Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
Descriptive Statements:
- Demonstrate knowledge of phonology and how to apply this knowledge to ESOL instruction.
- Demonstrate knowledge of morphology and how to apply this knowledge to ESOL instruction.
- Demonstrate knowledge of syntax and semantics and how to apply this knowledge to ESOL instruction.
- Demonstrate knowledge of oral and written forms of discourse and how to apply this knowledge to ESOL instruction.
- Demonstrate knowledge of pragmatics and how to apply this knowledge to ESOL instruction.
- Demonstrate knowledge of English language variations, including registers and dialects, and how to apply this knowledge to ESOL instruction.
Sample Item:
Use the sentence below to answer the question that follows.
The speaker lectured on the Golden Gate Bridge.
The sentence best illustrates which of the following linguistic concepts?
- structural ambiguity
- the effect of intonation on meaning
- semantic ambiguity
- the effect of register on meaning
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to understand linguistic concepts as applied to ESOL instruction. The meaning of this sentence is ambiguous because it can be interpreted in multiple ways. One interpretation is that the speaker gave a lecture about the topic of the Golden Gate Bridge. Another interpretation is that the speaker was standing on the Golden Gate Bridge when he or she gave a lecture. Because of this possibility for multiple interpretations of meaning, the sentence is semantically ambiguous.
Descriptive Statements:
- Apply knowledge of historical and current theories and research in language acquisition (for L1 and L2), including the role of L1 in L2 acquisition and the nature of bilingualism/multilingualism.
- Apply knowledge of historical and current theories and research in L1 and L2 literacy development, including the role of L1 literacy in L2 literacy development and concepts and challenges related to literacy development in English.
- Apply knowledge of stages and sequences of second-language acquisition, including differences between social- and academic-language development and characteristic features of different English language proficiency levels (i.e., beginning, intermediate, and advanced).
- Apply knowledge of individual, academic, and sociopolitical factors that can affect L2 acquisition and development.
- Apply knowledge of cognitive, metacognitive, and social/communicative language-learning strategies that support L2 acquisition and development.
Sample Item:
A high school English language learner is making very slow progress in acquiring communicative competence in English. The student only produces short phrases orally or in writing for fear of "saying it wrong" and frequently consults a bilingual dictionary when encountering a new word, even when the context provides clear clues to the word's meaning. This student's acquisition of English would likely benefit most from instruction designed to promote development of:
- grammatical accuracy.
- language automaticity.
- intrinsic motivation.
- language transfer.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to understand processes of language acquisition as applied to ESOL instruction. This English language learner's English language skills lack fluency. The student's concern with language forms and desire for accuracy is hindering his or her ability to communicate fluently in English. Developing the ability to process language more automatically will improve this student's fluency and communicative competence in English.
View Cart