Practice Test: Bilingual Education (79)

Chomsky's theory of language acquisition is based on the claim that people's brains are hardwired from birth to recognize and produce the grammar of their first language with very little modeling from older proficient speakers. Chomsky believes that human brains have an innate sense of grammar and use a tool called a language acquisition device (LAD) to detect and then produce the grammatical structures unique to their first language (Correct Response B). Responses A and D are incorrect because they refer to processes of language acquisition that depend on social learning that is dependent on interactions with other speakers and not on an innate ability to learn grammar. Response C is incorrect because comprehensible input is not directly related to an innate ability to learn grammar but is a scaffold that can be provided or accessed, for example through course content or realia that is at a level of language difficulty slightly above the learner's level of proficiency.

Regionalism refers to variations within a language that are linked to specific geographical areas (Correct Response A). The terms grinder, hoagie, and sub are used by English speakers in different regions of the United States to refer to a sandwich. Grinder, for example, is a New England term, while hoagie is commonly used in Philadelphia and sub is currently used throughout the United States. Response B is incorrect because jargon refers to specialized language used within specific groups or professions. Response C is incorrect because diachronic language variation focuses on how language changes over time, and the examples in the question occur contemporaneously. Response D is incorrect because register refers to the adaptation of language use based on social context and audience rather than geographical region.

Response A is correct because code switching refers to the practice of alternating between two or more languages, primarily during oral interactions among multilingual speakers. Response B is incorrect because language transfer refers to the imposition of linguistic features from one language onto a new language. Response C is incorrect because fossilization refers to the process through which errors in a new language become a habit for learners. Response D is incorrect because language interference, similarly to language transfer, refers to the influence of a first language on the acquisition of a new language.

According to Cummins's linguistic interdependence hypothesis and his related theory about a common underlying proficiency (CUP) across languages, the proficiencies people acquire in their first language can be transferred in many ways to their use of a new language (Correct Response D). This is especially true for higher-order language skills like reading. For example, once a person has learned concepts such as sound-letter correspondence and syllable segmentation in one language, they do not need to relearn the concept in a new language, although they will need to learn the unique way in which the concept is applied in the new language. Response A is incorrect because Krashen's input hypothesis places more emphasis on the role of input (i.e., the language people encounter aurally and through writing during their daily experiences) in acquiring a new language. This emphasis indicates that learners would require a separate source of comprehensible input for each new language they acquire. Response B is incorrect because Chomsky's theory of universal grammar posits that all languages have the same basic underlying structures but does not focus on transfer among languages. Response C is incorrect because Vygotsky's collaborative learning theory focuses on acquiring knowledge through social relationships, not on transfer among characteristics or processes of language acquisition.

Response D is correct because a large percentage of academic words in English derive from Latin and Greek roots that provide clues to their meaning. Response A is incorrect because knowing the etymology of an English word provides few, if any, clues to its pronunciation. Responses B and C are incorrect because they are not directly related to, and, therefore, cannot be significantly advanced by, the understanding of the origin and roots of words.

Response A is correct because the student inserted two definite articles where they were unnecessary: "the [sic] last weekend" and "I like the [sic] zoos." There is no indication the student needs further instruction in the parts of speech listed in Responses B, C, and D. The student correctly uses the subordinate conjunction "because" (Response B). The student uses many nouns (e.g., "I," "weekend," "zoos") appropriately in both sentences (Response C). The student also uses verbs (e.g., "went," "like," "love") appropriately (Response D).

Response A is correct because the student is asking about the meaning of an idiomatic English expression, and semantics refers to the meaning conveyed by words and expressions. Response B is incorrect because register pertains to how speakers and writers adapt their use of language to different contexts. Response C is incorrect because morphology pertains to the component parts of a word (affixes and roots). Response D is incorrect because the student's question is not directly related to word order or syntax.

Connotative meaning refers to the feelings and ideas that are associated with a particular word beyond its literal, or denotative, meaning. The adjectives "youthful" and "childish" differ in their connotative meaning: "Youthful" is associated with the idea of having the vitality or freshness of youth, while "childish" is associated with the idea of behaving immaturely (Correct Response C). Response A is incorrect because the adjectives "youthful" and "childish" may not necessarily have two different referents. Response B is incorrect because the adjectives "youthful" and "childish" may collocate with the same words. Response D is incorrect because the adjectives "youthful" and "childish" are close synonyms in terms of their denotative, or literal, meanings.

Using context clues is an important strategy for understanding the meaning of an unfamiliar word or an uncommon use of a familiar word. The question the speaker poses uses the definite article "the" before "key," indicating that the key has been mentioned before or that it is tied to another referent in the conversation. A listener would need to understand the context of the conversation beyond this individual sentence to deduce the meaning of the word "key" (Correct Response B). Response A is incorrect because a speaker's intonation in uttering the sentence does not necessarily provide information about the meaning of a particular word in the utterance. Response C is incorrect because knowing the origin of the word "key" does not necessarily explain how the speaker uses it. Response D is incorrect because the sentence in the question has a generic structure that provides no information about the meaning of the word "key."

Response D is correct because the teacher is guiding students to overtly compare the structural differences in the way two different languages use a linguistic feature. This activity causes students to think analytically about language, which is what metalinguistic awareness entails. Responses A and B are incorrect because the teacher's instructional strategy focuses on making connections between first languages and English with the goal of building language skills related to a certain function in both languages. This focus makes it unlikely that this particular strategy has a main goal of highlighting the linguistic diversity in the class (Response A) or fostering cultural responsiveness (Response B). Response C is incorrect because, although prompting students to think about adjective placement in their first languages does activate their background knowledge, this is just one part of the instructional activity, which uses students' background knowledge as part of the goal of promoting metalinguistic awareness.

Translanguaging refers to the incorporation of first languages into the learning of new languages and into content learning delivered in the new language. One translanguaging practice involves encouraging students to speak with classmates during discussions in the first language to clarify misunderstandings or engage with content in extended ways they are not yet ready to do in the new language. Such a practice promotes the fact that students' full linguistic repertoires are valuable tools for both new-language learning and engagement with grade-level content (Correct Response A). Response B is incorrect because, while the ability to translate among different languages demonstrates the value of multilingualism, translating during parent-teacher meetings and other school functions involves the relay of information rather than learning and does not sufficiently connect to students' experiences. Response C is incorrect because inviting members of the community to the classroom to share personal experiences may or may not address the role of multilingualism in successful outcomes and would likely be an occasional event as opposed to more consistent incorporation of multilingual assets into student learning. Response D is incorrect because the presence of reading materials in the classroom library that reflect the diverse backgrounds of the students would not necessarily include elements that address linguistic identity.

Response C is correct because pragmatics refers to how language works in the real-world context of interpersonal communication. An aspect of pragmatics is acknowledging the difference between the literal meaning of an utterance and its implied meaning as it is linked to its purpose. Response A is incorrect because the syntax of the stated and implied questions used as examples here is not a factor in their literal and implied meanings. Response B is incorrect because the language system of discourse focuses on the interactions between individuals who use language to communicate messages but not necessarily on the implied meaning of a message. Response D is incorrect because morphology includes study at the word level of discourse and would not contribute significantly to differences between literal and implied meaning of questions.

The exchanges among student pairs in this activity consist of describing and back-and-forth questions and answers to refine mutual understanding. The activity promotes students' conversational skills primarily by guiding them to practice asking questions in different ways and use various strategies for restating questions in order to indicate understanding and provide sufficiently informative responses (Correct Response D). Response A is incorrect because the students are describing and identifying a specific object rather than discussing a concept or idea, which would be more likely to require negotiation of meaning. Response B is incorrect because there is no indication that nonverbal clues are part of the activity, and the use of key words is part of every linguistic expression, not unique to conversational skills in the given context. Response C is incorrect because, while students may draw on background knowledge to guess the object's identity and may use context clues to fill gaps in comprehension, these strategies are not the most relevant to building conversational skills in the context of the given activity.

A dialect is a particular form of language variation specific to a geographical region or social group that reflects the sociocultural history shared by its speakers. Asking students to read an article on the evolution of the dialects used in the play would provide them with deeper insight into why the characters speak the way they do (Correct Response D). Responses A and B are incorrect because activities involving identification of dialects, whether by indicating geographical areas where they are spoken (Response A) or by linking a speaker to a region based on their dialect (Response B), do not explore below the surface to gain deeper appreciation for the reason the dialects exist. Response C is incorrect because unlocking the meaning of words from a dialect is a good exercise in using context clues to make sense of unfamiliar vocabulary but does not promote awareness of the words' membership in a nonstandard language form.

Radio broadcasts, oral histories, interviews, and songs are regularly used to communicate culturally valuable information among speakers whose primary language is English. Providing students with regular exposure to the authentic speech patterns and practices of highly proficient English speakers accelerates their own language development and academic progress (Correct Response C). Response A is incorrect because students are using exclusively, or at least primarily, the language domain of listening during the described activity. Response B is incorrect because listening to recordings in English that originate from the culture of English speakers does not necessarily enhance cross-cultural communication. Response D is incorrect because there is no indication that the recordings mentioned in the question are linked to different academic disciplines.

Response C is correct because cultural relativism involves interpreting aspects of culture through the framework of the cultural context in which they originate rather than through the lens of an external cultural context. Responses A and B are incorrect because they describe potential processes that occur when different cultural groups exist within the same social context. In such cases, the groups may adhere to a set of common norms while simultaneously maintaining their unique cultural identities (Response A, cultural pluralism) or the groups may experience enormous pressure to conform to mainstream cultural behaviors (Response B, cultural assimilation). Response D is incorrect because cultural universalism involves imposing purportedly neutral, "universal" values and moral views onto various unique, individual cultures.

The flowchart presents the typical sequence of stages in the process through which an individual gradually becomes a member of a new community and adapts to its culture, also known as the process of acculturation (Correct Response A). The acculturation process for immigrants to the U.S. generally involves initial enthusiasm, then fatigue and frustration due to the stress of navigating many differences between the home culture and the new culture. The next phase is characterized by adjusting to the differences encountered in the new culture and making decisions about how to balance one's participation in the home culture and the new culture. In the final stage of acculturation, an individual adapts to being bicultural by adopting some elements of the new culture and retaining some elements of the home culture. Response B is incorrect because cultural accommodation refers to a situation where a bilingual and bicultural person participates in the dominant mainstream culture as part of their public persona but retains the home culture when interacting with family in the private sphere. Response C is incorrect because assimilation occurs when immigrants abandon most aspects of their home culture and build a new identity around the new culture in order to fit in seamlessly. Response D is incorrect because appropriation involves a dominant group adopting cultural features from a minority group, generally in an exploitive way that does not acknowledge the value of the culture as a whole.

The effects the recently arrived student is experiencing arise due to the lack of congruence between aspects of the home culture and the new culture. Creating an environment that validates cultural differences would enable the student to feel safe and supported as they move through this stage in the acculturation process (Correct Response B). Response A is incorrect because the student likely does not have the knowledge and skills necessary to adjust to the new culture on their own at this stage in the acculturation process. Responses C and D are incorrect because, while providing the student with explicit instruction in school cultural norms (Response C) would promote the student's knowledge about the new culture, and promoting the student's academic success (Response D) might increase their ability to adjust to the new culture, these strategies are insufficient for helping the student overcome the emotional challenges related to cultural fatigue.

As the students' recorded observations on the anchor chart demonstrate, there are clear and specific differences in the language used in letters written for the purpose of communicating with a friend and for the purpose of communicating with the school principal. The activity and the students' observations raise their awareness that factors such as the purpose for writing letters and the relationship between writer and recipient have an influence on language choices (Correct Response D). Response A is incorrect because more formal and less formal versions of letters generally contain similar elements. Response B is incorrect because both types of letters being analyzed are presented as equally valid for their respective context; the formal letter is not analyzed as being more important. Response C is incorrect because the activity focuses on differences rather than similarities between the two samples of written language.

Response A is correct because encouraging students to engage in content learning through the lens of their heritage culture enables them to make personal connections to subject matter, which increases both their investment in learning and their sense of cultural identity. Response B is incorrect because studying historical social interactions is not likely to provide students with practice in effective intercultural communication techniques. Response C is incorrect because the assignment asks students to research cause-and-effect patterns in history rather than solve a problem, and focusing on one specific culture is unlikely to promote the development of cultural competency. Response D is incorrect because the activity does not include a component related to engaging critically with a group of diverse cultures.

The student's statements indicate their confusion and anxiety about moving from a more direct, teacher-centered instructional approach to a collaborative, student-centered learning environment. A discussion about how teaching takes different approaches in different learning environments in the attempt to meet the same goals would be helpful in reassuring this student and promoting awareness of how collaborative learning benefits students' academic progress (Correct Response A). Response B is incorrect because the student seems aware of academic demands and classroom expectations but is confused about how to meet them because the student is faced with unfamiliar instructional approaches. Response C is incorrect because social language is only slightly relevant to academic discussions, and the student may interact appropriately with peers but is primarily concerned about the teacher's relative lack of involvement in imparting information. Response D is incorrect because there is no reference to a shift in cognitive demands between the two learning contexts the student mentions.

Texts that are culturally relevant to the students contain information with which the students are most likely familiar. For this reason, asking the students to read such texts enables them to use their prior knowledge to comprehend textual content and promotes the students' literacy development (Correct Response C). Response A is incorrect because reading texts that are culturally relevant to a single group of students is not likely to enhance awareness of cultural and linguistic diversity overall. Response B is incorrect because reading culturally relevant texts may or may not include information that enhances their understanding of their own identities and may instead focus on other aspects of culture external to the construction of the self. Response D is incorrect because there is not enough information provided to conclude that the culturally relevant texts also include vocabulary in languages spoken within a certain culture or that references specific cultural practices.

The Bilingual Education Act (1968) provided federal grants to school districts for the purpose of establishing educational programs for students who are English learners and thereby ensured the funding for developing and implementing programs for bilingual students (Correct Response D). Response A is incorrect because the act was not intended to ensure that school districts have a system for identifying bilingual students. Response B is incorrect because the act did not mandate the implementation of evidenced-based instructional practices for bilingual students. Response C is incorrect because the act did not require that bilingual students receive instruction primarily in their native language.

Stories that reflect students' experiences portray characters and events that draw from real-world, nuanced cultural contexts rather than relying on superficial and artificial stereotypes. When students read texts that mirror their own experiences, they are also able to pinpoint parts of the stories that seem inauthentic and potentially stereotypical (Correct Response B). Response A is incorrect because age-appropriate stories may still contain cultural stereotypes. Response C is incorrect because stories that promote discussion among students may still contain cultural stereotypes. Response D is incorrect because students may find some characters relatable because they are based on familiar cultural stereotypes that students do not consciously recognize.

Instructional activities that integrate elements reflecting students' various home cultures enable bilingual education students to build on their home culture. For this reason, such instructional activities effectively use literary texts that form part of students' cultural heritage (Correct Response A). Response B is incorrect because the use of literary texts that form part of students' cultural heritage would not necessarily help the students solve misunderstandings and classroom behavior problems related to cultural differences. Response C is incorrect because literary texts that form part of students' cultural heritage are not necessary for determining how to group students from different cultural backgrounds during instruction. Response D is incorrect because literary texts that form part of students' cultural heritage do not directly help the teacher form expectations regarding the academic motivation of students from different cultural backgrounds.

Response C is correct because the student would benefit from a gradual, structured progression from the learning approach to which they are accustomed in the home culture to the practices used in U.S. educational contexts. By engaging the student in partner and small-group activities regularly, the teacher creates a culturally responsive learning environment that scaffolds the student's ability to participate comfortably and effectively in whole-group instruction. Responses A and D are incorrect because simply informing students about cultural differences in educational practices, whether by pointing out unacceptable behaviors (Response A) or describing advantages of active participation (Response D), lacks practical involvement on the part of the student and remains abstract. Response B is incorrect because calling on the student during classroom instruction may further intimidate the student rather than motivating them to participate voluntarily in discussions.

Response B is correct because a class discussion about nonverbal communication that includes student experiences illustrates the links between culturally influenced worldviews and the communication norms that have evolved in different cultures. Response A is incorrect because, although raising classmates' awareness that they may communicate differently can contribute to overcoming conflict, a discussion and sharing of anecdotes is likely not a sufficiently comprehensive approach to mediating culturally influenced communication differences. Response C is incorrect because the class discussion is focused on the cultural component of communication rather than the degree to which individual students adhere to norms. Response D is incorrect because, although understanding the cultural reasons behind nonverbal communication can strengthen cultural identity, the nature of the discussion is informative and neutral and does not assign value to behaviors.

Response C is correct because, in a class that features a particularly high degree of diversity across multiple planes, it is crucial that students learn to understand, appreciate, and respect their cultural differences as well as notice and capitalize on cultural similarities to maintain a harmonious and positive learning environment. Response A is incorrect because, while students do need to adhere to basic norms related to school culture in order to succeed academically, it is important to remain culturally responsive to students' unique identities and encourage them to view their cultural identities as assets for learning. Response B is incorrect because grouping strategies can help facilitate cross-cultural communication and cooperation but may not always be successful if students have not learned how to appreciate cultural similarities and differences overall. Response D is incorrect because a formal atmosphere does not allow for authentic interaction among different groups, and there is no indication that formality effectively minimizes tension among classmates.

Encouraging students to preview topics in their first language provides them with the opportunity to activate or build their background knowledge about the topic and can bridge gaps in vocabulary knowledge when the teacher then introduces the topic in the target language (Correct Response B). Response A is incorrect because the primary goal of the teacher's strategy is to make content comprehensible rather than promote English language development. Response C is incorrect because the teacher is encouraging students to use their first language in interpretive modes to acquire information, rather than in expressive modes to communicate information. Response D is incorrect because encouraging students' use of the first language in the provided context is not part of a differentiation process based on English proficiency levels. All students are encouraged to use the first language as a valuable tool for accessing content knowledge.

By creating a personal timeline using photographs, illustrations, and artifacts with support from their families, students enhance their ability to express their cultural identity. When each student shares their timeline with others in the class, all the students in the class gain a better understanding of experiences that contribute to the cultural identity of others (Correct Response D). Response A is incorrect because the emphasis of the activity is on the use of media to portray information about individual families, while the timeline provides the vehicle for exhibiting the media. Response B is incorrect because there is no indication that there will be discussion about beliefs and attitudes conveyed by the different forms of media. Response C is incorrect because there is no indication that the students come from the same nation or will be discussing national identity as part of this activity.

Krashen differentiated between the conscious learning of language rules and the more subconscious process of new-language acquisition. He believed that when people have plentiful opportunities to use a new language to interact with others in authentic communicative contexts, they internalize the language's structures, vocabulary, pronunciation, and pragmatic features in ways that resemble first-language acquisition (Correct Response D). As the features of the new language are internalized, the learner is able to formulate original communication. Response A is incorrect because a learner being encouraged or receiving feedback from someone regarding their language use does not constitute a meaningful, authentic exchange. Responses B and C are incorrect because they focus more on conscious attention to the forms and structures of the language, whether through memorization (Response B) or in-depth, systematic study (Response C).

Response B is correct because the error is made consistently and predictably in scenarios where it would not appear in English. This indicates that the student is applying rules from their first language to English in the process of language transfer. The student's first language is likely one that has the common spelling pattern of placing "e" before words that begin with "s". Response A is incorrect because the fossilization of errors is generally considered to occur at the intermediate level of language acquisition or higher. Since this student is in second grade and at Level 2 (emerging) of English proficiency, it is unlikely that they have reached the point where aspects of their language acquisition have ceased to evolve. Response C is incorrect because if the words listed in the question are cognates, they would be true cognates as they appear very similar to English words, and there is no indication that they have different meanings. Response D is incorrect because the orthographic rule of placing "e" before words that begin with "s" is not one that exists in English.

Response D is correct because studies indicate that it takes new language learners significantly longer to develop academic language skills than social language skills: three to five years with consistent and focused instruction, and, for many learners, six to seven years. The student in the question has been attending school in the U.S. for a maximum of ten months. Response A is incorrect because social language skills are generally acquired much faster than academic-language skills. Response B is incorrect because there is no indication that the student has not acquired strong academic language skills in their first language. Response C is incorrect because language used during social interactions generally has much more context to draw on than language used in academic contexts.

The teacher takes actions such as focusing on relevant vocabulary for a lesson and increasing students' knowledge about the content of the lesson prior to asking students to engage with the content in the new language, which means that the language input that students receive during the lesson will be more comprehensible to them (Correct Response A). Breaking language down into smaller units for students to engage with, such as specific words and phrases, building student knowledge of language associated with a topic, and pairing language with visuals are all methods of providing students with language input that is accessible, while incorporating some scaffolding to stretch students' language skills and enhance their language development. Response B is incorrect because none of the actions described involve promoting students' use of metacognitive strategies, which would require them to think about their own learning. Response C is incorrect because adding visuals and video to language instruction would only appeal to one type of learning approach and exclude others. Response D is incorrect because there is no indication that the type of language being introduced is changed according to different levels of content knowledge on the part of the students.

Response D is correct because placing students in pairs and providing them with supports that facilitate their language use for a specific academic purpose allow them to engage with content and concepts more deeply than if they had to focus simultaneously on content and communication. In the strategy outlined in Response D, students practice using structures and sentence types typical of a specific content area, and they have the opportunity to alternate listening and speaking. Response A is incorrect because students are taking a more passive role in relation to the teacher, narrowing their language production to responses to prompts. Responses B and C are incorrect because there are no scaffolds or structure provided to foster students' use of academic language, although Response B does provide a meaningful context for student language production, and Response C allows for greater interaction among students than Response A.

Response D is correct because the teacher is asking students to use a variety of reading comprehension strategies, such as predicting and character analysis, with the guidance of relevant language and scaffolds for organizing information. Response A is incorrect because the activity is focused on a character in the novel the students are currently reading, which will not necessarily inspire them to read other novels that have similar narrative structures, plots, or themes. Response B is incorrect because the activity is not focused on facilitating use of literal language to infer information from the text. Response C is incorrect because the activity is focused mainly on character analysis instead of how the novel's narrative is structured.

Response C is correct because the student is applying the "-ed" morpheme used to indicate the past tense of regular verbs in English (e.g., "played") to irregular verbs as well (e.g., forming the past tense of "go" as "goed" instead of "went," forming the past tense of "bring" as "bringed" instead of "brought"). Response A is incorrect because the "-ed" morpheme the student uses appears frequently in English, and there is no indication that it has been imported from another language. Responses B and D are incorrect because the student makes no errors in subject-verb agreement (Response B) and clearly understands that the simple past tense is appropriate to use in the given narrative context (Response D), as evidenced by their consistent use of the "-ed" morpheme used to form the simple past of regular verbs in English and their lack of attempts to form other verb tenses.

Response D is correct because the student, who is at Level 2 (emerging) of English proficiency, is consistently omitting a key feature of English syntax that is consistent with the syntax of other languages, indicating that the student may be applying rules from their first language. Response A is incorrect because diglossia generally refers to the ability to speak or write different dialects of the same language depending on context, and there are not many dialects of American English that contain the feature of omitting subject pronouns. Response B is incorrect because code switching generally involves using different languages depending on context, and the described scenario refers only to the student's use of English. Response C is incorrect because language errors are generally considered to be fossilized at intermediate levels of proficiency and above, while this student is still in the early process of acquiring knowledge about the new language.

Response C is correct because the student writes "the mother of my friend" instead of inflecting the noun "friend" by adding the apostrophe and the morpheme "s," which is the typical way of indicating possession in English. Response A is incorrect because there are no proper nouns in the student's statement that would require capitalization in English. Response B is incorrect because the student effectively makes the verb "is" agree with the subject "mother." Response D is incorrect because the student effectively uses the indefinite article "a" before "doctor."

Response A is correct because differentiation of language expectations is a key element of effective content instruction in bilingual education contexts with students who are at various levels of proficiency in the target language. Differentiation allows students to engage with content in a way that aligns rigorous learning standards with communicative skills appropriate for each student's current stage of language development. Response B is incorrect because offering students various ways of responding, some of which may consist of demonstrating comprehension of directions or expressing agreement/disagreement, does not necessarily motivate students to prepare in-depth responses ahead of time. Response C is incorrect because giving students the opportunity to demonstrate the language skills about which they feel most confident may not necessarily provide the teacher with sufficient information about challenges students face that may need further instruction. Response D is incorrect because if students are communicating using a variety of modes, there may not be opportunities for students to make one-to-one comparisons to peers at different levels of language proficiency.

The teacher considers students' current stage of new-language development and first-language proficiency as well as academic background, which indicates the teacher's understanding that linguistic, cognitive, and academic factors all intertwine to inform the path the students' new-language development will take (Correct Response C). Responses A and B are incorrect because the teacher's research focuses neither on social aspects (Response A) or individual variables (Response B) that may affect students' new-language development. Response D is incorrect because the teacher's research does not focus on students' cultural backgrounds in a way that would provide information about how to create a culturally responsive learning environment for the group in question.

Grouping practices are appropriate scaffolds for promoting English language learners' access to grade-level content. For a student at Level 2 (emerging) of English proficiency, working with a partner to perform each step in a hands-on way would effectively promote their understanding of the procedure (Correct Response D). Response A is incorrect because, although locating the key words in the instructions would be helpful, placing those key words into the context of all five steps without additional support is a challenging task for students at this proficiency level. Responses B and C are incorrect because neither reading the procedure aloud (Response B) nor copying the procedure (Response C) ensure understanding of the writing, and they involve no hands-on practice.

Including visuals in content instruction for bilingual education students allows them to build understanding through additional means besides language (Correct Response B). Looking at images also builds students' background knowledge about a topic and helps to place abstract or conceptual language in a more concrete context. Responses A, C, and D are incorrect because they are not connected to the stated instructional objective for the class. Students are not focusing on categorization of concepts (Response A) or learning about the role of visual documentation in history (Response C), nor are they yet turning their attention to what happened in response to the event (Response D).

The teacher's plan for the unit is to combine language instruction within the context of state content-learning standards. Organizing the unit around a specific theme and how that theme is addressed in a variety of content areas provides bilingual education students with repeated exposures to similar vocabulary, language structures, and language functions in different but related contexts (Correct Response D). Response A is incorrect because it omits the content-learning dimension of the unit. Response B is incorrect because, while the intellectual environment may be rigorous, there is insufficient evidence that students will be encouraged to take risks. Response C is incorrect because it omits the language-learning dimension of the unit.

Response A is correct because it is crucial to foster a positive, inclusive environment in a multicultural classroom where all personal and cultural identities are respected in order to promote student learning. Response B is incorrect because some themes from books published at much earlier dates may still be very relevant to current topics. Responses C and D are incorrect because, while popularity of an author's work (Response C) and familiarity with characters (Response D) may inspire students' motivation to participate in literacy activities, the themes of the books may not correspond to grade-level learning standards.

A facilitated discussion in which the students generate questions about what may be confusing them and work together to clarify misunderstandings about what happens in a story ensures students at all English proficiency levels comprehend the basic plot line (Correct Response C). Literal comprehension of the plot forms the foundation for engaging with the text on other levels. Responses A and B are incorrect because, although it is beneficial for students to make personal connections to texts, attention to themes (Response A) or character analysis (Response B) would represent later steps in engaging with the story that build on an understanding of the plot. Response D is incorrect because illustrations depicting setting and mood of a story may provide some clues about its content but are unlikely to lead to full comprehension.

Response D is correct because expression when reading aloud accompanied by visual and physical supports can provide students at this level of language proficiency with important clues about the main character's traits directly through a demonstration rather than indirectly through discussion. Response A is incorrect because understanding the directions does not promote students' understanding of character traits. Response B is incorrect because, while having a focus for the activity and some indication of types of character traits will be useful for students, an organizer does not promote understanding of the connection between characters' actions and language use and the traits they exhibit. Response C is incorrect because a picture walk focuses on building background knowledge and making predictions primarily about the text's content rather than character analysis.

Response B is correct because students are being prompted to process information they received by listening and viewing, organize and synthesize the information, and then reformulate language they have heard to express an idea in an original way—a series of actions that demands the use of a variety of communication skills. Response A is incorrect because the directions to students do not include a specific structure for their responses. Response C is incorrect because holding students accountable for participating to some extent in discussions does not necessarily incorporate an expectation that they will stretch their language skills. Response D is incorrect because student pairs are taking turns sharing information with each other after watching the film, and there is no indication that extended processing time is built into the activity.

The students depicted in the scenario are clearly already engaging in a variety of communicative activities and appear highly motivated to interact with one another in authentic, purposeful exchanges. The teacher should recognize the rich communication in which the students are naturally participating and use a basic extension technique to build on the strong basis, which the teacher does by suggesting speaking parts for all involved (Correct Response B). Response A is incorrect because bringing in additional students could interrupt the authenticity of the current exchanges, and including an audience could raise students' affective filters and reduce communication. Responses C and D are incorrect because the teacher inserting themselves into the already effective exchanges among students, whether by eliciting specific information through a question-and-answer format (Response C) or by adding instruction about verbal delivery (Response D), could dampen the quantity and spontaneous nature of students' communication.

Response D is correct because the graphic organizer lists several elements of effective academic conversations and connects each element to specific behaviors that foster successful exchanges. Response A is incorrect because there are no specific guidelines for or examples of appropriate language use in the organizer. Response B is incorrect because the listed discussion elements apply to academic conversations in general rather than to elements that would be tailored to specific content-area topics. Response C is incorrect because the information in the organizer focuses on academic conversations and may not necessarily transfer to social conversations among peers.

Bilingual education students require instruction in the kind of language used to perform specific functions within discourse genres in order to communicate effectively in academic contexts. Providing students with guidance about the language functions associated with the genre of arguing/persuading would most effectively promote their academic speaking skills in debate settings (Correct Response C). Response A is incorrect because appointing team spokespeople reduces the participation of all other students. Response B is incorrect because an outline neither encourages flexibility in expressing/responding to ideas nor offers concrete supports that facilitate spontaneous communication. Response D is incorrect because it relies more on reading than on speaking skills.

Response B is correct because the teacher is providing students with a range of activities involving language use and then focusing their attention on discrete skills designed to increase their awareness of the relationships between target-language oracy and graphic representation. Response A is incorrect because there is no indication that the teacher's approach involves selecting specific areas where first-language proficiency may affect target-language foundational literacy. Response C is incorrect because the instructional approach focuses on the connection between oracy and literacy in terms of encoding and decoding rather than on vocabulary. Response D is incorrect because there is no mention of read-alouds or students' vocabulary or background knowledge.

Students at Level 1 (entering) of English proficiency can process basic one-step directions and simple questions about content-area topics and indicate their knowledge using single words and gestures. It is therefore appropriate to ask students at this level to indicate their knowledge of the word "title" and basic features of print by pointing (Correct Response A). Responses B, C, and D are incorrect because they feature prompts that are too advanced for students at this level of English proficiency to process and/or expectations for student output that are too high.

Readers theatre is an activity in which students play different roles while reading aloud a script based on a familiar text. Rehearsing lines with a partner and receiving feedback from a teacher promote students' development of fluency and expression while reading aloud (Correct Response C). Responses A, B, and D are incorrect because rehearsing lines and practicing reading a script aloud are not strategies specifically designed for building vocabulary (Response A), using visualization techniques (Response B), or employing strategies to increase comprehension of texts (Response D).

The teacher is primarily demonstrating the reading comprehension strategy of previewing a text (Correct Response D) through a variety of actions: pointing out the key parts of a text, reading short samples from the key parts, gaining an overview of the organization of the text, consulting visuals, and drawing initial conclusions about what information might be presented in the text. Response A is incorrect because, although the teacher does include some predictions in the demonstration, the focus is mainly on gaining initial familiarity with the text's features and general overview. Responses B and C are incorrect because both summarizing a text (Response B) and paraphrasing a text or part of a text (Response C) require deeper prior exploration of its content, and the teacher does not read full excerpts during the demonstration that would support these activities.

Discussing photos and text features such as subtitles in order to make predictions leads students to exchange ideas about the topic based on their current levels of familiarity, explore new vocabulary, and clarify gaps in comprehension. These activities strengthen students' background knowledge about the topic, which they can then draw upon while reading to make sense of the text's content (Correct Response C). Response A is incorrect because the activity generates a basic overview of the topic, which may give clues about possible main ideas but does not provide enough information to identify the main ideas definitively or to identify supporting details at all. Response B is incorrect because the overview is cursory and does not involve reading the full text to understand the complete ideas it presents. Response D is incorrect because reading such small samples of language during the preview is unlikely to promote understanding of much new academic vocabulary or of any social vocabulary since the reading involves an informational text.

Response A is correct because the student misuses verb tenses in two of three possible instances (i.e., using simple present tense, "I know," rather than present perfect tense, "I have known," and using the infinitive form "visit" instead of changing it into simple past as would be appropriate in the statement "her family visited . . . last year."). Responses B, C, and D are incorrect because the student accurately uses adjective placement (Response B), sentence structure/word order (Response C), and articles (Response D) throughout the sample.

Mentor sentences provide models of accurate target-language syntax and grammatical patterns for students to analyze, discuss, and practice manipulating by creating their own similar sentences (Correct Response D). Response A is incorrect because the instructional approach focuses on one type of sentence structure at a time that students recreate using different content; the focus of the instructional approach is on form rather than content. Response B is incorrect because the instructional approach provides students with a model sentence that introduces correct structures and writing concepts for students to use as a guide. Response C is incorrect because there is no indication that students are accessing vocabulary related to a specific content area during the mentor sentence activity.

Response B is correct because the activity uses the specific example of how writing is typically structured in an argumentative paper to raise students' awareness of the role structure plays in written texts in general. Response A is incorrect because the activity focuses on one genre of expository writing, rather than various genres, and on only one element of writing (organization). Response C is incorrect because the organizational structure of the argumentative paper outlined in the activity is not exclusive to journalism, and journalism uses other organizational structures as well. Response D is incorrect because the focus of the activity is on organization and structure rather than on rhetorical features used in written texts.

The students will be reading multiple informational texts and searching for information within them about a specific topic. It would therefore be most useful for students at Level 4 (expanding) of English proficiency to be able to use nonfiction text features that point them to where they can find the specific information they need (Correct Response D). Response A is incorrect because exchanging information with others adds to what students research on their own but does not increase their ability to conduct the research. Responses B and C are incorrect because the students in the question have achieved a sufficient level of language proficiency, and they no longer have to rely on visuals (Response B) or look up individual words that would appear in a picture dictionary (Response C) to make meaning from grade-level texts.

Response C is correct because bilingual education students require awareness of general math-related multiple-meaning words and knowledge of context-specific key vocabulary to comprehend the language of a word problem in order to apply their math knowledge. Response A is incorrect because there is no indication that word analysis is part of the instruction. Response B is incorrect because making mental images of new words is most helpful when vocabulary is concrete, and the field of math often uses abstract language. Response D is incorrect because there is no indication that listening is a key component of the instruction.

Students who are learning content in a language different from their first language face two challenges: acquiring conceptual knowledge related to the content and acquiring the language skills necessary to participate in the learning process. Differentiating the kind of language used during assignments and assessments provides each student with the linguistic tools they require to demonstrate their understanding of the content. It retains the rigor of expectations regarding acquisition of content knowledge while reducing the additional cognitive load associated with communicating effectively in a new language (Correct Response D). Response A is incorrect because, while adjustments to language-based demands may decrease students' anxiety about communicating, students are still learning new content and participating in assessment activities, so their affective filters related to these activities are unlikely to be affected. Response B is incorrect because differentiation on the basis of language does not generally include slowing or accelerating the pace of instruction. Response C is incorrect because differentiation of assignments and assessments for English language learners at Level 1 (entering) and Level 2 (emerging) of English proficiency generally involves decreasing the use of academic language in favor of more common and concrete language.

Response C is correct because ensuring that students can understand and use vocabulary related to relevant procedures and tools would increase their ability to communicate independently with classmates as they carry out the experiments together. Response A is incorrect because content-specific vocabulary used in experiments may not be specific enough to prove useful in the particular experiments they will be doing and may also be too abstract to define through illustration. Response B is incorrect because, although language related to relevant conceptual knowledge is important for students to know, reading about concepts is not as likely to promote students' ability to conduct an experiment as learning practical terminology. Response D is incorrect because it is inappropriate to ask students to be responsible for translating in official or even semi-official capacities, and doing so does not help students meet their goal of learning relevant vocabulary themselves.

Since the students in the class are at various levels of English proficiency and may have individual preferences related to content learning, ensuring that the students have the opportunity to engage with the same content in various ways makes the content as accessible as possible to them (Correct Response B). Response A is incorrect because reviewing objectives and concepts provides students with little direction or focus relevant to the specific project's topic. Response C is incorrect because students at lower English proficiency levels may not be able to complete journal entries independently. Response D is incorrect because students at this developmental level may not be aware of or able to make decisions about which tools and resources would be most appropriate for them to use for the project based on their individual levels of English proficiency.

Response B is correct because the teacher analyzes students' performance on an assessment, determines an area where students need additional instruction, and then takes specific measures to provide additional instruction and monitor student progress. Response A is incorrect because there is no mention of the teacher choosing assessments based on the WIDA W I D A  ACCESS for ELLs E L ells  scores. Response C is incorrect because there is no indication that students are receiving feedback on their speaking development. Response D is incorrect because the teacher's assessment strategy is formative rather than summative.

Assessing multilingual learners is challenging for a variety of reasons. Despite the use of testing accommodations, language proficiency levels and unfamiliar test formats can often prevent students from communicating everything they know. Using multiple ways to measure academic progress enhances the comprehensiveness and fairness of the assessment process by increasing the chances multilingual learners will be able to demonstrate understanding (Correct Response D). Responses A, B, and C are incorrect because while testing accommodations (Response A), determining which standardized assessment would be most appropriate (Response B), and determining how students compare to one another in test results (Response C) may play an important role in the assessment process, they do not directly help improve the validity of decisions made based on assessment results.

An observational assessment is an informal assessment tool that enables the teacher to watch and rate how a student performs classroom tasks and evaluate the student's abilities and behaviors within an authentic learning environment. It would be most appropriate to use as an initial assessment tool for a kindergarten student in a classroom setting for the first time who has no history of assessment or recorded data on file (Correct Response A). Responses B, C, and D are incorrect because they depict scenarios where there is background information based on past assessments, whether in the case of a transfer student whose records from previous schooling have not yet arrived (Response B), a student whose academic performance and assessments indicate high ability (Response C), or a student who has been exited from English language development services but continues to be monitored (Response D). All of the latter scenarios require reliance on more formal assessment techniques.

A formative assessment is intended to enable a teacher to monitor a student's learning progress and to provide ongoing feedback that the teacher can then use to adjust lesson plans. These assessment goals are effectively achieved by utilizing exit tickets at the end of each lesson to assess a student's progress and to adjust the lesson plan accordingly for the following day (Correct Response C). Response A is incorrect because a summative assessment is intended to evaluate student learning at the end of, rather than during, an instructional unit. Response B is incorrect because a criterion-referenced assessment is intended to evaluate student learning against a set of pre-specified criteria and does not utilize exit tickets. Response D is incorrect because a performance-based assessment asks students to demonstrate skills and knowledge by completing real-world projects.

Response A is correct because the described portfolio includes several elements that assess a student's skills on the basis of their performance over a specified period of time. Response B is incorrect because summative assessments take place at the end of a content-area unit and are designed to test student knowledge of specific content they recently learned. Response C is incorrect because it refers to an evaluation of student work according to specific criteria. Response D is incorrect because the teacher is assembling the portfolios, and there appears to be no peer evaluation involved.

Massachusetts Department of Elementary and Secondary Education (DESE) regulations require that all schools determine the language spoken in each student's home to better assess each student's specific language needs. The home language survey is typically administered to the parents/guardians of a student at the beginning of a school year but is also administered when a student enrolls in the school at any time during the academic year (Correct Response D). Responses A, B, and C are incorrect because these scenarios do not include circumstances that require an administration of a home language survey according to Massachusetts DESE guidelines.

The validity of a test depends in part on having the student respond to test questions that closely align with the knowledge and skills the test is intended to measure. Hence, a bilingual education teacher should consider the alignment between assessment questions and the knowledge and skills they are intended to measure when evaluating a language assessment with respect to test validity (Correct Response C). Response A is incorrect because, while tests containing reading passages that contain cultural assumptions unfamiliar to bilingual education students can impact the validity of the results for these students, an assessment that offers culturally diverse reading passages is not necessarily more valid than assessments that do not. Response B is incorrect because comparing assessment data from students at different levels of language proficiency will not yield results that are relevant for determining validity. Response D is incorrect because there is not likely to be a standardized way of measuring the validity of a test using this guiding question.

Inter-rater reliability is a measure of consistency used to evaluate the extent to which different evaluators agree in their assessment decisions. Hence, if a bilingual education teacher is concerned that the assessment results could vary depending on who scores it, the teacher should verify the inter-rater reliability of the assessment (Correct Response B). Responses A, C, and D are incorrect because while they are relevant to evaluating the validity of an assessment, they are not directly related to the question of who scores it.

The word problem in this question assumes that students are familiar with the cultural custom of an Easter egg hunt (Correct Response B). The word problem is set in a culturally biased context, which may confuse test takers who are unfamiliar with the reference and prevent them from demonstrating their content knowledge. Response A is incorrect because the word problem uses straightforward language without idioms or figurative speech and consists of a short series of common sentence types. Response C is incorrect because two genders are represented without any indication of stereotypes associated with either gender. Response D is incorrect because there is no mention of race in the word problem.

According to Massachusetts Department of Elementary and Secondary Education (DESE) policy, a student with an identified disability is allowed test accommodations that are specified in the student's Individualized Education Plan (IEP) or Section 504 plan (Correct Response C). Responses A, B, and D are incorrect because they describe circumstances that do not warrant test accommodations according to Massachusetts DESE.

Since the student's parents/guardians are fluent in English, explaining the results of the student's performance on the assessment and eliminating professional jargon to the extent that it is possible would best promote the parents'/guardians' understanding of the bilingual education teacher's presentation (Correct Response C). Responses A and B are incorrect because the parents/guardians do not need assistance in understanding English. Response D is incorrect because asking the parents/guardians during the presentation if they have questions about the student's performance on the assessment does not sufficiently promote their understanding of the bilingual education teacher's presentation.

Students at Level 1 (entering) of English proficiency can express comprehension by using common words and phrases or by drawing. It would be most appropriate to expect students at this level to demonstrate understanding of some events that take place in a story (Correct Response C). Responses A, B, and D are incorrect because they demonstrate linguistic expectations appropriate for students at higher levels of English proficiency.

Response B is correct because the student demonstrates their ability to produce a range of vocabulary that is relevant to the topic, varied, and precise (e.g., art project, construction paper, glue stick, scissors). Response A is incorrect because the student displays some awkwardness in pragmatic competence (e.g., misinterpreting the implied command in "can you tell me what is happening . . .?" and using the informal "huh?" to express confusion). Response C is incorrect because, while the student is able to generally maintain a coherent conversation with the teacher, the student needs to be prompted to provide more information when responding to questions. Response D is incorrect because the student responds using sentence fragments or stand-alone words or phrases.

Response D is correct because students at Level 3 (developing) of English proficiency are able to perform this task, and asking students to identify the main idea of the passage and some supporting details is an effective strategy to assess their literal comprehension of the text as a whole. Response A is incorrect because it involves the students' use of writing skills in addition to their reading comprehension skills and therefore may not provide the teacher with an accurate assessment of their comprehension skills. Response B is incorrect because students at this level of proficiency are still working mainly on understanding texts at the literal level and may not yet be able to engage in inferential comprehension. Response C is incorrect because asking students to use context clues to determine the meaning of words is an insufficient method for assessing their comprehension of the text as a whole.

Response A is correct because ensuring each sentence has a subject and a predicate corresponds with the language expectations appropriate for students who are in the fourth grade and at Level 3 (developing) of language proficiency. Responses B and D are incorrect because the questions are more appropriate to use as self-assessment tools with students who are at higher levels of language proficiency. Response C is incorrect because it is limited to assessing the writing of dialogues rather than a written text in its entirety.

In dual language instruction, students develop academic skills in their first language while building both academic skills and proficiency in the new language. For this reason, dual language instruction promotes biliteracy and bilingualism as an asset and a goal for students (Correct Response A). Response B is incorrect because in a transitional bilingualism program, English language learners' first languages are used to support their progress in developing English and are then gradually phased out of instruction as their English language proficiency increases. Responses C and D are incorrect because while they incorporate English language learners' first languages to some degree, they are primarily dedicated to promoting their proficiency in English.

In two-way immersion (TWI) programs, the class typically includes a group of proficient English speakers and a group of English language learners who speak the same primary language, and instruction is dedicated to promoting the proficiency of the entire body of students in both languages through the vehicle of content instruction (Correct Response C). Response A is incorrect because it describes a transitional bilingual education program, where English proficiency is the ultimate goal. Response B is incorrect because the focus is entirely on English, with no mention of the other target language. Response D is incorrect because it ultimately places the primary language in the supporting role, even though it does promote some development of primary-language proficiency.

In Lau v. Nichols, the Supreme Court decided that, according to the Civil Rights Act of 1964, school districts that receive federal funds must provide non-English-speaking students with special instruction in the English language to ensure that they receive an equal education. The Court's decision was based on the illegality of discriminating against students on the basis of their national origin (Correct Response C). Responses A, B, and D are incorrect because while they raise legal issues that are relevant to Lau v. Nichols, the Court's decision was not directly based on them.

In the Supreme Court case Plyler v. Doe, the Court concluded that undocumented noncitizens and their children, though not citizens of the United States, are nevertheless afforded Fourteenth Amendment protections. The Court's decision accordingly barred public schools from refusing to educate students based on their immigration status (Correct Response B). Responses A, C, and D are incorrect because while they raise legal issues that are related to Plyler v. Doe, the Court's decision was not based on them.

In two-way immersion programs, two languages in balance are used for instruction of content and literacy. In this type of program, since the student's home language is English, the student would initially receive instruction primarily in Spanish. The student's need is met by literacy instruction solely in Spanish in kindergarten and first grade. In the second grade, the ratio between instruction in Spanish and instruction in English is more balanced. The gradual change in the ratio of instruction between the two languages illustrates an implementation of a two-way immersion program (Correct Response C). Response A is incorrect because in maintenance bilingual education programs, the student's home language (English, in this case) is used to help them progress academically in all content areas while they acquire a second language (Spanish, in this case). Response B is incorrect because in transitional bilingual education programs, the use of the student's home language (English, in this case) is decreased and the use of the second language (Spanish, in this case) is increased until only the second language is used. Response D is incorrect because sheltered English immersion programs are intended for students whose home language is other than English.

Response A is correct because direct, informed application of potential strategies functions as a formative assessment, providing immediate feedback as to their effectiveness for the target audience. Taking the initiative to research and try various approaches is also evidence of leadership and professionalism. Responses B and C are incorrect because reaching out to colleagues to refine understanding of a practice or solicit practical ideas to implement in the classroom would be more effective after gaining some practical experience. Response D is incorrect because it represents a continuation of the exploration the teacher began by reading articles about motivational strategies. It is unlikely that this would be an effective next step to take.

Response C is correct because taking daily notes on the effectiveness of each lesson allows the teacher to see patterns over time that will help to identify professional strengths as well as set goals for growth. Response A is incorrect because the personal nature of a self-reflection journal could interfere with the objectivity required for identifying bias. Response B is incorrect because a professional development plan should be based on long-term professional considerations rather than daily notes on lessons taught. Response D is incorrect because the teacher's daily notes on the effectiveness of the lessons taught may not be sufficiently comprehensive for the purpose of organizing a professional development workshop.

A professional development workshop on promoting bilingual education students' content and language learning would most likely feature the most up-to-date information about strategies that have been proven to improve the effectiveness of instruction (Correct Response D). The primary benefit of attending this type of workshop would be to discuss and practice implementing these strategies. Responses A, B, and C are incorrect because collaborating with other bilingual education teachers (Response A), developing a professional development plan to improve instruction (Response B), and acquiring new knowledge to use in mentoring new teachers (Response C) are potential outcomes of participating in this type of workshop but not the primary benefit.

The experienced teacher has likely acquired considerable practical knowledge related to developing effective assessments. The experienced teacher would most effectively meet the new teacher's needs by working collaboratively with the new teacher to design assessments (Correct Response C). Responses A and B are incorrect because identifying professional development workshops (Response A) or providing the new teacher with journal articles (Response B) will not effectively utilize the experienced teacher's professional knowledge to meet the new teacher's current needs. Response D is incorrect because sharing copies of assessments that the experienced teacher has previously designed does not explain to the new teacher the purpose of the assessments and the reasons behind their effectiveness.

Co-teaching is most effective when instructors commit to equal investment in all parts of instruction (e.g., planning, delivering, assessing, reflection) and to both being a teacher of all students. In planning the collaboration, the most important first step would involve thinking about the big picture in terms of which model to use and how to leverage each teacher's strengths (Correct Response A). Responses B and C are incorrect because while they outline relevant steps for establishing a successful co-teaching partnership, these steps should follow, rather than precede, making decisions about the collaborative model to design. Response D is incorrect because it would be most effective for the teachers to meet alone to establish their expectations and express their ideas about their strengths before speaking with administrators.

An online reading program that incorporates student participation and has been vetted by the school district would provide guided, structured practice that is necessary for students at this developmental stage when working independently. The reading program also combines practice in both aspects of foundational literacy and accessing the meaning of texts, covering key components of literacy development (Correct Response D). Response A is incorrect because videos of read-alouds place the student in a relatively passive position, and there is no indication that the service provides any support or instruction. Response B is incorrect because an ELA E L A  textbook paired with online literacy games may not provide the feedback and instruction the student needs to develop their literacy skills. Response C is incorrect because a website that records students' voices while they read grade-level texts would not provide feedback or support related to developing their literacy skills.

Gaining a clear understanding of policies and laws related to students' equitable access to the curriculum would provide the teacher with a solid foundation of knowledge to build on and draw from when participating in advocacy action (Correct Response B). Responses A, C, and D are incorrect because while they outline actions relevant to the teacher's plan, these actions can only be effective if the teacher has gained a clear understanding of policies and laws underlying students' equitable access to education.

Response A is correct because interpretation services provided by a district interpreter ensure that statements made by both parents/guardians and teachers are accurately communicated. Additionally, the district's engagement of such services conveys respect toward the linguistic and/or cultural identities of bilingual education students' family members. Response B is incorrect because a pamphlet may get lost during the course of delivery or the events of daily life, and it cannot be assumed that parents/guardians of students have literacy in the language they speak. Response C is incorrect because the teacher may not be familiar with how to use interpretation tools, and there is a potential for misunderstanding due to faulty or incomplete translations. Response D is incorrect because, while awareness of cultural norms regarding communication is helpful, practicing the norms may be difficult for teachers and may be too subtle to be noticed and perceived as welcoming by students' parents/guardians.

Communicating with parents/guardians about their goals for their child and then following up regularly to evaluate the student's progress would be an effective way of promoting the student's academic development (Correct Response D). These actions ensure that consistent and open communication takes place between home and school and values parents/guardians as partners in their child's education. Responses A and B are incorrect because asking parents/guardians to go to meetings (Response A) or voice their opinions to legislators (Response B) are not likely to have an immediate, direct, or lasting effect on their student's academic development. Response C is incorrect because while it is very helpful for parents/guardians to visit the school for events, it will likely not have as great an influence on their child's academic development as a sustained partnership with the teacher.

When students experience members of their community in a school setting acting as an authority about a topic they are studying, it can encourage them to make connections between home or community culture and school culture, which can lower any inhibitions they may have that are hindering productive risk-taking as part of the learning process. Students may also be inspired by seeing somebody from their community participating actively in an academic endeavor, which can lead to improved academic performance (Correct Response B). Responses A, C, and D are incorrect because while they outline approaches that may help the teacher build school-related partnership with community members, they do not directly relate to promoting students' academic achievement.

Response B is correct because the focus on the genre of poetry, oral reading, and students' feelings in conjunction with language use promotes students' awareness of the link between word choices and literary devices such as rhetoric and tone. Response A is incorrect because, although students' practice with oral readings of the poems may increase their fluency, this is not the focus of the discussion topics. Response C is incorrect because students are working with only one type of text. Response D is incorrect because the organizational patterns used in poetry are highly individualized and unlikely to be applicable to other kinds of writing by other authors.

Response D is correct because the activities include a great deal of group discussion facilitated by the teacher, which means students will need to communicate their own ideas clearly and listen to what others say in order to respond coherently. Response A is incorrect because, although students will benefit from exhibiting clear reasoning and citing evidence when presenting their ideas, the main focus of the poetry activities is an exchange of ideas rather than single presentations of arguments. Response B is incorrect because there is no indication that students will be making presentations involving media. Response C is incorrect because students are speaking in a single context and will not have to adapt their speech to changes in audience or task very much.

Because all students will be speaking regardless of proficiency level and will be performing the academic task of providing reasoning and evidence for arguments, it is crucial that the teacher incorporates scaffolding particular to the communicative context of an academic discussion into preparation for the activities (Correct Response C). Response A is incorrect because students will be exchanging ideas with one another and building off of others' ideas rather than presenting coherent linear arguments as individuals. Response B is incorrect because students decide what their individual positions are prior to the group discussions and will not need to use a multi-step model together. Response D is incorrect because discussing how to reach a common goal as a community is not likely to transfer to implementation of specific practices during the small-group breakout sessions.

Students at Level 2 (emerging) and Level 3 (developing) of English proficiency can make relatively brief contributions to group discussions with scaffolding. Providing students at these levels with relevant vocabulary words to draw on and frames that structure sentence-length utterances would most effectively scaffold their participation in the activity (Correct Response A). Response B is incorrect because it adds an additional layer of writing to a speaking activity, which may be overwhelming for students at this level. Response C is incorrect because it requires students to produce spontaneous extended speech, which may also be overwhelming for students at this level. Response D is incorrect because, although such a grouping strategy can benefit the language development of all students involved, it is not sufficient for scaffolding immediate participation of beginning/intermediate-level students during and after a brief discussion.

To promote students' understanding of connections between events in the story and the prompts on the graphic organizer related to the sequence of actions the main character takes to overcome a challenge or obstacle ("but," "so," "then"), it would be most effective for the teacher to teach cohesive devices commonly found in narrative texts (Correct Response C). In addition to the sample prompts on the organizer, such devices might include words/phrases that convey relationships among ideas or signal a change of direction in the story's action. Response A is incorrect because the graphic organizer is designed to elicit the main points and events in the story and only touches upon connections between events. Response B is incorrect because focusing on dialogue is unlikely to provide much information about narrative elements or connections between events. Response D is incorrect because determining main ideas and supporting details is not a common way of analyzing narratives and would not necessarily promote the ability to connect actions or events.

Response D is correct because the graphic organizer prompts students to record key information related to the story's plot in the form of an overview. Response A is incorrect because it addresses only the first two rows in the graphic organizer. Response B is incorrect because the graphic organizer does not elicit any information about literary elements included in the story. Response C is incorrect because the sequence of events in the story may or may not align with the overall plot.