How social class shapes English classrooms

What common feature is shared by all three schools in terms of their classroom structure?

• Circular seating arrangement

• Rows of desks

• No desks, only chairs

• Individual cubicles

Tags

CCSS.RL.11-12.9

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

In the working-class school, why does the English teacher have limited space in the classroom?

• The classrooms are too small

• The desks are organized in a circular pattern

• The regular teacher occupies most of the space

• The students bring in too many personal items

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RI.8.7

How frequently do students in the working-class school receive English lessons per week, according to the scheduled plan?

• One lesson per week

• Two lessons per week

• Three lessons per week

• Four lessons per week

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RI.8.7

What is mentioned as a common challenge in the working-class school regarding parental support for English learning?

• Parents don't want their children to learn English

• Parents are too busy working to support learning

• Parents have a different mentality about the importance of English

• Parents believe English is already being taught effectively

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

What type of lesson is commonly observed in the working-class school, particularly focusing on vocabulary?

• Interactive discussions

• Whole group instruction on basic vocabulary and grammar

• Outdoor activities

• Individual research projects

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RI.8.7

In the middle-class school, what is a notable characteristic of English lessons?

• Heavy emphasis on individual seat work

• Predominantly whole group instruction with minimal activities

• Inclusion of fun elements like games and competitions

• Limited use of English textbooks

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RI.8.7

What model of language instruction is followed at the affluent school, according to the text?

• Traditional grammar-based instruction

• Content-Language Integrated Learning (CLIL) approach

• Whole language approach

• Communicative language teaching

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RL.8.5

How is English presented at the affluent school in terms of its usefulness to students?

• As a mandatory subject with no practical relevance

• As a foreign language with limited real-world application

• As a valuable skill relevant to the students' lives

• As an unnecessary addition to the curriculum

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RL.8.5

What is the main difference noted in terms of teacher rotation between the public schools and the private school?

• All teachers rotate between schools every year

• Teachers at public schools rotate, but not at the private school

• Teachers at private schools rotate more frequently

• There is no mention of teacher rotation in the text

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RL.8.7

What is the primary focus of English lessons at the affluent school, as mentioned in the text?

• Emphasis on memorization and rote learning

• Use of English as a medium to access academic and scientific knowledge

• Solely based on decontextualized word lists

• Limited use of technology and real-world applications

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

CCSS.RL.8.7