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.

Accepted Answer

Assessing the student's target abilities rather than their ability to use English ensures that the assessment accurately reflects the student's knowledge and skills without the confounding factor of language proficiency.

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.

Accepted Answer

Younger children, such as those in elementary school, generally have an easier time acquiring new languages due to greater neural plasticity and the ability to mimic new sounds and structures more easily.

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.

Accepted Answer

To accurately determine if a student with limited English proficiency has a speech and language impairment, it's crucial to verify if the language problems exist in the student's primary language. This approach helps differentiate between a true speech and language impairment and difficulties that are solely due to the process of acquiring a second language.

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.

Accepted Answer

Students with limited English proficiency are often referred for special education services primarily due to a lack of adequate progress in learning English, which can be mistakenly perceived as a learning disability rather than a language acquisition issue.

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).

Accepted Answer

The answer of Denial is frequently accompanied by _________ (the...

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.

Accepted Answer

The answer of When students grow up in a home...

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.

Accepted Answer

The 10-year-old who speaks English at home and Romanian with extended relatives is most likely to develop competent academic English language skills because they already have exposure to English in their immediate environment, which is crucial for developing language proficiency. Additionally, managing two languages indicates cognitive flexibility that can aid in learning academic English.

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.

Accepted Answer

The answer of Eligibility decisions concerning students with limited English...

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.

Accepted Answer

Commercially translated tests are most valid when they are renormed on the specific cultural-linguistic group, as this process helps ensure that the test accurately reflects the abilities of individuals within that group, accounting for cultural and linguistic differences that might affect test performance.

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

Accepted Answer

These are examples of cultural factors, as they relate to the norms, values, beliefs, and practices that are part of a student's cultural background and can influence their behavior and interactions in an educational setting.

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.

Accepted Answer

Bilingual students may have varying levels of proficiency in each language, often understanding better in one language but preferring to respond in another, reflecting their comfort and fluency levels in different contexts.

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.

Accepted Answer

Students who speak the same language may come from different countries or regions with distinct cultures or histories, so sharing a language does not guarantee shared cultural or historical backgrounds.

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.

Accepted Answer

No Child Left Behind (NCLB) requires that students who are English language learners participate in English language proficiency testing to ensure they are making progress in learning English.

Question 14

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

Accepted Answer

The answer of The factors of __________, __________ and__________ can...

Question 15

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

Accepted Answer

The answer of Although students may be able to switch...

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.

Accepted Answer

The answer of Appropriate administration of ability tests used in...

Question 17

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

Accepted Answer

The answer of A critical recommendation is that all assessments...

Question 18

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

Accepted Answer

The answer of __________ tests are tests that are available...

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.

Accepted Answer

Specific learning disabilities can be particularly challenging to identify without testing because they often involve complex issues related to processing information, which can vary greatly from one individual to another. Unlike some other disabilities that might have more observable physical symptoms or clear-cut diagnostic criteria, specific learning disabilities require detailed assessments to understand the unique ways in which they affect an individual's learning processes.

Question 20

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

Accepted Answer

The answer of Students learning English as a second language...

Quiz 6: Cultural and Linguistic Considerations

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

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

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

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

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).

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

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

Eligibility decisions concerning students with limited English proficiency

Commercially translated tests

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.

When a student is bilingual, he or she

Two students with limited English proficiency who speak Spanish

No Child Left Behind mandates that

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

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

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

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

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

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

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

Quiz 6: Cultural and Linguistic Considerations

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

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

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

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

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).

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

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

Eligibility decisions concerning students with limited English proficiency

Commercially translated tests

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.

When a student is bilingual, he or she

Two students with limited English proficiency who speak Spanish

No Child Left Behind mandates that

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

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

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

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

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

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

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

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).

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

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