Deck 6: Cultural and Linguistic Considerations

Question 1

The fundamental principle when assessing students with limited English proficiency is to

A) assess even if it is obvious in both cultures there is a disability.
B) encourage exemption from statewide assessments.
C) assess the student's target abilities, not their ability to use English.
D) assess the student in their primary language.

Answer 1

C

Question 2

A student will learn English as a second language more quickly if the

A) child is in elementary school.
B) native language is spoken at home.
C) orthography of the languages is different.
D) the student is in high school.

Answer 2

A

Question 3

To determine if a student with limited English proficiency has a speech and language impairment, assessors must

A) have an English-speaking speech and language pathologist test the student.
B) verify language problems in the student's primary language.
C) first look for a cognitive disability and then worry about language impairments.
D) realize that one should never test for a speech and language impairment-it's a language proficiency issue.

Answer 3

B

Question 4

The most common reason students with limited English proficiency are referred for special education services is

A) oppositional behavior.
B) failing grades in all subjects.
C) lack of adequate progress in learning English.
D) lack of attention and off-task behavior.

Question 5

Denial is frequently accompanied by _________ (the examiner believes the student's social language indicates sufficient academic language) or ________ (the examiner's supervisor insists that the student be tested).

Question 6

When students grow up in a home where two languages are spoken, ​

A) they are usually competent in using both languages.
B) their dominant language can be used for testing purposes.
C) they will prefer to answer test questions in English.
D) they may develop a hybrid language, borrowing a little from both languages.

Question 7

The following student with limited English proficiency will be most likely to develop competent academic English language skills:

A) 8-year-old who only speaks Arabic at home.
B) 5-year-old who speaks Mandarin.
C) 10-year-old who speaks English at home and Romanian with extended relatives.
D) 12-year-old who speaks English at home and Spanish with his friends.

Question 8

Eligibility decisions concerning students with limited English proficiency

A) must be based on psychological and educational data.
B) usually are put off for five years.
C) may include observational data.
D) must be based on interpreted parent interviews.

Question 9

Commercially translated tests

A) account for item content difficulty between the two languages.
B) are cost-efficient for most cultural-linguistic groups.
C) account for item vocabulary difficulty between the two languages.
D) are most valid when they are renormed on the specific cultural-linguistic group.

Question 10

Response to adults in authority, wariness of strangers, and male-female relations are all examples of _________ factors that impact assessment of students with limited English proficiency.

A) linguistic
B) behavioral
C) historical
D) cultural

Question 11

When a student is bilingual, he or she

A) may understand questions better in English, but prefers to answer in the other language.
B) doesn't prefer to use one language or the other for different situations.
C) is academically competent in two languages.
D) speaks and understands both languages perfectly.

Question 12

Two students with limited English proficiency who speak Spanish

A) may or may not share a common culture or history. ​
B) should be given a Spanish translation of the test.
C) should have a Spanish interpreter give the WISC-IV.
D) share similar political and social views.

Question 13

No Child Left Behind mandates that

A) parents receive written notice in their primary language regarding changes in special education services.
B) assessments for special education eligibility assess relevant skills and knowledge, not English language ability.
C) students who are English language learners must participate in English language proficiency testing.
D) students who are English language learners take all accountability assessments when they begin public schools.

Question 14

The factors of __________, __________ and__________ can extend the time required for students to be academically proficient in English.

Question 15

Although students may be able to switch between two languages, they are seldom truly ___________.

Question 16

Appropriate administration of ability tests used in eligibility decisions should not assess

A) cognitive skills.
B) demographics.
C) cultural knowledge.
D) English language ability.

Question 17

A critical recommendation is that all assessments be conducted in the student's native language or __________.

Question 18

__________ tests are tests that are available in language versions other than English.

Question 19

Making entitlement decisions without testing is possible for many disability categories, but is perhaps most difficult with

A) specific learning disabilities.
B) auditory disabilities.
C) traumatic brain injuries.
D) limited intellectual abilities.

Question 20

Students learning English as a second language generally require ________ years to develop cognitive academic language skills.

Question 21

Name two cultural factors that affect testing of students with limited English proficiency.

Question 22

A side-by-side English/native language version of a test is an accommodation sometimes offered for ____________ testing.

Question 23

The best method of assessment of students with limited English proficiency is to __________ and __________ a version of the test for each cultural-linguistic group.

Question 24

Approximately how long does it take to gain proficiency with social/interpersonal use of the English language? Cognitive/academic language use?

Question 25

Cultural factors such as __________ , __________ , and __________ may inhibit rapport with the student and better testing results.

Question 26

Students learning English as a second language generally need at least _______ years to develop basic interpersonal communication skills.

Question 27

Describe and explain the three factors that can extend the time required for students to attain cognitive and academic sufficiency in English.

Question 28

Tests of ability that attempt to reduce the effects of language and culture are known as __________ tests.

Question 29

All thing being equal, one should expect younger student to acquire English _________ than older students.

Question 30

Describe the conundrum of assessing and qualifying a student with limited English proficiency for LD special education services. Can you think of a situation in which it possibly would be appropriate to qualify a student for LD services?

Question 31

IDEA gives protections to students with limited English proficiency, specifically that testers must measure the extent to which the child has a disability, rather than measuring the child's __________.

Question 32

What are two disadvantages to using a nonverbal test of ability?

Question 33

The problem with the use of a(n) __________ is that the accuracy of the interpretation is unknown.

Question 34

Instead of testing students with limited English proficiency, one may appropriately use __________ data and/or __________ data to determine eligibility for special education services.