xV4ta,_tatatata ta taUnfiledtatatatata(ssEtatata ta MS Shell DlgtaSampleCLADTest2PKtata tatata ta taSample CLAD Test 2taPKPKtata tatata ta taM1. Complete sentence responses and pronunciation work are indicative of the tab. Audio-lingual methodPKPKtata tatata ta taa. Direct MethodtaPKPKtata ta  tata ta tab. Audio-lingual methodtaPKPKtata ta tata ta tac. Grammar translation methodtaPKPKtata ta  tata ta tad. Suggestopedia ApproachtaPKPKtata ta tata ta ta[2. Which Supreme Court decision resulted in the gradual initiation of bilingual education?tacPKPKtata ta tata ta ta a. Brown v. Board of EducationtaPKPKtata tatata ta tab. Castaneda v. PickardtaPKPKtata ta tata ta tac. Lau v. Nichols.taPKPKtata ta tata ta ta"d. Ramirez v. Board of EducationtaPKPKtata ta tata ta taZ3. In California public schools, each student identified as LEP receives, when necessary:tadPKPKtata ta tata ta ta,a. special academic instruction in EnglishtaPKPKtata ta tata ta taLb. instruction in his/her primary language with permission from the parenttaPKPKtata ta tata ta ta<c. instruction which promotes cross-cultural understandingtaPKPKtata ta !tata ta tad. all of the abovetaPKPKtata ta#tata ta ta4. In a bilingual classroom, the teacher is using both languages for instruction in a back and forth translation. This approach is called:taaPKPKtata ta %tata ta taa. concurrenttaPKPKtata ta 'tata ta tab. alternate daytaPKPKtata ta )tata ta tac. preview-reviewtaPKPKtata ta +tata ta tad. confluenttaPKPKtata ta -tata ta tab5. In planning for a second language program for LEP students, which approach is considered best?tabPKPKtata ta /tata ta taa. confluenttaPKPKtata ta 1tata ta tab. communicativetaPKPKtata ta 3tata ta tac. developmentaltaPKPKtata ta 5tata ta tad. cooperativetaPKPKtata ta 7tata ta ta( 6.The main purpose of a TPR lesson is:taaPKPKtata ta 9tata ta taa. to develop comprehensiontaPKPKtata ta ;tata ta tab. to follow commandstaPKPKtata ta =tata ta tac. to develop pronunciationtaPKPKtata ta ?tata ta ta+d. to repeat the language of the teacher taPKPKtata ta Atata ta taC7. In the Natural Approach, the input provided by the teacher is:tabPKPKtata taCtata ta taa. deductivetaPKPKtata ta Etata ta tab. context-embeddedtaPKPKtata ta Gtata ta tac. interactivetaPKPKtata ta Itata ta tad. finely tunedtaPKPKtata ta Ktata ta taf8. Social dimensions of communicative competence include all of the following with the exception of:tacPKPKtata ta Mtata ta ta/a. the ability to use polite forms of addresstaPKPKtata ta Otata ta taEb. the ability to select the appropriate register in a conversationtaPKPKtata ta Qtata ta ta>c. the ability to use the appropriate verb forms in a dialogtaPKPKtata ta Stata ta ta5d. the ability to use the appropriate lexical itemstaPKPKRtata ta Utata ta ta9. A first grade students oral language skills are fully developed in her primary language. She speaks some English but is not fully proficient. What would be the recommended placement for this student?tacPKPKtata ta Wtata ta ta0a. a Spanish reading program with pull-out ESLtaPKPKtata ta Ytata ta tab. non-bilingual instructiontaPKPKtata ta [tata ta ta<c. a program offering primary language instruction and ELDtaPKPKtata ta ]tata ta ta5d. a program offering sheltered English instructiontaPKPKtata ta _tata ta tap10. Set dialogs and controlled vocabulary are common procedures in which of the following L2 teaching methods?taaPKPKtata ta atata ta taa. audio-lingualtaPKPKtata ta ctata ta tab. grammar translationtaPKPKtata ta etata ta ta c. directtaPKPKtata ta gtata ta tad. all of the abovetaPKPKtata ta itata ta taQ11. Research that gives evidence for the effectiveness of bilingual education:tacPKPKtata ta ktata ta ta$a. is scarce and not very reliabletaPKPKtata ta mtata ta ta6b. was the foundation for the Lau v Nichols decisiontaPKPKtata ta otata ta tac. continues to increasetaPKPKtata ta qtata ta taEd. was the foundation for the Brown V. Board of Education decision.taPKPKtata ta stata ta ta&12. Maintenance Bilingual Education:tadPKPKtata ta utata ta ta:a. includes ESL as a very minor component of the programtaPKPKtata ta wtata ta taCb. strives mainly to prepare students to enter mainstream classestaPKPKtata ta ytata ta ta9c. uses L1 instruction as a temporary bridge to EnglishtaPKPKtata ta {tata ta ta?d. strives to enhance skills in L1 while students acquire L2taPKPKtata ta }tata ta tas13. In a bilingual classroom, students have been placed in small groups, according to their L1. This is called:tabPKPKtata ta tata ta ta"a. cooperative learning groupingtaPKPKtata ta tata ta tab. language dominant groupingtaPKPKtata tatata ta tac. primary language groupingtaPKPKtata ta tata ta tad. none of the abovetaPKPKtata ta tata ta ta>14. Research has indicated that in cooperative classrooms:tadPKPKtata ta tata ta taba. non-minority and high-achieving students perform about as well as in traditional classroomstaPKPKtata ta tata ta taHb. minority students appear to be considerably more motivated to learntaPKPKtata ta tata ta taBc. achievement gains are particularly high for minority studentstaPKPKtata ta tata ta tad. all of the abovetaPKPKtata ta tata ta taU15. In bilingual education, the goal for academic achievement is accomplished by:tacPKPKtata ta tata ta ta$a. teaching in English using SDAIEtaPKPKtata ta tata ta ta9b. teaching in L1 to transfer to L2 as soon as possibletaPKPKtata ta tata ta taCc. teaching in L1 to transfer to L2 efficiently and effectively taPKPKtata ta tata ta ta+d. teaching in L1 and L2 at the same timetaPKPKtata ta tata ta ta16. Concurrent translation:tacPKPKtata ta tata ta ta7a. motivates students to pay attention to the teachertaPKPKtata ta tata ta ta9b. is about as beneficial as the dual language approachtaPKPKtata ta tata ta ta2c. is generally viewed by experts as ineffectivetaPKPKtata ta tata ta ta<d. helps students negotiate meaning in a second languagetaPKPKtata ta tata ta tas17. A theoretical framework for the education of EL students includes all of the following with the exception of:taPKPKtata ta tata ta taCa. context-embedded and cognitively demanding communication taskstaPKPKtata ta tata ta tab. instruction in L1taPKPKtata ta tata ta tac. high teacher expectationstaPKPKtata ta tata ta ta)d. concurrent translation from L1 to L2tadPKPKtata ta tata ta ta[18. SDAIE instruction is best for which of the following levels of language development?tabPKPKtata ta tata ta taa. speech emergencetaPKPKtata ta tata ta tab. intermediatetaPKPKtata ta tata ta ta c. advancedtaPKPKtata ta tata ta tad. early productiontaPKPKtata ta tata ta tau19. Three LEP students scored fluent on an English oral proficiency test. They will be redesignated as FEP only if:tadPKPKtata ta tata ta taya. they score at or above the district-established standards in mathand literacy skills tests in their primary languagetaPKPKtata ta tata ta taVb. they score 50% or higher on literacy skills and math standardized test in EnglishtaPKPKtata ta tata ta taec. they score at or above the district-established standards in math and literacy skills in EnglishtaPKPKtata ta tata ta tayd. they meet board approved district criteria for redesignation, using teacher evaluations and assessments of L1 and L2taPKPKtata ta tata ta tal20. To improve the language proficiency of a shy, rather nonverbal LEP student, an effective teacher would:tabPKPK(tata ta tata ta taa. call on the child frequently to perform verbally in discussions with the whole class; the need to avoid embarrassment will motivate the child to improve rapidlytaPKPKtata ta tata ta tab. encourage the child to participate in small group projects and activities, even if initial input is nonverbal or monosyllabic taPKPKtata ta tata ta tac. have an aide or relative work extensively with the child on simple repetition drills making sure that pronunciation is correct at all timestaPKPK%tata ta tata ta tad. carefully correct the grammar and pronunciation of each spontaneous utterance the child makes to bring the child closer to target norms as rapidly as possibletaPKPK tata ta tata ta ta21. When transferring a student from first to second language instruction, which of the following should be taken into consideration?tadPKPKtata ta tata ta ta<a. the students high level of motivation to learn EnglishtaPKPKtata ta tata ta taBb. the students level of oral language proficiency in L1 and L2taPKPKtata ta tata ta ta1c. the students academic progress in L1 and L2taPKPKtata ta tata ta taAd. the students academic progress in L1 and oral fluency in L2taPKPKtata ta tata ta taL22. A monolingual Portuguese speaking child in first grade should receive:tacPKPKtata ta tata ta taZa. reading readiness skills in English and primary language support in the content areastaPKPKtata ta tata ta taBb. literacy instruction simultaneously in Portuguese and EnglishtaPKPKtata ta tata ta ta=c. literacy lessons in Portuguese and daily ESL instructiontaPKPKtata ta tata ta ta5d. Portuguese oral language development and EnglishtaPKPKtata ta tata ta ta.23. During a TPR lesson the teacher acts as:tabPKPKtata ta tata ta taa. a participanttaPKPKtata ta tata ta tab. a directortaPKPKtata ta tata ta tac. a silent supportertaPKPKtata ta tata ta tad. a presenter and observertaPKPKtata ta tata ta ta624. Cummins would advise parents of LEP students to:tacPKPKtata ta tata ta taHa. read to their children predictable stories in their second languagetaPKPKtata ta tata ta taSb. improve their second language skills, to help their children succeed in schooltaPKPKtata ta tata ta taBc. teach children concepts and read to them in the home languagetaPKPKtata ta tata ta taAd. try not to confuse their children by using the home languagetaPKPKtata ta tata ta taV25. The main purpose of a lesson using the Notional/Functional approach would be to:tabPKPKtata ta tata ta ta3a. develop the students understanding of notionstaPKPKtata ta tata ta ta1b. communicate in a certain setting with a goaltaPKPKtata ta tata ta ta(c. involve the whole body in learningtaPKPKtata ta tata ta taDd. develop a students ability to talk about notions and functionstaPKPK tata ta tata ta ta26. Research has indicated that the most beneficial instructional strategy for linguistically and culturally diverse students is using:tabPKPKtata ta tata ta ta)a. well-structured individual exercisestaPKPKtata tatata ta tab. cooperative activitiestaPKPKtata ta tata ta ta c. memorization and repetitiontaPKPKtata ta tata ta tad. whole class discussionstaPKPKtata ta  tata ta ta27. Bilingual education:taaPKPKtata ta  tata ta ta<a. existed in the United States even before the RevolutiontaPKPKtata ta  tata ta taHb. was rejected in the 60s by Cubans who wished to assimilate rapidlytaPKPKtata ta tata ta tac. is not counterintuitive taPKPKtata ta tata ta tad. became popular in the 60staPKPKtata ta tata ta ta228. EL student progress can best be measured by:tadPKPKtata ta tata ta ta!a. performance based assessmenttaPKPKtata ta tata ta ta6b. standardized tests and criterion-referenced teststaPKPKtata ta tata ta ta0c. teacher observations and parent conferencestaPKPKtata ta tata ta tad. all of the abovetaPKPKtata ta tata ta ta<29. Participation in a bilingual program in California is:tabPKPKtata ta tata ta taa. state mandatedtaPKPKtata ta !tata ta tab. voluntarytaPKPKtata ta #tata ta tac. federally mandatedtaPKPKtata ta %tata ta ta%d. mandated by the Civil Rights lawtaPKPKtata ta 'tata ta ta(30. Bilingual Education in California:tadPKPKtata ta )tata ta ta;a. has no legal base since the state bilingual law sunsettaPKPKtata ta +tata ta ta"b. is based on Assembly Bill 507taPKPKtata ta -tata ta ta/c. has a legal base in the 1968 Bilingual LawtaPKPKtata ta /tata ta ta%d. has a legal base in court cases taPKPKtata ta 1tata ta taN31. In a SDAIE lesson, the input provided by the teacher would generally be:tacPKPKtata ta 3tata ta taa. context reducedtaPKPKtata ta 5tata ta tab. functionally sequencedtaPKPKtata ta 7tata ta tac. context embeddedtaPKPKtata ta 9tata ta tad. cognitively undemandingtaPKPKtata ta ;tata ta ta032. The Lau v. Nichols Supreme Court decision:tacPKPKtata ta =tata ta tala. gave specific recommendations to school districts for the identification and assessment of LEP studentstaPKPKtata ta ?tata ta taYb. spelled out specific affirmative steps to be taken by non-complying school districtstaPKPKtata ta Atata ta ta\c. provided the basis for the remedies which set guidelines for school districts to followtaPKPKtata ta Ctata ta ta.d. significantly altered bilingual educationtaPKPKtata ta Etata ta ta^33. A well-conducted yearly assessment of LEP students in bilingual programs should include:tadPKPKtata ta Gtata ta taVa. evaluation of oral English proficiency using instruments selected by the districttaPKPKtata ta Itata ta taSb. evaluation of the academic progress of pupils in language arts and mathematicstaPKPKtata ta Ktata ta taYc. evaluation of pupils primary language using instruments recommended to the districttaPKPKtata ta Mtata ta tad. all of the abovetaPKPKtata ta Otata ta tam34. Compared with earlier waves of immigrants, the people who came to the United States during the 1980s:tadPKPKtata ta Qtata ta ta;a. were poorer and less educated than previous immigrantstaPKPKtata ta Stata ta ta7b. were concentrated in urban rather than rural areastaPKPKtata ta Utata ta taAc. were victims of political oppression or economic deprivationtaPKPKtata ta Wtata ta ta1d. represented a more diverse range of culturestaPKPKtata ta Ytata ta ta435. A students primary language is determined by:tacPKPKtata ta [tata ta ta-a. basic interpersonal communicative skillstaPKPKtata ta ]tata ta ta,b. cognitive/academic language proficiencytaPKPKtata ta _tata ta tac. the home language surveytaPKPKtata ta atata ta ta"d. common underlying proficiencytaPKPKtata ta ctata ta ta36. CLOZE tests are made by:tadPKPKtata ta etata ta taa. recorded dialoguestaPKPKtata ta gtata ta tab. measuring deviationstaPKPKtata ta itata ta tac. sound discriminationtaPKPKtata ta ktata ta ta#d. eliminating words in a passagetaPKPKtata ta mtata ta ta37. A beginning language class which did not require oral production from students until they felt ready for it would be using:taaPKPKtata ta otata ta taa. the natural approachtaPKPKtata ta qtata ta tab. the silent waytaPKPKtata ta stata ta tac. the direct methodtaPKPKtata ta utata ta tad. the audio-lingual approachtaPKPK tata ta wtata ta ta38. If a test is given and a student scores drastically lower one year and drastically higher the next, we should question the teststacPKPKtata ta ytata ta ta a. validitytaPKPKtata ta {tata ta ta b. creatortaPKPKtata ta }tata ta tac. reliabilitytaPKPKtata ta tata ta tad. practicalitytaPKPKtata ta tata ta ta39. During a SDAIE class a student answers the monolingual English-speaking teachers question in Spanish. Which would be the most appropriate response?tabPKPKtata ta tata ta ta9a. Ask the student to try to say the response in EnglishtaPKPKtata ta tata ta ta5b. Ask if another student in the class can translatetaPKPKtata ta tata ta ta?c. Validate the response and select another student to respondtaPKPKtata ta tata ta taBd. Gently remind the student that the lesson should be in EnglishtaPKPK&tata ta tata ta ta40. Which is the most appropriate way to make a social studies lesson delivered in English understandable to student whose primary language is other than English?taaPKPKtata ta tata ta ta-a. Include a filmstrip as part of the lessontaPKPKtata ta tata ta ta1b. Use a larger number of worksheets than normaltaPKPKtata ta tata ta ta6c. Teach a comparable lesson from a lower grade leveltaPKPKtata ta tata ta ta>d. Simplify the lesson by focusing on only a few key conceptstaPKPKtata ta tata ta ta41. Compared with limited-English proficient students in an English-only program, students in an effective bilingual program will most likely learn:tacPKPKtata ta tata ta ta!a. less English and less contenttaPKPKtata ta tata ta ta/b. less English and the same amount of contenttaPKPKtata ta tata ta ta!c. more English and more contenttaPKPKtata ta tata ta ta!d. more English and less contenttaPKPKtata ta tata ta ta"Sample Essay Questions for Test 2taPKPKZtata ta tata ta ta1. Explain to a relatively clueless administrator why teaching in the primary language is ultimately beneficial for students' acquisition of English and content material. Refer to research findings where applicable.taPKPKtata ta tata ta taN2. Create your own English language acquisition approach. Describe what happens in a classroom where your approach is used effectively. Mention treatment of grammar and errors, explicit language learning strategies, and teacher behaviors. You may borrow ideas from other approaches, yet please explain your rationale for using them. taPKPK-tata ta tata ta ta3. What are some of the deficit issues involved in situations lacking proper bilingual education, and what are ways of creating classrooms where students are empowered? taPKPK,tata ta tata ta ta4. Describe several ways to incorporate student background and experience into ELD instruction and curriculum. Describe how these ways will foster language development.taPKPKtata ta tata ta ta5. You are in charge of staff development at your school and are asked to offer training in SDAIE curriculum development. In an essay of 300-500 words, describe the basic components and strategies that you will cover and how they are to be used in the classroom.taPKPKtata ta tata ta ta+Generic Outline to use for essay questionstaPKPKtata ta tata ta taI. InstructiontaPKPKtata ta tata ta taComprehensible InputtaPKPKtata ta tata ta ta)Contextualizing language and instructiontaPKPKtata ta tata ta ta+Use of media, realia, manipulatives, etc. taPKPKtata ta tata ta taComprehension checks taPKPKtata ta tata ta taTreatment of errors taPKPKtata ta tata ta taExplicit learning strategies taPKPKtata ta tata ta taOQuestioning Strategies (wait time, framing questions, how to select students)taPKPKtata ta tata ta ta II. MethodstaPKPKtata ta tata ta taBESL Approaches (Communicative, TPR, Natural, Content-based, etc.)taPKPKtata ta tata ta ta*Maximize comprehension/modifying languagetaPKPKtata ta tata ta taP(clarification checks, pacing, alternative vocabulary, structure, and sounds, &taPKPKtata ta tata ta taEusing stress, intonation, reduced forms, paraphrase and repetition) taPKPKtata ta tata ta ta LiteracytaPKPKtata ta tata ta ta8Integrated Approaches (Whole language/literature-based)taPKPKtata ta tata ta ta&Effects of literacy (Tranfer from L1)taPKPKtata ta tata ta ta-Overage and Emergent Literacy ConsiderationstaPKPKtata ta tata ta taMInstructional Strategies (LEA, Writing process, Writer's Workshop, Phonics)taPKPKtata ta tata ta taSDAIEtaPKPKtata ta tata ta ta;Making Language Comprehensible, Purposeful, and MeaningfultaPKPKtata ta tata ta ta$Linguistic and Cultural SensitivitytaPKPKtata ta tata ta ta0Student Learning Styles--Audio, Visual, TactiletaPKPKtata ta tata ta taCollaborative vs. CompetitivetaPKPKtata ta tata ta taNot water down content taPKPKtata ta tata ta taFPlanning (Incorporating background experiences, knowledge & schemata)taPKPKtata ta tata ta taPUse of additive cultural approach in selecting, adapting & sequencing materialstaPKPKtata ta tata ta ta>Reading comprehension activities for Before, During and AftertaPKPKtata ta tata ta taUsing activities that allow for student learning and demonstration of learning in different ways, such as art, drama, music, poetry, computers, etctaPKPKtata ta tata ta taTContextualizing key concepts (Graphic organizers, cooperative learning, pre-readingtaPKPKtata ta tata ta ta@Study Skills (textbook reading, note-taking, test taking, etc. taPKPKtata ta tata ta ta!Components of Bilingual ProgramstaPKPKtata ta tata ta ta1. IdentificationtaPKPKtata ta tata ta ta2. Programs of ELDtaPKPKtata ta tata ta ta 3. Primary Language InstructiontaPKPKtata ta tata ta ta 4. English language instructiontaPKPKtata ta tata ta ta/5. Self-concept and cross-cultural instructiontaPKPKtata ta tata ta taV6. Resources of basic and supplementary materials in bilingual learning opportunitiestaPKPKtata ta tata ta taL7. Redesignation of students from LEP to FEP by means of objective criteriataPKPKtata ta tata ta ta:8. Parental notification in writing of assessment resultstaPKPKtata ta tata ta ta39. Voluntary participation in bilingual programs taPK