Deck 3: Culturally and Linguistically Diverse Learners

Question 1

In the early years of the U.S.A., newer immigrants were viewed with suspicion. Languages, other than English, were not taught in schools. Children who did not speak English did not do well academically. The children, at that time, experienced ________.

A) cultural pluralism
B) multiculturalism
C) nativism
D) melting pot

Answer 1

nativism

Question 2

Gover Elementary School has started to enroll many students whose first language is not English. Teachers at Gover believe that students from other countries should abandon their home language and culture to become part of America. The school practices English only instruction and makes no consideration for students who do not understand English. This view is considered ________.

A) cultural pluralism
B) multiculturalism
C) nativism
D) melting pot

Answer 2

melting pot

Question 3

Shell Elementary School also has started to enroll many students whose first language is not English. Teachers at Shell believe that students should maintain their ethnic languages, cultures, and custom while still participating in and being accepted by society. Teachers encourage students to use their birth language in the classroom and to share aspects of their culture. What is this view?

A) Cultural pluralism
B) Multiculturalism
C) Nativism
D) Melting pot

Answer 3

Cultural pluralism

Question 4

What percentage of all students in schools in the U.S.A. are students of color?

A) Less than 15%
B) 25%
C) 75%
D) 50%

Question 5

Which of the following is a characteristic of low-income schools?

A) Many advanced placement courses
B) High student-teacher ratio
C) Abundant human resources
D) Highly qualified teachers

Question 6

Mr. Gomez teaches in a low-income school. He poses many questions to students in his Biology classroom. He allows students time to process these questions and think through their answers. When students answer incorrectly, Mr. Gomez guides students to the correct answer. Mr. Gomez would be considered a teacher with ________.

A) high expectations
B) low expectations
C) culturally responsive expectations
D) high qualifications in Biology

Question 7

In this court case, the outcome indicated that tests to identify Hispanic students as having intellectual disabilities was discriminatory.

A) PARC v. Pennsylvania
B) Larry P. v. Riles
C) Diana v. State Board of Education
D) Lau v. Nichols

Question 8

In Jackson County Schools, 15% of the student population is African American. These students make up 15% of the special education population and 60% of the discipline referrals. Which of the following statements is TRUE?

A) African Americans are underrepresented in special education.
B) African Americans are overrepresented in special education.
C) African Americans are underrepresented in discipline referrals.
D) African Americans are overrepresented in discipline referrals.

Question 9

Culture affects everything we do in a school day. It affects the way we communicate, ________ and ________.

A) process information; learn
B) meditate; rest
C) sleep; think
D) write; compute

Question 10

Amalia is a student in Mrs. Black's fourth-grade classroom in an East Kentucky elementary school. Mrs. Black now lives in Appalachia after spending most of her life in Manhattan. Amalia responds to her teacher's questions by saying "I heared you. I don't care to answer. I am plum afeared. I'll answer directly." Mrs. Black believes Amalia has a language problem and refers the student for special education support. What area of cross-cultural dissonance does this reflect?

A) Behavioral expectation
B) Communication styles
C) Curricular representation
D) Learning experiences and preferences

Question 11

Mr. Ross is excited after attending a professional development session on becoming a culturally competent teacher. While he is of European American ethnicity, most of the students in his fourth-grade class are of a different ethnicity. Mr. Ross learned, in the professional development session, that a most important self-reflective step in becoming more effective and providing culturally responsive instructions is for teachers to ________.

A) talk to parents of students in the classroom about the culture of their homes
B) talk to students in the classroom about the culture of their homes
C) understand how culture shapes teachers' own attitudes and behaviors
D) talk to the district administrator about cultural expectations of the school system

Question 12

One of the first responsibilities of a culturally competent teacher, who wants to prevent cross-cultural dissonance, is to ________.

A) talk to parents of students in the classroom about the culture of their homes
B) understand their students' cultures
C) understand how culture shapes teachers' own attitudes and behaviors
D) understand the district's cultural expectations

Question 13

All the following are characteristics of a culturally competent teacher EXCEPT ________.

A) uses student culture as a basis for learning
B) doesn't acknowledge racial differences or is color blind
C) understands culture and its role in education
D) creates learning environments that are culturally responsive

Question 14

Mrs. Mohammed nurtures students' personal development; helps students learn about each other; sets clear, high expectations for all students; and demonstrates and reinforces expectations of respect and kindness. Which tip for culturally responsive teaching is Mrs. Mohammed following?

A) Recognize their own cultural beliefs and assumptions
B) Build caring classrooms
C) Develop genuinely respectful, caring relationships with their students
D) Use culturally appropriate classroom management strategies

Question 15

Centali is a ten-year-old student who was born in Mexico and does not speak English fluently. Centali is a recent arrival to the Sheebe County School system and has been placed in the fourth grade. Assessment reveals that Centali has a receptive and expressive vocabulary of 1,000 words. He uses very short phrases to express his thoughts and can respond to simple question. Which stage of second-language acquisition does this reflect?

A) Speech emergence
B) Advanced language proficiency
C) Intermediate language proficiency
D) Early production

Question 16

Aumad, a six-year-old first grader, is a recent arrival from Somalia. He and his family have refugee status as they fled the war in his country. Aumad sits in the classroom during instruction and does not utter a word. He makes his needs known by using gestures. Which stage of second-language acquisition does this reflect?

A) Speech emergence
B) Intermediate language proficiency
C) Early production
D) Receptive or pre-productive

Question 17

Afredica is a nine-year-old fourth-grader who was born in Honduras. Afredica has been in this country for five years. Although she is learning English, she can converse well with her peers and socially engages with them during informal settings. Afredica has developed ________.

A) cognitive academic language proficiency
B) basic interpersonal skills
C) written language skills
D) language deficits

Question 18

How many years of meaningful exposure, and practice, to English does it take before English Language Learners are proficient?

A) 3 to 4 years
B) 5 to 7 years
C) 2 to 3 years
D) 1 to 2 years

Question 19

Jesus is making progress in learning English. He enrolled in school as a seven-year-old Spanish speaker. Jesus is now in the eighth grade and has both social and academic language. Which language skills developed first for him?

A) Expressive language
B) Receptive and expressive language developed simultaneously
C) Written language
D) Receptive language

Question 20

Ahmed is an eight-year-old immigrant from Spain. He is having difficulty in learning English and often leaves off endings of words. Ahmed has no difficulties when speaking Spanish. In Spain, Ahmed was in the program for gifted learners. He is now struggling academically in the school he attends in the U.S.A. His teacher is considering referring him for the special education process. Does Ahmed have a language deficit?

A) Yes, Ahmed has a language deficit.
B) No, Ahmed has a language difference.
C) Ahmed has a language deficit and a difference.
D) Yes, Ahmed needs special education support.

Question 21

Ahmand is enrolled in a program where English language learners and English speakers learn side by side. Teachers in this program expect that both groups of students will develop bilingualism and academic proficiency. What type of program is Ahmand attending?

A) Transitional bilingual education
B) Developmental bilingual education
C) Two-way immersion
D) English as a second language

Question 22

Mr. Evert, principal of West Elementary school, wants to hire teachers for a new program for English Language Learners. He is seeking teachers who are bilingual and able to teach academic content and English. These teachers will use both language 1 and language 2 for content instructions for English Language Learners. Students will start the program in the kindergarten. What type of program for English Language Learners is this?

A) Transitional bilingual education
B) Developmental bilingual education
C) Two-way immersion
D) English as a second language

Question 23

Dr. Samuel, principal of Lockett Elementary School, is looking for a program to bring to her school to serve the numerous students she has whose first language is not English. She and her program selection committee, reviewed the research on different programs and decided on the one to use. The program the group selected has been identified by a comprehensive research study with data from over 42,000 English Language Learner as most effective. Which program did the group select?

A) Transitional bilingual education
B) Developmental bilingual education
C) Two-way immersion
D) English as a second language

Question 24

All the following characteristics, identified in the textbook, are associated with bilingualism EXCEPT ________.

A) greater multitasking skills
B) greater cognitive flexibility
C) greater working memory
D) greater abstract reasoning

Question 25

________ builds on components of effective instruction and UDL-like hands-on activities and manipulatives, cooperative learning, careful use of language, demonstrations, and multimodal means of presenting information.

A) Response to intervention
B) Differentiated instruction
C) Sheltered instruction
D) Direct instruction

Question 26

Differentiate the terms nativism, melting pot, and cultural pluralism.

Question 27

Explain how schools in low-income neighborhoods differ from those in middle and upper income neighborhoods. Discuss what you believe should be done to remedy the situation. Explain your rationale

Question 28

List each of the stages of second-language acquisition. Explain BICS and CALP. Select one stage and create a mini case describing an English Language learner who is in that stage and the child's status concerning BICS and CALP.