Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

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26.
A high school SEI teacher asks an ESL teacher to observe his or her SEI classes periodically for professional development purposes. In which of the following ways could the SEI teacher optimize the benefit of the ESL teacher's observation and collaboration in this situation?
  1. Asking the ESL teacher to provide research related to the underlying pedagogical principles the SEI teacher is trying to use in specific lessons focused on second-language instruction.
  2. Discussing beforehand specific challenges that the SEI teacher has encountered in improving student learning and asking the ESL teacher to observe class instruction in that context.
  3. Asking the ESL teacher to gently interrupt the SEI teacher when the ESL teacher notices inappropriate teaching methods and provide corrective suggestions or recommendations.
  4. Implementing a new technique or strategy for working with the English learners in the class each time the ESL teacher observes in order to gather both positive and negative feedback.
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27.
At a middle school, several students with limited or interrupted formal education (SLIFE) will attend a new student orientation in which they will tour the school, meet their SEI and ESL teachers, and go over their class schedules. During the school year, the SEI teachers will offer special instruction specifically designed to address the educational needs of this group of students and help promote their school achievement. Which of the following goals should be the primary focus of this special instruction?
  1. Promoting the students' social and career-related language skills so they can pursue individualized vocational goals.
  2. Establishing rapport with the students and discovering and discussing their personal interests, hobbies, and strengths.
  3. Developing the students' basic life skills to prepare them for living independently and productively in society.
  4. Providing the students with academic language and conceptual foundations to support their access to the core curriculum.
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28.
A fourth-grade English learner is able to speak in short complete English sentences when engaging in casual conversations with other students and teachers. However, the student has difficulty using academic language and is sometimes reluctant to participate verbally in class learning activities. Which of the following statements accurately provides a research-based explanation for this variability in the student's communication abilities?
  1. Second-language learners who acquire social language in the target language too quickly may develop gaps in knowledge of usage and syntax.
  2. Like many English learners, the student's receptive language skills are much stronger than the student's expressive language skills.
  3. Core content-area concepts that English learners have already learned in the first language must be relearned in English.
  4. English learners may take longer to acquire academic language skills than they do social language skills.
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29.
The English learners in a high school SEI world history class are at the bridging level of English language proficiency and can produce language with few grammatical errors. The students demonstrate strong foundational reading skills and subject-matter knowledge. As part of a lesson, the class will read an informational article on major economic and social developments in China in the twentieth century. Which of the following strategies would be most appropriate for the SEI teacher to use to scaffold the reading assignment for the English learners?
  1. Preteaching the distinctions between literal and inferential comprehension skills and noting that both types of skills are needed for the reading task.
  2. Providing the students with a supplementary text on twentieth-century world history written in English for students at a lower grade level.
  3. Preteaching any idiomatic expressions, false cognates, and content-specific vocabulary essential for comprehending the article.
  4. Providing a written summary of the key ideas in the article and asking students to complete an exercise linking supporting details to each main idea.
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30.
In an SEI mathematics class, students take turns writing brief passages on a whiteboard to show ways in which they can apply one of the concepts they have studied to a real-life problem. One student shares the passage shown below.

"Picture needing to color a box. In order to figure your paint needs, you need to know the surface area of the box. You can find the surface area of a solid by adding the area of each face of the solid together."

Which of the following characteristics of the above passage is likely to make it particularly challenging for English learners to comprehend? 
  1. Technical terminology
  2. Compound sentences
  3. Figurative language
  4. Words with multiple meanings
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