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TOEFL / TESL / TESOL Practice English Exam Prep - Question List

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81.
In an ESL class, the majority of students are from a cultural background in which strict turn-taking is not observed. The ESL teacher notices that one student who is from a different cultural background is very reticent during whole-class or small-group discussions but participates confidently and easily when called on directly. Which of the following instructional strategies would likely be most effective in facilitating positive intercultural communication in this classroom?
  1. Assigning the reticent student the role of recorder during group activities.
  2. Allocating a specific amount of time to the reticent student for responding in class.
  3. Encouraging the students to discuss their prior school learning experiences.
  4. Having the students role-play polite interruptions and culturally appropriate turn-taking.
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82.
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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83.
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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84.
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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85.
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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