RICA English Language Learners and Diverse Learners 1 — Questions and Answers
Question 1: Which approach BEST supports English Language Learners (ELLs) in developing reading skills while also building English language proficiency?
- Delaying reading instruction until the student speaks English fluently
- Providing comprehensible input at a level slightly above the student's current proficiency, with visual and contextual supports (Correct answer)
- Restricting ELL students to below-grade-level texts only
- Requiring ELL students to read only in their home language
Correct answer: Providing comprehensible input at a level slightly above the student's current proficiency, with visual and contextual supports
Krashen's comprehensible input theory supports providing language-rich instruction slightly beyond current proficiency with scaffolding, which develops both literacy and English simultaneously.
Question 2: A student who is an ELL makes reading errors that reflect the phonological patterns of their home language (L1). A RICA-prepared teacher should:
- Refer the student immediately for a special education evaluation
- Recognize these errors as natural L1 transfer and use contrastive analysis to address the differences explicitly (Correct answer)
- Ignore the errors because they are not significant
- Require the student to repeat grades until errors are eliminated
Correct answer: Recognize these errors as natural L1 transfer and use contrastive analysis to address the differences explicitly
L1 phonological transfer is a normal and expected stage of second language literacy development; explicit instruction on L1/L2 differences supports growth.
Question 3: What is 'BICS' and how does it differ from 'CALP' in the context of ELL literacy instruction?
- BICS and CALP are both standardized reading tests for ELL students
- BICS refers to Basic Interpersonal Communication Skills (conversational fluency); CALP refers to Cognitive Academic Language Proficiency needed for academic tasks (Correct answer)
- BICS is a writing assessment; CALP is a reading assessment
- BICS and CALP are synonymous terms for language proficiency
Correct answer: BICS refers to Basic Interpersonal Communication Skills (conversational fluency); CALP refers to Cognitive Academic Language Proficiency needed for academic tasks
Cummins' BICS/CALP distinction highlights that students may sound fluent conversationally (BICS) but still lack the academic language proficiency (CALP) needed for school success.
Question 4: Which strategy is MOST appropriate for supporting ELL students during a whole-class reading lesson?
- Seating ELL students separately from English-proficient peers
- Previewing key vocabulary and text concepts with ELL students before the lesson begins (Correct answer)
- Providing a simplified, different text than the rest of the class
- Excusing ELL students from reading lessons until they pass an English proficiency test
Correct answer: Previewing key vocabulary and text concepts with ELL students before the lesson begins
Pre-teaching vocabulary and concepts before the lesson allows ELL students to participate more fully in grade-level instruction.
Question 5: According to RICA standards, what is the role of a student's home language (L1) in developing English literacy?
- L1 should be completely avoided in school to accelerate English acquisition
- Strong L1 literacy skills transfer to and support English literacy development (Correct answer)
- L1 literacy is irrelevant to English reading performance
- Students should be discouraged from reading in their home language outside of school
Correct answer: Strong L1 literacy skills transfer to and support English literacy development
Research consistently shows that strong literacy skills in a student's home language transfer to and support second language literacy acquisition.
Question 6: A teacher differentiates a reading lesson by providing sentence frames for ELL students during a discussion activity. This scaffold PRIMARILY supports:
- Phonemic awareness development
- Academic language production and participation in content-area discourse (Correct answer)
- Spelling accuracy in English
- Reading fluency with grade-level texts
Correct answer: Academic language production and participation in content-area discourse
Sentence frames scaffold ELL students' use of academic language structures, enabling participation in academic discourse they might not yet produce independently.
RICA English Language Learners and Diverse Learners 1
Which approach BEST supports English Language Learners (ELLs) in developing reading skills while also building English language proficiency?