TExES English as a Second Language Supplemental Flashcards

A teacher notices an ELL student produces sentences like 'She go to school every day.' Which interlanguage feature does this illustrate?

Answer: Fossilization of subject-verb agreement

Omitting the third-person singular -s is a common fossilized interlanguage feature in English learners.

Which instructional strategy best supports ELLs during a content-area lecture by making abstract concepts concrete?

Answer: Providing realia and graphic organizers

Realia and graphic organizers provide visual and tangible supports that bridge language gaps during content instruction.

Under the BICS/CALP framework, which activity primarily develops CALP?

Answer: Analyzing cause-and-effect relationships in a history text

CALP (Cognitive Academic Language Proficiency) involves higher-order thinking tasks tied to academic content, such as textual analysis.

A bilingual student frequently switches between Spanish and English mid-sentence while explaining a concept. The teacher should interpret this primarily as:

Answer: A natural communicative competence strategy

Code-switching is a sophisticated bilingual behavior that demonstrates communicative competence and should be viewed as a linguistic resource.

Which assessment type is MOST appropriate for measuring an ELL's functional language use in authentic contexts?

Answer: Performance-based assessment with role-play

Performance-based assessments evaluate how learners use language in realistic, meaningful situations, aligning with functional communicative goals.

A student at the 'Intermediate' TELPAS level can most likely:

Answer: Understand simple sentences and produce basic connected speech with some errors

At the Intermediate level, ELLs can process simple to somewhat complex language and produce connected speech, though with frequent errors.

The affective filter hypothesis suggests that language acquisition is hindered when students experience:

Answer: High anxiety, low motivation, or low self-confidence

Krashen's affective filter hypothesis states that negative emotions like anxiety raise the 'filter,' blocking comprehensible input from reaching the language acquisition device.