31.Which of the following best describes the primary disadvantage of maintenance bilingual programs?

a.They maintain the native language at the expense of English.

b.They require teachers who speak two languages.

c.They place unreasonable learning demands on students.

d.They maintain outmoded and ineffective ways of thinking about the world.

32.Estella, a native Spanish speaker who is in the first grade, is learning to read in both Spanish and English. Her teacher also teaches science in Spanish part of the time and in English at other times. The ELL program she is in is best described as:

a.an immersion program.

b.a functional ELL program.

c.a sheltered English program.

d.a maintenance ELL program.

33.Andrei, whose native language is Russian, gets all of his instruction in English except for one period a day. During that period he goes to another room and works with a teacher who helps him with pronunciation, grammar, vocabulary, and oral comprehension in English. The ELL program he is in is best described as:

a.an immersion program.

b.an ESL pullout program.

c.a sheltered English program.

d.a maintenance ELL program.

34.Another name for Specially Designed Academic Instruction in English classes is:

a.Transitional ELL programs.

b.ELL pullout programs.

c.Sheltered English programs.

d.Maintenance programs.

35.How many years does it take for students in a language-rich environment to develop basic interpersonal communication skills?

a.Approximately 1 year

b.Approximately 2 years

c.Approximately 4 years

d.Approximately 8 years

36.A level of proficiency in English that allows students to handle demanding learning tasks with abstract concepts is best described as:

a.basic interpersonal communication skills.

b.bilingual communication skills

c.transitional language efficiency.

d.academic language proficiency.

Use the following information for items 37 and 38.

About a third of Susan Fisher’s students are not native English speakers. When students encounter new terms in their reading, such as cave, party, tarmac, or exciting, she illustrates them with concrete examples, and  she has labeled common objects around the room, such as table, chair, clock, bulletin board, window, wall, and others in both their native languages and in English. She speaks slowly and clearly when she reads her students stories, and she refers to pictures in the books as additional examples. Susan also frequently comments on how lucky they are to have so much diversity in their backgrounds and emphasizes how much they learn from each other.

37.Her efforts best illustrate what kind of ELL program?

a.An immersion program

b.An ESL pullout program.

c.A sheltered English program

d.A maintenance ELL program

38.Susan’s emphasis on how lucky they are and how much they learn from each other can also be described as an attempt to implement:

a.a transitional ELL program.

b.multicultural education.

c.bilingual education.

d.an immersion program.

Essay Item

39.Describe and illustrate four guidelines that can help teachers as they work with culturally and linguistically diverse students.

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