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
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„ 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 „