Practice Quiz

MTEL English as a Second Language - Question List

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36.
An ESL teacher would like to reach out to the family of a new student in the ESL program who speaks a first language that is unfamiliar to the teacher and uncommon in the school community. The teacher has learned a few simple phrases in the family's language but also wants to be able to provide helpful information to the family (e.g., about the school, the ESL program, teacher expectations, and school assignments). In an effort to achieve this goal, the teacher identifies a community organization with fluent speakers of the family's language who can help the teacher maintain ongoing communication with the family. The teacher's actions most strongly demonstrate the teacher's awareness of the importance of:
  1. Establishing communication between the school and community.
  2. Learning about English language learners' home cultures.
  3. Engaging families in English language learners' education.
  4. Avoiding stereotypes when communicating with families.
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37.
According to assessments and other educational records, an entering-level student in a middle school ESL class performed well academically in his home country. However, since his arrival, the student has displayed ongoing shyness, decreased motivation and effort, and an overall lack of progress in language learning. The ESL teacher invites the student's parents to a conference and arranges for a translator to be present, but they do not attend the conference. In this situation, which of the following steps would be most effective for the ESL teacher to take next to promote communication between the school and the student's family and, in turn, to support the student's academic success?
  1. Meeting the student's family at their home or a community center to gain more knowledge about them and their culture and to facilitate better linguistic and cultural understanding between the teacher and the student and his parents.
  2. Asking the student to stay after school for extra instruction and to discuss the home environment and why his parents did not attend the conference.
  3. Requesting that the principal send a follow-up letter in the first language to the student's parents explaining the importance of establishing a strong home–school relationship and requiring them to attend a conference.
  4. Conducting research about the student's first language and home culture to determine the reasons why the student is having difficulty progressing in school.
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38.
An ESL teacher who works with expanding- and bridging-level English language learners is disappointed by the low attendance of parents/guardians at parent-teacher conferences. In an effort to establish regular communication with parents/guardians, the ESL teacher gives students the role of translating a weekly class newsletter to their families. After receiving positive feedback from several families, the teacher periodically gives students special assignments involving interviews with family members (e.g., about personal accomplishments, aspects of the home culture, or their dreams or wishes for the future). This approach to including parents/guardians in students' learning is likely to benefit both the students and their families primarily in which of the following ways?
  1. By encouraging multiculturalism.
  2. By demonstrating the value of the home language.
  3. By communicating class goals in multiple modalities.
  4. By reducing social distance between the school and home.
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39.
A high school ESL teacher notices significant changes over a period of time in an entering-level English language learner. While the student was initially friendly and interactive, the student has become withdrawn and inattentive and has stopped participating in social activities. The most likely explanation for the student's changes in behavior is that the student:
  1. Is experiencing a personal identity crisis.
  2. Has entered the stage of acculturation known as culture shock.
  3. Has a naturally introverted personality.
  4. Lacks the foundational academic skills needed to succeed in school.
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40.
To better understand students' cultural backgrounds and to promote students' research skills, a middle school ESL teacher decides to undertake a family/cultural research project with a group of expanding- and bridging-level English language learners. After sending home a letter in the students' first language describing the project, the teacher conducts a series of lessons with the help of the school's library media specialist to show students how to use technology to locate information. The teacher also encourages students to ask their parents/guardians, extended family members, and community members questions about their cultural history. Finally, the teacher models multiple strategies for conducting research and arranges for additional sessions in the school library media center to further support students' use of the Internet. The project has a positive impact on the students' engagement in school and results in high involvement of family members. The success of this project can most likely be attributed to the fact that it primarily relies on:
  1. Intrinsic motivational factors to promote student learning.
  2. Community involvement to support students' achievement of academic goals.
  3. An explicit approach to developing students' literacy skills.
  4. Instructional technology to promote students' language development.
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