Early childhood educators are important adults in the lives of ...

[tingc95]

Early childhood educators are important adults in the lives of young children who are English language learners. Discuss some of the basic principles these educators subscribe to. Explain how you will apply these principles in your own practice.
 
  CHAPTER 12 EXAM QUESTIONS
 
  MULTIPLE CHOICE
 
  1. According to most research, it takes about ___ years for non-English-speaking children to compete academically with their English-speaking peers.
  A. 2
  B. 4
  C. 6
  D. 8
  ANS: C
  Although children learn to speak the language before six years, to be able to use English as a tool for learning requires in-depth knowledge not only of speaking and comprehension but also reading and writing.
 
  2. The education of English language learners is controversial. Which of the following is not accurate?
  A. Voters in Dade County Florida passed an anti-bilingual ordinance that prohibited spending money or supporting any language other than English or promoting cultures other than mainstream U. S. culture
  B. In 1982, Plyler vs. Doe, the U. S. Supreme Court denied states right to exclude children of illegal immigrants from public schools.
  C. In 1994, California passed Proposition 187 making it illegal for children of undocumented immigrants to attend public schools. The Federal courts ruled Proposition 187 unconstitutional.
  D. In 2000, Arizona passed, Proposition 203, creating more bilingual programs and providing additional funding for undocumented immigrant children in public schools.
  ANS: D
  In 2000, Arizona passed, Proposition 203 that eliminated the states bilingual education programs and required that all instruction be conducted in English.
 
  3. The U. S. Census Bureau and the U. S. Department of Education gather information about individuals with limited English proficiency. Their figures are different because of all the following except:
  A. how the data is collected.
  B. the use of different definitions.
  C. the inclusion or exclusion of undocumented children.
  D. how they analyze the data.
  ANS: D
  Both the U. S. Census Bureau and the U. S. Department of Education gather information about limited English proficiency. Their figures are different because of how the data is collected, the use of different definitions, and the inclusion or exclusion of undocumented children. They both analyze the data accurately.
 
  4. English language learners make up approximately ____ percent of the national student population in pre-kindergarten through twelfth grade.
  A. 2
  B. 5
  C. 10
  D. 15
  ANS: C
  English language learners make up over 10 percent of the national student population in pre-kindergarten through twelfth grade and disproportionately (44 percent) these children are in pre-kindergarten through third grade. Less than half of 3-year-olds were white in 2009.
 
  5. Although children speak over 400 different languages, ___ percent of children with limited English proficiency speak Spanish
  A. 20
  B. 40
  C. 60
  D. 80
  ANS: D
  Eighty percent of children with limited English proficiency speak Spanish.
 
  6. Immigrants make up 11 percent of the total U. S. population, children of immigrants make up about __ percent of the child population (Birth to17 years).
  A. 5
  B. 10
  C. 15
  D. 20
  ANS: D
  Children of immigrants make up 22 percent of the 23.4 million children under age 6 in the United States and 20 percent of children 6 to 17.
 
  7. In 1900___ percent of immigrants came from Latin America and Asia. In 2004 approximately _____ percent came from Latin America and the Caribbean.
   A. 20; 90
   B. 10; 80
   C. 5; 70
   D. 1; 65
  AND: D
  In 1900 1 percent of immigrants came from Latin America today it is 64 with 39 percent of these coming from Mexico (see Table 12-1 for other immigration figures).
 
  8. The major reason for the poverty immigrant families experience is
  A. the hourly wage the parent earns.
  B. the parents unemployment.
  C. the parents ineligibility to receive welfare.
  D. sending money to their families out of the country.
  ANS: A
  The major reason for the poverty of immigrant families is the hourly wage the parent earns.
 
  10. Children of immigrant parents face multiple risks. Which of the following is not a risk they face?
   A. About 30 percent live in families below the poverty line and another 25 percent live between 100 and 200percent of the poverty line.
   B. Over half of children of immigrants have at least one parent who has limited English proficiency.
   C. Approximately 30 percent of childrens parents have less than a high school degree.
   D. All of the above risks are accurate.
  ANS: D
  These statements are all accurate.
 
  11. If a first grade childs entire day is in English with little support or use of the childs home language and the goal is for child to learn English this is an example of
  A. structured immersion.
  B. early exit or transitional bilingual education.
  C. English as a second language.
  D. dual immersion bilingual education.
  ANS: A
  This is an example of structured immersion. All of the other approaches would use the childs home language to some degree.
 
  12. This approach supports children for several years and uses their home language to teach both English and academic subjects as well as emphasizing English language development and academic learning.
  A. English as a second language
  B. Dual immersion bilingual education
  C. Early exit or transitional bilingual education
  D. Late exit or developmental bilingual education
  ANS: C
  This is an example of early exit or transitional bilingual education.
 
  13. This approach emphasizes full bilingualism by varying the amount of instruction given in the home language as children progress academically in their knowledge of English and subject matter areas.
  A. English as a second language
  B. Dual immersion bilingual education
  C. Early exit or transitional bilingual education
  D. Late exit or developmental bilingual education
  ANS: D
  This is an example of late exit or developmental bilingual education.
 
  14. For second language development, the time to build vocabulary, define new words, describe people, places, and events, and to encourage children to retell information in their own words is during which stage?
   A. Preproduction
   B. Early Production
   C. Speech Emergence
   D. Intermediate Fluency
  ANS: C
  In preproduction children need a language rich environment, during early production children need to answer yes/no question, make choices and use context to understand meaning. By intermediate fluency the focus is more on reading and writing.
 
  15. Mexico is the country of origin for approximately ___ percent of immigrant families with young children. The next country, India, accounts for about ____ percent of immigrant families with young
  A. 20; 5
  B. 30; 10
  C. 40; 3
  D. 50; 8
  ANS: C
  Mexico is the country of origin for 39 percent of immigrant families with young children. The next country, India, accounts for 2.8 percent of immigrant families with young children.
 
  16. Three and four year old children of Mexican origin have the ______ rates of preschool enrollment of any group of immigrants and children of native-born families with Mexican origins have the ______ rates of preschool enrollment of any cultural/ethnic group of immigrants.
  A. highest; lowest
  B. lowest; highest
  C. lowest; lowest
  D. same rate
  ANS: C
 
  17. Which of the following is not a factor that explains the lower use of nonparental or center-based care of English language learners?
   A. higher poverty rates
   B. lack of access to programs
   C. low parental education
   D. more two-parent families
  ANS: B
  There appear to be programs available, however families are not using them. The other significant factor is Hispanic origin.
 
  TRUE/FALSE
 
  1. The Individuals with Disabilities Education Act requires states to assess the English proficiency of English language learners annually.
  ANS: F
  No Child Left Behind requires states to assess the English proficiency of English language learners annually.
 
  2. Academic English requires the ability to understand abstract thought, to use inductive and deductive reasoning, and to create and critique ideas and concepts, social English does not.
  ANS: T
 
  3. Children whose home language is not English are the fastest growing segment of the population.
  ANS: T
 
  4. In 2004 in reading approximately 75 percent of with limited English proficiency preformed at a below basic level and about 50 percent were below basic in math.
  ANS: T
 
  5. One out of every ten children in the United States is an immigrant or the child of an immigrant parent.
  ANS: F
  One out of every five children in the United States is an immigrant or the child of an immigrant parent.
 
  6. Most young children of immigrant parents live in mixed-status families with one or more noncitizen parents.
  ANS: T
 
  7. Parents with limited English proficiency are three times more likely than parents who speak English well to have children in fair or poor health.
  ANS: T
 
  8. Half of the children of immigrant parents less than six have a parent who came to the United States during the past 20 years
  ANS: F
  Half of the children of immigrant parents less than six have a parent who came to the United States during the past 10 years.
 
  9. Children who have good language models in two languages meet the same milestones as monolingual children relative to first words, two word utterances and the achievement of 50 words.
  ANS: T
 
  10. Children in the early production stage show they understand by doing such things as nodding or shaking their head, pointing to objects, or categorizing them.
  ANS: F
  This is a characteristic of children in the preproduction stage.
 
  11. Children in the intermediate fluency stage have oral and written language comparable to native English speakers of the same age.
  ANS: F
  This is a characteristic of the advanced fluency stage.
 
  12. No Child Left Behind requires that limited English proficient children who have been in U. S. public schools for 3 years or more be assessed in English for language arts.
  ANS: T
  No Child Left Behind requires that limited English proficient children must be provided with reasonable accommodations and must be tested in the language and form most likely to yield accurate data. However, if children have been in U. S. public schools for 3 years or more language arts must be assessed in English.
 
  13. Children born to immigrant parents face multiple risks that make quality early childhood education programs beneficial, and these children are more likely to participate in these programs than native-born children.
  ANS: F
  Children born to immigrant parents are less likely to participate in these programs than native-born children.
 
  14. Over half of young children of immigrants live in households who have incomes less than 200 percent of the poverty level.
  ANS: T
 
  15. Structured immersion is the most common model used in the United States to teach English language learners is structured immersion.
  ANS: F
  Early exit or transitional bilingual education is the most common model used.
 
  16. In the culturally and language-enriched environments model the entire day is in English but there is an effort made to increase the linguistic and cultural awareness in the classroom.
  ANS: T
 
  17. Most of the growth of the Hispanic population today is because of immigration.
  ANS: F
  Most of the growth is because of births to U.S. families.
 
  18. Children at the speech emergence stage have good comprehension and can make simple sentences which may have errors but are understandable.
  ANS: T
 
 
  ESSAY
 
  1. Discuss the guidelines and curriculum adaptations you would use to include a child who is an English language learner in your class. Give concrete examples for how you would modify your class day using examples from several different curriculum areas.
 
  ANS:10 Clearly detail 8 to 10 guidelines and curriculum adaptations you would make for a child who is gifted. Give concrete examples from 4 to 5 different curriculum areas to support your adaptations and guidelines.
  8 Clearly detail the 6 to 8 guidelines and curriculum adaptations you would make for a child who is gifted. Give examples from 3 to 5 different curriculum areas to support your adaptations and guidelines.
  6 Detail the 4 to 8 guidelines and curriculum adaptations you would make for a child who is gifted. Give vague examples from 2 to 4 curriculum areas to support your adaptations and guidelines.
  4 Detail a few guidelines and curriculum adaptations that might be useful for a child with some degree of advanced cognitive development. Give vague examples for 1 or 2 guidelines or adaptations.
  2 Vaguely mention a few guidelines and curriculum adaptations that might be useful for a child. Give examples that may or may not support these guidelines and adaptations.
 
  2. Early childhood educators are important adults in the lives of young children who are English language learners. Discuss some of the basic principles these educators subscribe to. Explain how you will apply these principles in your own practice.
 
  ANS: 10 Choose some appropriate basic principles and give a detailed, clear explanation of their meaning and how they could be used. Provide a real-world or practical way to successfully implement these principles in a classroom.
  8 Choose some appropriate basic principles and give a clear explanation of their meaning and how they could be used. Provide a real-world or practical way to successfully implement these principles in a classroom.
  6 Choose some appropriate basic principles and give a somewhat clear explanation of their meaning and how they could be used. May or may not provide a real world or practical way to implement the basics of these concepts in a classroom.
  4 Choose an appropriate basic principle but include a spare explanation about its meaning and how it could be used. May or may not include a viable way to implement this in the classroom.
  2 Provide little evidence of basic principles or explanations of how they would be used in the classroom.

Question 2

What value can children gain from listening to a visiting storyteller?
 
  What will be an ideal response?

[jharrington11]

Answer to Question 1

CHAPTER 12 EXAM QUESTIONS

MULTIPLE CHOICE

1. According to most research, it takes about ___ years for non-English-speaking children to compete academically with their English-speaking peers.
A. 2
B. 4
C. 6
D. 8
ANS: C
Although children learn to speak the language before six years, to be able to use English as a tool for learning requires in-depth knowledge not only of speaking and comprehension but also reading and writing.

2. The education of English language learners is controversial. Which of the following is not accurate?
A. Voters in Dade County Florida passed an anti-bilingual ordinance that prohibited spending money or supporting any language other than English or promoting cultures other than mainstream U. S. culture
B. In 1982, Plyler vs. Doe, the U. S. Supreme Court denied states right to exclude children of illegal immigrants from public schools.
C. In 1994, California passed Proposition 187 making it illegal for children of undocumented immigrants to attend public schools. The Federal courts ruled Proposition 187 unconstitutional.
D. In 2000, Arizona passed, Proposition 203, creating more bilingual programs and providing additional funding for undocumented immigrant children in public schools.
ANS: D
In 2000, Arizona passed, Proposition 203 that eliminated the states bilingual education programs and required that all instruction be conducted in English.

3. The U. S. Census Bureau and the U. S. Department of Education gather information about individuals with limited English proficiency. Their figures are different because of all the following except:
A. how the data is collected.
B. the use of different definitions.
C. the inclusion or exclusion of undocumented children.
D. how they analyze the data.
ANS: D
Both the U. S. Census Bureau and the U. S. Department of Education gather information about limited English proficiency. Their figures are different because of how the data is collected, the use of different definitions, and the inclusion or exclusion of undocumented children. They both analyze the data accurately.

4. English language learners make up approximately ____ percent of the national student population in pre-kindergarten through twelfth grade.
A. 2
B. 5
C. 10
D. 15
ANS: C
English language learners make up over 10 percent of the national student population in pre-kindergarten through twelfth grade and disproportionately (44 percent) these children are in pre-kindergarten through third grade. Less than half of 3-year-olds were white in 2009.

5. Although children speak over 400 different languages, ___ percent of children with limited English proficiency speak Spanish
A. 20
B. 40
C. 60
D. 80
ANS: D
Eighty percent of children with limited English proficiency speak Spanish.

6. Immigrants make up 11 percent of the total U. S. population, children of immigrants make up about __ percent of the child population (Birth to17 years).
A. 5
B. 10
C. 15
D. 20
ANS: D
Children of immigrants make up 22 percent of the 23.4 million children under age 6 in the United States and 20 percent of children 6 to 17.

7. In 1900___ percent of immigrants came from Latin America and Asia. In 2004 approximately _____ percent came from Latin America and the Caribbean.
A. 20; 90
B. 10; 80
C. 5; 70
D. 1; 65
AND: D
In 1900 1 percent of immigrants came from Latin America today it is 64 with 39 percent of these coming from Mexico (see Table 12-1 for other immigration figures).

8. The major reason for the poverty immigrant families experience is
A. the hourly wage the parent earns.
B. the parents unemployment.
C. the parents ineligibility to receive welfare.
D. sending money to their families out of the country.
ANS: A
The major reason for the poverty of immigrant families is the hourly wage the parent earns.

10. Children of immigrant parents face multiple risks. Which of the following is not a risk they face?
A. About 30 percent live in families below the poverty line and another 25 percent live between 100 and 200percent of the poverty line.
B. Over half of children of immigrants have at least one parent who has limited English proficiency.
C. Approximately 30 percent of childrens parents have less than a high school degree.
D. All of the above risks are accurate.
ANS: D
These statements are all accurate.

11. If a first grade childs entire day is in English with little support or use of the childs home language and the goal is for child to learn English this is an example of
A. structured immersion.
B. early exit or transitional bilingual education.
C. English as a second language.
D. dual immersion bilingual education.
ANS: A
This is an example of structured immersion. All of the other approaches would use the childs home language to some degree.

12. This approach supports children for several years and uses their home language to teach both English and academic subjects as well as emphasizing English language development and academic learning.
A. English as a second language
B. Dual immersion bilingual education
C. Early exit or transitional bilingual education
D. Late exit or developmental bilingual education
ANS: C
This is an example of early exit or transitional bilingual education.

13. This approach emphasizes full bilingualism by varying the amount of instruction given in the home language as children progress academically in their knowledge of English and subject matter areas.
A. English as a second language
B. Dual immersion bilingual education
C. Early exit or transitional bilingual education
D. Late exit or developmental bilingual education
ANS: D
This is an example of late exit or developmental bilingual education.

14. For second language development, the time to build vocabulary, define new words, describe people, places, and events, and to encourage children to retell information in their own words is during which stage?
A. Preproduction
B. Early Production
C. Speech Emergence
D. Intermediate Fluency
ANS: C
In preproduction children need a language rich environment, during early production children need to answer yes/no question, make choices and use context to understand meaning. By intermediate fluency the focus is more on reading and writing.

15. Mexico is the country of origin for approximately ___ percent of immigrant families with young children. The next country, India, accounts for about ____ percent of immigrant families with young
A. 20; 5
B. 30; 10
C. 40; 3
D. 50; 8
ANS: C
Mexico is the country of origin for 39 percent of immigrant families with young children. The next country, India, accounts for 2.8 percent of immigrant families with young children.

16. Three and four year old children of Mexican origin have the ______ rates of preschool enrollment of any group of immigrants and children of native-born families with Mexican origins have the ______ rates of preschool enrollment of any cultural/ethnic group of immigrants.
A. highest; lowest
B. lowest; highest
C. lowest; lowest
D. same rate
ANS: C

17. Which of the following is not a factor that explains the lower use of nonparental or center-based care of English language learners?
A. higher poverty rates
B. lack of access to programs
C. low parental education
D. more two-parent families
ANS: B
There appear to be programs available, however families are not using them. The other significant factor is Hispanic origin.

TRUE/FALSE

1. The Individuals with Disabilities Education Act requires states to assess the English proficiency of English language learners annually.
ANS: F
No Child Left Behind requires states to assess the English proficiency of English language learners annually.

2. Academic English requires the ability to understand abstract thought, to use inductive and deductive reasoning, and to create and critique ideas and concepts, social English does not.
ANS: T

3. Children whose home language is not English are the fastest growing segment of the population.
ANS: T

4. In 2004 in reading approximately 75 percent of with limited English proficiency preformed at a below basic level and about 50 percent were below basic in math.
ANS: T

5. One out of every ten children in the United States is an immigrant or the child of an immigrant parent.
ANS: F
One out of every five children in the United States is an immigrant or the child of an immigrant parent.

6. Most young children of immigrant parents live in mixed-status families with one or more noncitizen parents.
ANS: T

7. Parents with limited English proficiency are three times more likely than parents who speak English well to have children in fair or poor health.
ANS: T

8. Half of the children of immigrant parents less than six have a parent who came to the United States during the past 20 years
ANS: F
Half of the children of immigrant parents less than six have a parent who came to the United States during the past 10 years.

9. Children who have good language models in two languages meet the same milestones as monolingual children relative to first words, two word utterances and the achievement of 50 words.
ANS: T

10. Children in the early production stage show they understand by doing such things as nodding or shaking their head, pointing to objects, or categorizing them.
ANS: F
This is a characteristic of children in the preproduction stage.

11. Children in the intermediate fluency stage have oral and written language comparable to native English speakers of the same age.
ANS: F
This is a characteristic of the advanced fluency stage.

12. No Child Left Behind requires that limited English proficient children who have been in U. S. public schools for 3 years or more be assessed in English for language arts.
ANS: T
No Child Left Behind requires that limited English proficient children must be provided with reasonable accommodations and must be tested in the language and form most likely to yield accurate data. However, if children have been in U. S. public schools for 3 years or more language arts must be assessed in English.

13. Children born to immigrant parents face multiple risks that make quality early childhood education programs beneficial, and these children are more likely to participate in these programs than native-born children.
ANS: F
Children born to immigrant parents are less likely to participate in these programs than native-born children.

14. Over half of young children of immigrants live in households who have incomes less than 200 percent of the poverty level.
ANS: T

15. Structured immersion is the most common model used in the United States to teach English language learners is structured immersion.
ANS: F
Early exit or transitional bilingual education is the most common model used.

16. In the culturally and language-enriched environments model the entire day is in English but there is an effort made to increase the linguistic and cultural awareness in the classroom.
ANS: T

17. Most of the growth of the Hispanic population today is because of immigration.
ANS: F
Most of the growth is because of births to U.S. families.

18. Children at the speech emergence stage have good comprehension and can make simple sentences which may have errors but are understandable.
ANS: T


ESSAY

1. Discuss the guidelines and curriculum adaptations you would use to include a child who is an English language learner in your class. Give concrete examples for how you would modify your class day using examples from several different curriculum areas.

ANS:10 Clearly detail 8 to 10 guidelines and curriculum adaptations you would make for a child who is gifted. Give concrete examples from 4 to 5 different curriculum areas to support your adaptations and guidelines.
8 Clearly detail the 6 to 8 guidelines and curriculum adaptations you would make for a child who is gifted. Give examples from 3 to 5 different curriculum areas to support your adaptations and guidelines.
6 Detail the 4 to 8 guidelines and curriculum adaptations you would make for a child who is gifted. Give vague examples from 2 to 4 curriculum areas to support your adaptations and guidelines.
4 Detail a few guidelines and curriculum adaptations that might be useful for a child with some degree of advanced cognitive development. Give vague examples for 1 or 2 guidelines or adaptations.
2 Vaguely mention a few guidelines and curriculum adaptations that might be useful for a child. Give examples that may or may not support these guidelines and adaptations.

2. Early childhood educators are important adults in the lives of young children who are English language learners. Discuss some of the basic principles these educators subscribe to. Explain how you will apply these principles in your own practice.

ANS: 10 Choose some appropriate basic principles and give a detailed, clear explanation of their meaning and how they could be used. Provide a real-world or practical way to successfully implement these principles in a classroom.
8 Choose some appropriate basic principles and give a clear explanation of their meaning and how they could be used. Provide a real-world or practical way to successfully implement these principles in a classroom.
6 Choose some appropriate basic principles and give a somewhat clear explanation of their meaning and how they could be used. May or may not provide a real world or practical way to implement the basics of these concepts in a classroom.
4 Choose an appropriate basic principle but include a spare explanation about its meaning and how it could be used. May or may not include a viable way to implement this in the classroom.
2 Provide little evidence of basic principles or explanations of how they would be used in the classroom.

Answer to Question 2

Appreciating the story as part of family tradition or culture; observing a model for how ideas, feelings, and experiences can be portrayed.

[tingc95]

Excellent

[debra928]

Wow, this really help