Chapter 1 Learning Outcome Quizzes

T est Bank Steven J. Amendum Reading, Writing, and Learning in

ESL: A Resource Book for

Teaching K–12 Multilingual Learners Eighth Edition Suzanne F. Peregoy Owen F. Boyle Steven J. Amendum 1 / 4

Chapter 1: Multilingual Learners: An Introduction Chapter 1 Learning Outcome Quizzes

Learning Outcome 1.1:

Discuss the diversity of multilingual learners in K-12 classrooms and suggest ways to get to know multilingual students.[Q1] Avi is a new Spanish-speaking multilingual learner in Ms. Jackson’s third-grade class in Colorado. Based on statistics for multilingual learners, where was Avi most likely born?

1.M exico 2.S outh America 3.T he United States [correct] 4.C entral America [Feedback for Answer Choice 1] Most multilingual learners in U.S. schools are not foreign born.[Feedback for Answer Choice 2] Most multilingual learners in U.S. schools are not foreign born.[Feedback for Correct Answer 3] According to Bailik (2018) the majority of multilingual learners were born in the United States.[Feedback for Answer Choice 4] Most multilingual learners in U. S. schools are not foreign born.[Q2] What issue related to the education of multilingual learners were spotlighted by the COVID-19 pandemic?

1.L earning about students’ home languages and cultures 2.E qual access to high-quality online teaching and learning [correct] 3.T he diversity of multilingual learners in K-12 classrooms 4.S imilarities between multilingual and English-speaking students’ learning [Feedback for Answer Choice 1] Learning about students’ home languages and cultures is important, but it was not an issue that surfaced due to the pandemic.[Feedback for Correct Answer 2] The pandemic magnified issues related to equity in providing effective instruction for multilingual learners (Mitchell, 2020).[Feedback for Answer Choice 3] While multilingual learners are an extremely diverse group, diversity was not an issue raised and magnified by the COVID-19 pandemic.1

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[Feedback for Answer Choice 4] Differences, not similarities, between multilingual and English-speaking students’ learning arose during the pandemic.[Q3] Ms. Jackson and her third-grade teacher colleagues have multiple multilingual learners in their classrooms who are new to the school. What is one way Ms. Jackson and her colleagues can get to know her new multilingual students?

1.R ead detailed reports about education in the students’ home countries 2.C reating classroom activities to get students speaking English quickly 3.O btaining information about students’ prior education [correct] 4.W orking to assimilate students to the U.S. culture as quickly as possible [Feedback for Answer Choice 1] Teachers may have students from many different cultures and cannot become experts on education in each one.[Feedback for Answer Choice 2] Helping students feel comfortable in a new school is important along with allowing them to use English over time when they feel comfortable.[Feedback for Correct Answer 3] To the extent possible, teachers can find out basic information about students’ previous education to get to know their students.[Feedback for Answer Choice 4] Assimilation to a new culture should take place gradually for new multilingual learners.[Q4] One way that Ms. Jackson, a third-grade teacher, can be sensitive to her initial interactions with her multilingual learners by getting to know the basic features of her multilingual learners’ cultures. What is one type of feature she can learn about?

1.P arents’ occupations 2.S tudents’ birthdates 3.S tudents’ favorite toys 4.F ood restrictions [correct] [Feedback for Answer Choice 1] Finding out about parents’ occupations in the United States likely won’t help Ms. Jackson learn about basic features of her multilingual learners’ home cultures and guide her initial interactions.[Feedback for Answer Choice 2] Finding out about students’ birthdates and ages likely won’t help Ms. Jackson learn about basic features of her multilingual learners’ home cultures and guide her initial interactions.2

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[Feedback for Answer Choice 3] Finding out about her students’ favorite toys likely won’t help Ms. Jackson learn about basic features of her multilingual learners’ home cultures and guide her initial interactions.[Feedback for Correct Answer 4] Different cultures may have different food restrictions, an important topic for Ms. Jackson to learn about to guide her interactions with multilingual learners.[Q5] Ms. Jackson wants to plan a classroom activity for the first week of school that will help her to get to know her multilingual learners. What would be an effective classroom activity to serve this purpose?

1.H aving students write an autobiography which they illustrate [correct] 2.H aving students discuss their personality characteristics with each other 3.H aving students write a report on their home country 4.I nviting students to try out different local foods from the United States [Feedback for Correct Answer 1] Personal writing assignments, such as illustrated autobiographies, are effective ways to get to know multilingual learners.[Feedback for Answer Choice 2] Having students discuss their personalities with each other may be uncomfortable for them and does not help the teacher get to know the students.[Feedback for Answer Choice 3] Students may not yet be able to write reports on their home countries nor will a report help the teacher get to know her students.[Feedback for Answer Choice 4] While potentially enjoyable, trying out local U.S. foods would not help the teacher get to know students. Instead, teachers could encourage students to bring food from their home cultures to school.

Learning Outcome 1.2:

Explain how cultural differences may affect the way your multilingual learners respond to you and to your instruction and how you might ease new multilingual learners into the routines of your classroom.[Q1] Which of the following is a defining aspect of culture?

1.T he ability to adapt to new countries and social customs 2.A group’s shared beliefs, values, and rule-governed patterns of behavior [correct] 3.H ow well children perform in school in key content area subjects 4.T he ability to speak, read, and write multiple languages 3 .

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