ESL 154 CERTIFICATION TEST QUESTIONS WITH
CORRECT ANSWERS
What |is |the |Texas |English |Language |Proficiency |Assessment |System |(TELPAS)? |- |CORRECT |
ANSWER✔✔-A |federally |required |assessment |program |designed |to |measure |the |annual |
progress |that |ELLs |make |in |learning |academic |English
What |are |the |English |Language |Proficiency |Standards |(ELPS)? |- |CORRECT |ANSWER✔✔-
Federally |required |instructional |standards |designed |to |ensure |that |ELLs |are |taught |the |
academic |English |they |need |for |school |purposes. |These |can |be |considered |the |"TEKS" |of |
language |development.
ELPS |PLDS |- |CORRECT |ANSWER✔✔-PROFICIENCY |LEVEL |DESCRIPTORS. |
The |proficiency |level |descriptors |show |the |progression |of |second |language |acquisition |from |
one |proficiency |level |to |the |next |and |serve |as |a |road |map |to |help |content |area |teachers |
instruct |ELLs |commensurate |with |students' |linguistic |needs. |Teachers |of |ELLs |are |required |to |
use |them |for |formative |assessment.
Beginning |Proficiency |Level |- |CORRECT |ANSWER✔✔-Little |or |no |English |ability
Intermediate |Proficiency |Level |- |CORRECT |ANSWER✔✔-Limited |ability, |simple |language |
structures,
high-frequency |vocabulary, |routine |contexts
Advanced |Proficiency |Level |- |CORRECT |ANSWER✔✔-Grade |appropriate, |with |second |language |
acquisition
support
, Advanced |High |Proficiency |Level |- |CORRECT |ANSWER✔✔-Grade |appropriate, |with |minimal |
second |language |acquisition |support
WHAT |IS |AN |LPAC? |- |CORRECT |ANSWER✔✔-As |an |advocate |for |the |ELL, |the |LPAC |becomes |the
|voice |that |initiates, |articulates, |deliberates, |and |determines |the |best |instructional |program |for
|the |student. |It |functions |as |a |link |between |the |home |and |the |school |in |making |appropriate |
decisions |regarding |placement, |instructional |practices, |assessment, |and |special |programs |that |
impact |the |student.
BICS |- |CORRECT |ANSWER✔✔-Basic |Interpersonal |Communication |Skills
-social |language
CALP |- |CORRECT |ANSWER✔✔-Cognitive |Academic |Language |Proficiency
-academic |language
The |Lau |Remedies |of |1974 |- |CORRECT |ANSWER✔✔-made |the |identification |of |students |whose
|primary |language |is |not |English |and |the |evaluation |of |their |English-language |proficiency |
mandatory |in |all |school |districts.
Transitional |Bilingual |- |CORRECT |ANSWER✔✔-uses |the |native |language |in |core |academic |
subjects. |The |goal |is |to |phase |into |English |only |as |quickly |as |possible.
Developmental |Bilingual |- |CORRECT |ANSWER✔✔-uses |the |native |language |in |core |academic |
subjects |throughout |elementary |school. |Sometimes |the |program |extends |into |middle |and |high
|school |even |after |the |student |has |been |classified |proficient |in |English.
Two-Way |Immersion |- |CORRECT |ANSWER✔✔-the |students |are |from |similar |backgrounds |with |
about |half |the |class |speaking |the |native |language |and |the |other |half |speaking |both. |
Instruction |is |about |evenly |split |between |English |and |the |native |language.
CORRECT ANSWERS
What |is |the |Texas |English |Language |Proficiency |Assessment |System |(TELPAS)? |- |CORRECT |
ANSWER✔✔-A |federally |required |assessment |program |designed |to |measure |the |annual |
progress |that |ELLs |make |in |learning |academic |English
What |are |the |English |Language |Proficiency |Standards |(ELPS)? |- |CORRECT |ANSWER✔✔-
Federally |required |instructional |standards |designed |to |ensure |that |ELLs |are |taught |the |
academic |English |they |need |for |school |purposes. |These |can |be |considered |the |"TEKS" |of |
language |development.
ELPS |PLDS |- |CORRECT |ANSWER✔✔-PROFICIENCY |LEVEL |DESCRIPTORS. |
The |proficiency |level |descriptors |show |the |progression |of |second |language |acquisition |from |
one |proficiency |level |to |the |next |and |serve |as |a |road |map |to |help |content |area |teachers |
instruct |ELLs |commensurate |with |students' |linguistic |needs. |Teachers |of |ELLs |are |required |to |
use |them |for |formative |assessment.
Beginning |Proficiency |Level |- |CORRECT |ANSWER✔✔-Little |or |no |English |ability
Intermediate |Proficiency |Level |- |CORRECT |ANSWER✔✔-Limited |ability, |simple |language |
structures,
high-frequency |vocabulary, |routine |contexts
Advanced |Proficiency |Level |- |CORRECT |ANSWER✔✔-Grade |appropriate, |with |second |language |
acquisition
support
, Advanced |High |Proficiency |Level |- |CORRECT |ANSWER✔✔-Grade |appropriate, |with |minimal |
second |language |acquisition |support
WHAT |IS |AN |LPAC? |- |CORRECT |ANSWER✔✔-As |an |advocate |for |the |ELL, |the |LPAC |becomes |the
|voice |that |initiates, |articulates, |deliberates, |and |determines |the |best |instructional |program |for
|the |student. |It |functions |as |a |link |between |the |home |and |the |school |in |making |appropriate |
decisions |regarding |placement, |instructional |practices, |assessment, |and |special |programs |that |
impact |the |student.
BICS |- |CORRECT |ANSWER✔✔-Basic |Interpersonal |Communication |Skills
-social |language
CALP |- |CORRECT |ANSWER✔✔-Cognitive |Academic |Language |Proficiency
-academic |language
The |Lau |Remedies |of |1974 |- |CORRECT |ANSWER✔✔-made |the |identification |of |students |whose
|primary |language |is |not |English |and |the |evaluation |of |their |English-language |proficiency |
mandatory |in |all |school |districts.
Transitional |Bilingual |- |CORRECT |ANSWER✔✔-uses |the |native |language |in |core |academic |
subjects. |The |goal |is |to |phase |into |English |only |as |quickly |as |possible.
Developmental |Bilingual |- |CORRECT |ANSWER✔✔-uses |the |native |language |in |core |academic |
subjects |throughout |elementary |school. |Sometimes |the |program |extends |into |middle |and |high
|school |even |after |the |student |has |been |classified |proficient |in |English.
Two-Way |Immersion |- |CORRECT |ANSWER✔✔-the |students |are |from |similar |backgrounds |with |
about |half |the |class |speaking |the |native |language |and |the |other |half |speaking |both. |
Instruction |is |about |evenly |split |between |English |and |the |native |language.
