ESL 154 CORRECT SCRIPTED ANSWERS AND
QUESTIONS SET A+
✔✔pragmatics - ✔✔how context contributes to meaning
✔✔effective instructional practices for ELLS - ✔✔-preteaching key vocabulary
-helping students apply familiar concepts from their cultural backgrounds and prior
experiences to new learning
-using metacognition, using hands-on and other experiential learning strategies
-using realia, media and other visual supports [graphic organizers] to introduce and/or
reinforce concepts
✔✔self-contained - ✔✔just like a regular elementary class where all subjects are taught
in one classroom and language development is integrated
✔✔pull-out - ✔✔a program model that allows ESL students to sit most of the day in
general education classrooms.
ESL students are taken out of their classes for one or two periods a day to receive ESL
instruction in smaller class sizes with students of similar proficiency levels.
✔✔newcomer centers - ✔✔The goal of the full-day newcomer program is to assist these
students in their English language development so they may succeed in their academic
classes. While giving students the necessary survival skills in English and enhancing
their self-esteem, the program also provides an orientation to the U.S. education system
and culture.
✔✔dual language - ✔✔receive instruction in both english and native language
✔✔immersion - ✔✔starting to develop L2 through L1 development
✔✔Cognitive processes for ELLs - ✔✔memorization, categorization, generalization,
metacognition
✔✔Common difficulties for ELLs - ✔✔-idiomatic expressions
, -L1 interference in syntax, phonology and morphology
✔✔ESL programs - ✔✔self-contained, pull-out, newcomer centers, dual language,
immersion
✔✔Stephen Krashen's Theory of Second Language Acquisition - ✔✔-Acquisition-
Learning hypothesis
-Monitor hypothesis
-Input hypothesis
-Natural Order hypothesis
-Affective Filter hypothesis
✔✔ What is the Texas English Language Proficiency Assessment System (TELPAS)? -
✔✔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)? - ✔✔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 - ✔✔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 - ✔✔Little or no English ability
✔✔Intermediate Proficiency Level - ✔✔Limited ability, simple language structures,
high-frequency vocabulary, routine contexts
✔✔Advanced Proficiency Level - ✔✔Grade appropriate, with second language
acquisition
support
✔✔Advanced High Proficiency Level - ✔✔Grade appropriate, with minimal second
language acquisition support
✔✔WHAT IS AN LPAC? - ✔✔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.
QUESTIONS SET A+
✔✔pragmatics - ✔✔how context contributes to meaning
✔✔effective instructional practices for ELLS - ✔✔-preteaching key vocabulary
-helping students apply familiar concepts from their cultural backgrounds and prior
experiences to new learning
-using metacognition, using hands-on and other experiential learning strategies
-using realia, media and other visual supports [graphic organizers] to introduce and/or
reinforce concepts
✔✔self-contained - ✔✔just like a regular elementary class where all subjects are taught
in one classroom and language development is integrated
✔✔pull-out - ✔✔a program model that allows ESL students to sit most of the day in
general education classrooms.
ESL students are taken out of their classes for one or two periods a day to receive ESL
instruction in smaller class sizes with students of similar proficiency levels.
✔✔newcomer centers - ✔✔The goal of the full-day newcomer program is to assist these
students in their English language development so they may succeed in their academic
classes. While giving students the necessary survival skills in English and enhancing
their self-esteem, the program also provides an orientation to the U.S. education system
and culture.
✔✔dual language - ✔✔receive instruction in both english and native language
✔✔immersion - ✔✔starting to develop L2 through L1 development
✔✔Cognitive processes for ELLs - ✔✔memorization, categorization, generalization,
metacognition
✔✔Common difficulties for ELLs - ✔✔-idiomatic expressions
, -L1 interference in syntax, phonology and morphology
✔✔ESL programs - ✔✔self-contained, pull-out, newcomer centers, dual language,
immersion
✔✔Stephen Krashen's Theory of Second Language Acquisition - ✔✔-Acquisition-
Learning hypothesis
-Monitor hypothesis
-Input hypothesis
-Natural Order hypothesis
-Affective Filter hypothesis
✔✔ What is the Texas English Language Proficiency Assessment System (TELPAS)? -
✔✔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)? - ✔✔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 - ✔✔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 - ✔✔Little or no English ability
✔✔Intermediate Proficiency Level - ✔✔Limited ability, simple language structures,
high-frequency vocabulary, routine contexts
✔✔Advanced Proficiency Level - ✔✔Grade appropriate, with second language
acquisition
support
✔✔Advanced High Proficiency Level - ✔✔Grade appropriate, with minimal second
language acquisition support
✔✔WHAT IS AN LPAC? - ✔✔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.
