televised weather report from a local news program D. a demonstration of how to follow a recipe to bake a pie Correct Response: B. In a typical classroom lecture format, students are given few concrete associations with which to construct knowledge. In addition, the topic of the Erie Canal may not be familiar to many English language learners. Therefore, they may have little or no prior knowledge that they could use to establish a context for the new information. 25 Objective 0009 Understand methods and techniques for developing and assessing the reading proficiency of English language learners, for the dual purposes of learning to read and reading to learn. 9. An ESOL teacher plans to use miscue analysis to learn more about the reading proficiency of an English language learner. This analysis would be most helpful in providing the teacher with information about the: A. grade level at which the student is presently reading. B. degree of first-language interference the student is experiencing. C. genres of literature the student prefers to read. D. strategies the student is using to decode and comprehend a text. Correct Response: D. Miscue analysis is a reading assessment tool that allows a teacher to evaluate deviations from the actual text that students make during an oral reading. Miscue analysis is an effective method for helping teachers determine how a reader is decoding and processing printed words and using them to construct meaning. 26 Objective 0010 Understand methods and techniques for developing and assessing the writing skills of English language learners. 10. A high school ESOL teacher creates a holistic scoring system to assess sets of papers written by English language learners. Using this form of writing assessment is most appropriate when a teacher wants to evaluate the students': A. ability to communicate ideas through their writing. B. progress in expanding their English language vocabulary. C. development of personal style or voice in their writing. D. mastery of English punctuation and mechanics. Correct Response: A. Holistic scoring—in which a teacher judges the overall communicative effectiveness of a student's written work—is best used to evaluate a writer's ability to communicate ideas, rather than to assess more mechanical or discrete aspects of writing. 27 Objective 0011 Understand the selection, adaptation, and use of materials for various instructional purposes in the ESOL classroom. 11. An ESOL teacher has students with intermediate-level English proficiency read several chapter books from a particular series. Each book features the escapades of a group of characters who are neighbors along a country road. Engaging students with this sort of children's literature will promote the students' English language proficiency primarily because it: A. gives them a genre of fiction to read that is well within the range of their skills. B. provides them with a clearer understanding of sequence in narrative form. C. encourages them to feel that they are successful readers each time they finish a book. D. helps them build context from book to book to support their reading comprehension. Correct Response: D. Once children have become familiar with the details of character, setting, and plot in a particular series, they are increasingly able to infer the meaning of unfamiliar terms and situations that they encounter as they progress through the series. In this way, they increase both their reading fluency and comprehension while gradually acquiring new language and knowledge. 28 Objective 0012 Understand approaches to facilitating content-area learning for English language learners. 12. The ESOL teachers at a high school make efforts to learn about the home language and culture of the English language learners they serve. The ESOL teachers could most appropriately use the linguistic and cultural information they gather to support the students' learning in contentarea classes by: A. providing experiences that enable students to make connections and understand new concepts. B. guiding students toward meeting the instructional and social expectations of the school. C. showing content-area teachers why the students may be having difficulties in class. D. developing approaches to problem solving students can apply across the curriculum. Correct Response: A. In order to help students build bridges between their prior knowledge and new or less familiar content or concepts, teachers need baseline information on the cultural and linguistic foundations students have when they enter the classroom. Once that information is gathered, teachers can plan instruction that takes advantage of the knowledge and experience students bring with them to school. 29 Objective 0013 Understand historical, legal, and administrative aspects of programs serving English language learners. 13. According to the New York State English language arts standards, students are expected to read for information and understanding. As a first step toward meeting this standard, it would be most appropriate for fourth- and fifth-grade English language learners to learn how to: A. decide which information in texts is relevant and which is irrelevant. B. assess the relative value of specific facts and ideas in texts. C. ask specific questions to clarify and extend the meaning of texts. D. know which information in a text is factual and which is an opinion. Correct Response: C. Before English language learners can master skills such as distinguishing fact from opinion or determining the relevance of information in a text, they must first develop strategies for determining, inferring, and verifying meaning in texts. 30 Objective 0014 Understand approaches to instruction that are appropriate to the diversity of the English language learner population and that meet various student needs. 14. As an instructional format, role-playing would be most effective for English language learners who have which of the following learning styles? A. visual B. tactile C. auditory D. kinesthetic Correct Response: D. Kinesthetic learners learn best when they are physically active and involved, using movement to reinforce comprehension and memory. Role playing is an especially effective instructional format for these learners because of the physical movements involved in the activity. 31 Objective 0015 Understand the planning and management of ESOL instruction in a variety of settings. 15. Which of the following is a fundamental element of the sheltered approach to English instruction? A. helping English language learners acquire academic English as they learn academic content B. using home languages for contentarea instruction until students can move into all English classes C. teaching English language learners about English using translation and vocabulary activities D. offering students instructional activities that will reinforce their communicative competence Correct Response: A. Sheltered instruction is an approach used in content classes to provide additional English language support to students while they are learning academic subjects. Although native language support and development of communicative language skills may be offered in tandem with a sheltered English program, they are not fundamental elements of this approach. 32 Objective 0016 Understand methods of relating ESOL instruction to students' lives outside the classroom. 16. The teacher of a multilingual kindergarten class is often asked by parents what they can do to help their children learn English. The teacher always replies, "Keep speaking to your children in your native language." The teacher's response is most probably based on the understanding that: A. children of this age are likely to imitate and retain incorrect English pronunciation. B. language learning is most effective when the language is introduced by only one person. C. hearing English spoken by nonnative speakers reinforces syntactic errors. D. mastery of first-language skills generally promotes successful English acquisition. Correct Response: D. Research has shown that second-language learners use what they know about their first language to acquire skills in the second language. This observation holds true for young children as well as for older learners and is the basis for the teacher's recommendation. The other answer choices are all misconceptions about language learning. 33 WRITTEN ASSIGNMENT SECTION On the following pages are: X Sample test directions for the written assignment section X A sample written assignment X An example of a strong response to the assignment X The performance characteristics and scoring scale X An evaluation of the strong response On the actual test, candidates will be given a different written assignment from the one provided as a sample in this preparation guide. 34 SAMPLE TEST DIRECTIONS FOR THE WRITTEN ASSIGNMENT DIRECTIONS FOR THE WRITTEN ASSIGNMENT This section of the test consists of a written assignment. You are to prepare a written response of about 150–300 words on the assigned topic. The assignment can be found on the next page. You should use your time to plan, write, review, and edit your response to the assignment. Read the assignment carefully before you begin to write. Think about how you will organize your response. You may use any blank space provided on the following pages to make notes, write an outline, or otherwise prepare your response. However, your score will be based solely on the response you write on the lined pages of your answer document. Your response will be evaluated on the basis of the following criteria. • PURPOSE: Fulfill the charge of the assignment. • APPLICATION OF CONTENT: Accurately and effectively apply the relevant knowledge and skills. • SUPPORT: Support the response with appropriate examples and/or sound reasoning reflecting an understanding of the relevant knowledge and skills. Your response will be evaluated on the criteria above, not on writing ability. However, your response must be communicated clearly enough to permit valid judgment of your knowledge and skills. The final version of your response should conform to the conventions of edited American English. This should be your original work, written in your own words, and not copied or paraphrased from some other work. Be sure to write about the assigned topic. Please write legibly. You may not use any reference materials during the test. Remember to review what you have written and make any changes that you think will improve your response. 35 SAMPLE WRITTEN ASSIGNMENT WRITTEN ASSIGNMENT Use the information below to complete the assignment that follows. You have determined that some of the students in your high school advanced-level ESOL class need to improve their listening skills in academic situations. You decide to begin addressing the students' needs through activities that will promote the development of listening skills required during content-area lectures and presentations. Using your knowledge of English language learners and instruction to promote their English language development, prepare a response in which you: • describe one activity that would be appropriate to use with these students to promote their development of listening skills required during content-area lectures and presentations; • explain how and why the activity you have described will promote the students' listening skills in this type of academic situation; and • describe one assessment method or technique you could use to determine whether the activity you have described has been effective in promoting the students' listening skills during content-area lectures and presentations. 36 STRONG RESPONSE TO THE SAMPLE WRITTEN ASSIGNMENT One activity I would use to promote the students' listening skills during content-area lectures would be providing instruction about, and helping students learn to pay attention to, linguistic markers that indicate the structure and main ideas of lectures. As high school ESOL students at advanced English-proficiency levels, they have the cognitive and language skills necessary to benefit from this instruction. The linguistic markers that indicate the structure of a lecture include "First of all," "Secondly," "Moreover," "On the other hand," and "To summarize,". Recognizing this type of linguistic marker promotes students' listening skills by helping them develop a mental outline of the lecture. Once the students recognize linguistic markers that indicate a lecture's structure, I would introduce the markers speakers typically use to highlight main ideas (e.g., "First and foremost," "Above all,"). Finally, I would demonstrate a note-taking strategy using a "T" list. In a "T" list, the page is divided into two columns with main ideas noted left of the T and supporting details written in the right column. I would model this note-taking strategy in a way that would enable all students to see the process. Helping students frame and organize information facilitates their comprehension of the content. To determine whether students are able to use linguistic markers to understand material presented in lectures, I would create a performance assessment in which the students listen to a lecture given by one of my content-area colleagues. The students would take notes on the lecture using the "T" list strategy, then provide a written or oral summary of the main ideas covered in the lecture. The steps I have identified (learning linguistic markers, practicing listening to lectures using the markers, and performing an authentic assessment) would be repeated several times using different content-area subjects. 37 PERFORMANCE CHARACTERISTICS AND SCORING SCALE Performance Characteristics The following characteristics guide the scoring of responses to the written assignment. Purpose: Fulfill the charge of the assignment. Application of Content: Accurately and effectively apply the relevant knowledge and skills. Support: Support the response with appropriate examples and/or sound reasoning reflecting an understanding of the relevant knowledge and skills. Scoring Scale Scores will be assigned to each response to the written assignment according to the following scoring scale. Score Point Score Point Description The "4" response reflects a thorough command of the relevant knowledge and skills. 4 • The response completely fulfills the purpose of the assignment by responding fully to the given task. • The response demonstrates an accurate and highly effective application of the relevant knowledge and skills. • The response provides strong support with high-quality, relevant examples and/or sound reasoning. The "3" response reflects a general command of the relevant knowledge and skills. 3 • The response generally fulfills the purpose of the assignment by responding to the given task. • The response demonstrates a generally accurate and effective application of the relevant knowledge and skills. • The response provides support with some relevant examples and/or generally sound reasoning. The "2" response reflects a partial command of the relevant knowledge and skills. 2 • The response partially fulfills the purpose of the assignment by responding in a limited way to the given task. • The response demonstrates a limited, partially accurate and partially effective application of the relevant knowledge and skills. • The response provides limited support with few examples and/or some flawed reasoning. The "1" response reflects little or no command of the relevant knowledge and skills. 1 • The response fails to fulfill the purpose of the assignment. • The response demonstrates a largely inaccurate and/or ineffective application of the relevant knowledge and skills. • The response provides little or no support with few, if any, examples and/or seriously flawed reasoning. 38 EVALUATION OF THE STRONG RESPONSE This response is considered a strong response because it reflects a thorough command of relevant knowledge and skills. Purpose. The response describes an activity, appropriate to the proficiency level of the students, that will develop their listening skills for content-area lectures. It explains how the activity will be used and the skills it will promote (ability to discern the logical structure, main ideas, and subordinate details of a lecture). It then describes an appropriate assessment of the activity's effectiveness. Application of Content. The response demonstrates familiarity with the process of listening comprehension and the pedagogical techniques of ESOL instruction. The activity selected is clearly described and appropriate to the instructional level of the students and to the specific assignment. Support. Numerous examples are given of the kind of linguistic marker that would be taught. The relationship of these markers to lecture organization and note-taking is clearly described, as are the processes of modeling note-taking, practicing note-taking, and assessing note-taking. The overall presentation is clear and well-organized. 39