Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

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6.
At the beginning of the school year, an elementary school SEI teacher is planning informal, individual meetings with the parents/guardians of the English learners with whom the teacher will be working. The families are from various countries and cultures, and the teacher wants to build a trusting, productive relationship with each family. The teacher could most effectively begin to accomplish this goal by using the initial meeting primarily to:
  1. Provide family members with instructional resources and help them develop a plan for supporting their child's educational program.
  2. Increase the teacher's understanding of each family's belief system and aspirations for their child.
  3. Discuss different approaches to problem solving and arrive at a consensus for managing any issues that might arise.
  4. Guide each family in developing a vision for their child's education that is aligned with the school culture.
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7.
A first-grade SEI teacher sometimes hears the parents/guardians of English learners express concern about the fact that they can only read with their child in the family's first language. When this occurs, the SEI teacher reassures the parents/guardians that listening to their child read in either the first language or English, as well as reading to the child, talking about stories, and encouraging the child to talk about his or her learning in the first language, are all very important endeavors. This response best demonstrates the teacher's understanding that these types of family interactions:
  1. Support children's learning and English literacy development and communicate that education is valued by the family.
  2. Help establish strong school-home partnerships and promote collaboration between a child's family and teacher.
  3. Allow adult family members to develop some English academic language skills along with their children.
  4. Encourage children to analyze consciously the similarities and differences between their first language and English.
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8.
An SEI teacher notices that English learners who share similar linguistic backgrounds often talk together before and after class, mostly in English, but with periodic insertions of words and phrases from their shared first language. Which of the following statements best describes the most likely rationale for the students' routine use of the two languages in these conversations?
  1. The students are expressing a sense of shared sociocultural identity with other members of the group.
  2. The students are emphasizing important points by using the first language rather than English or nonverbal cues.
  3. The students are compensating for a member of the group who is at a low level of English language proficiency.
  4. The students are trying to improve their translation skills by using words and phrases they know in both languages.
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9.
In French, an adverb can be placed between a verb and its direct object. In English, however, an adverb cannot be placed between the verb and the direct object. So, an emerging/developing• level English learner whose first language is French might say "Margot plays often soccer" instead of "Margot often plays soccer." This type of error is most likely caused by which of the following processes related to second-language acquisition?
  1. Interlanguage fossilization.
  2. Language transfer or interference.
  3. Translation equivalence.
  4. Overgeneralization of a language form.
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10.
English learners' ability to understand the meanings of words and phrases, including their ability to engage in fast mapping (forming ideas quickly about word meanings), is associated with which of the following areas of language development?
  1. Semantics
  2. Phonology
  3. Discourse
  4. Syntax
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