Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

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1.
The Alternate ACCESS for ELLs™ is an English language proficiency (ELP) assessment that monitors students' progress in acquiring academic English and was designed specifically to meet federal accountability requirements for the assessment of English learners who fall into which of the following categories?
  1. English learners who are students with limited or interrupted formal education (SLIFE)
  2. English learners who have significant cognitive disabilities that prevent them from participating in the state ELP assessment, even with accommodations.
  3. English learners who are enrolled in a public prekindergarten or kindergarten program.
  4. English learners whose discrepancy between their Oral Language and Literacy scores on the state ELP assessment is greater than three levels, even taking into account their scaled scores.
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2.
The federal law known as the Individuals with Disabilities Education Act (IDEA) includes which of the following mandates with respect to English learners?
  1. Materials and procedures used to instruct English learners must include translations or transcriptions in a student's first language.
  2. English learners must meet the same academic content and student achievement standards that all students are expected to meet.
  3. Assessments that are used to determine an English learner's eligibility for special education must be administered in the student's dominant language.
  4. English learners must be provided with peer mentors who can communicate in the students' first language as well as in English.
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3.
In which of the following situations is the student most likely exhibiting a language-based exceptionality or language-based disability rather than a factor or factors related to language development? 
  1. An English learner's language patterns are unique to the student and unlike those of other students from the same cultural and linguistic group.
  2. An English learner periodically shifts from the first language to English and then back to the first language.
  3. An English learner was unable to attend school in the country of origin and has limited literacy development.
  4. An English learner has had limited opportunities to hear/access and use academic language in the first language (L1) and has limited L1 vocabulary development.
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4.
A fifth-grade SEI class includes students from several different cultural backgrounds and with different levels of English proficiency. The teacher would like to create a classroom climate characterized by inclusion, cultural sensitivity, and cultural appreciation. Which of the following teacher strategies is likely to be most effective in accomplishing this goal?
  1. Periodically asking students to openly share aspects of their personal lives and experiences related to their cultural identities and backgrounds.
  2. Displaying visual materials in the classroom, such as photographs and illustrations, that depict a wide variety of cultures and cultural practices.
  3. Reminding students to be respectful, patient, and courteous during class discussions, and regularly calling on students representing each culture.
  4. Incorporating the cultural backgrounds of students into instruction through a variety of examples in areas such as art, geography, literature, and games.
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5.
A middle school newly arrived English learner has a solid educational background in the first language and is at the developing level of English language proficiency. She performs well academically, but she frequently gets up and moves around the classroom during lessons and sometimes makes up short chants or songs related to the material. Which of the following explanations for the student's behavior should the teacher consider first in this situation?
  1. The student may not know how to study academic subject matter.
  2. The student may be used to different educational practices and is demonstrating culturally influenced approaches to learning.
  3. The student may have very limited academic English language skills.
  4. The student may have a social or behavioral disorder that is affecting her ability to be aware of and sensitive to the social context.
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