CTEL CTEL Family and Community Engagement for ELs

Question 1

When communicating with families who have limited English proficiency, schools are legally required to:

Accepted Answer

Provide communication in the family's home language

Answer

Require families to learn English before communicating

Answer

Use written English notices only

Answer

Delay communication until families speak English

Question 2

Moll's 'funds of knowledge' framework recognizes that EL families:

Accepted Answer

Possess valuable cultural and practical knowledge that can enrich instruction

Answer

Lack the knowledge needed to support academic learning

Answer

Should defer entirely to teachers

Answer

Require remediation before engaging with schools

Question 3

Community liaisons who serve EL populations primarily:

Accepted Answer

Bridge communication, cultural, and linguistic gaps between schools and EL families

Answer

Replace classroom teachers

Answer

Administer language proficiency assessments

Answer

Manage school budgets

Question 4

Title III of the No Child Left Behind Act (reauthorized under ESSA) primarily addresses:

Accepted Answer

Language instruction for ELs and immigrant students

Answer

Special education services

Answer

Teacher certification requirements

Answer

School safety standards

Question 5

Which practice best removes barriers to EL family participation in school events?

Accepted Answer

Offering flexible meeting times, childcare, and interpretation services

Answer

Scheduling all meetings during standard business hours

Answer

Conducting all meetings in English to encourage language learning

Answer

Requiring formal RSVP in writing

Question 6

What is the primary purpose of involving EL families in their children's education?

Accepted Answer

To strengthen home-school connections that support student achievement

Answer

To assess parents' English proficiency

Answer

To reduce the teacher's workload

Answer

To satisfy compliance requirements only