CTEL 1: Language and Language Subtest Structure

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A group of elementary beginning-level English learners has difficulty pronouncing a particular English phoneme. What is the most effective first step in addressing the students’ difficulty? Options: Using meaningful minimal pair activities, such as rhyming words in poems and songs, to develop the students’ ability to identify and produce the phoneme in the context of whole words; Using an illustration or model of a human mouth to point out to the students the specific parts of the mouth and point of articulation involved in producing the phoneme; Reading aloud meaningful connected discourse, such as dialogues and stories that contain instances of the phoneme, to expose the students implicitly to the phoneme in the context of whole paragraphs; Repeating the phoneme several times while pointing to its corresponding letter(s) on an alphabet chart to prompt the students to associate the phoneme with its most common graphic representation(s)

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Using meaningful minimal pair activities, such as rhyming words in poems and songs, to develop the students’ ability to identify and produce the phoneme in the context of whole words

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What is the first step a teacher should take to help students in an early-advanced ELD class who frequently make mistakes similar to the underlined sentence: “We worked hard on the bake sale. To raise money for the class trip.”? Options: Distinguish between coordinating conjunctions and correlative conjunctions, Distinguish between phrase fragments and complete sentences, Distinguish between prepositional phrases and infinitive phrases, Distinguish between gerund phrases acting as subjects and those acting as direct objects.

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Distinguish between phrase fragments and complete sentences

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A person may choose to use different variations of a language depending on the context of a discourse. Which of the following situations best illustrates this phenomenon?

• A person uses one set of vocabulary words and language structures when discussing a topic with friends but uses another set when discussing the same topic with colleagues
• A teacher who speaks both English and Spanish asks parents and guardians which language they would prefer to use during parent-teacher conferences
• An English learner uses double negatives when speaking or writing in English in class but constructs the negative correctly when completing language exercises
• A person who grew up speaking a regional dialect moves to another part of the United States and continues to use the native dialect with which he or she is comfortable

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A person uses one set of vocabulary words and language structures when discussing a topic with friends but uses another set when discussing the same topic with colleagues

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Which activity helps high school English learners understand academic essay structures?

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Helping students analyze sample essays and construct graphic organizers illustrating the structure of different types of essays, which they can refer to when drafting their own essays.

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In order to develop pragmatic competence as a writer, a student must pay most attention to which of the following? Lexical specificity, Audience & purpose, Syntactic complexity, Structure and organization

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Audience & purpose

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What is the primary tenet of social-interactionist theories of language acquisition?

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Language learners need to have meaningful opportunities to negotiate meaning with others and to construct comprehensible output in the target language

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How does asking questions during presentations help 7th grade ELD students?

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Promoting their development of social language-learning strategies

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Which activity is most effective for promoting English language development in early intermediate-level English learners by providing opportunities for comprehensive input and output?

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Students watch the teacher demonstrate a simple science experiment, work with a partner to conduct the experiment themselves, and then discuss their observations in small groups.

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Which approach to providing English learners with feedback is most effective in promoting their English language development? Options: The teacher regularly points out students’ errors immediately and explicitly, The teacher primarily provides feedback to those students whose language usage is most problematic, The teacher regularly rephrases significant usage errors, ignoring random errors that do not affect a message’s comprehensibility, The teacher primarily uses contrastive analysis when choosing what errors to correct, ignoring those errors that are not directly linked to primary language interference.

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The teacher regularly rephrases significant usage errors, ignoring random errors that do not affect a message’s comprehensibility.

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A high school regularly sponsors and promotes multicultural events and activities. What is the most likely outcome for English learners in the school?

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It will tend to raise English learners’ self-esteem and thus facilitate their acquisition of English