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TExES Bilingual Ed 164 study materials
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TExES Bilingual Ed 164 practice questions

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Question 1Bilingual Education Supplemental domain 1

A school district is designing a program for emergent bilingual students in which instruction begins primarily in the students' home language and gradually increases English instruction over several years while maintaining home-language development. This model is best described as:

  1. a transitional bilingual education program
  2. a structured English immersion program
  3. a developmental (late-exit) bilingual education program Correct answer.
  4. an English as a second language pull-out program

Explanation

Developmental or late-exit bilingual programs maintain and build the home language long term while adding English, aiming for full bilingualism. Transitional programs use the home language only temporarily to exit students into English-only instruction.

Question 2Bilingual Education Supplemental domain 1

According to Cummins's theory, the conversational English a student uses on the playground differs from the academic English needed to read a science textbook primarily because academic language is:

  1. dependent mainly on correct pronunciation
  2. learned faster by students who speak more at recess
  3. cognitively demanding and context-reduced Correct answer.
  4. acquired naturally within about two years of exposure

Explanation

Cummins distinguishes BICS (basic interpersonal communication skills) from CALP (cognitive academic language proficiency). CALP is cognitively demanding and context-reduced, which is why it takes longer to develop than conversational fluency.

Question 3Bilingual Education Supplemental domain 1

A teacher wants to help a newcomer student comprehend a social studies text about the water cycle. Which scaffold best reduces the language demand while preserving the science content?

  1. Requiring the student to read the text aloud without support
  2. Assigning a longer chapter to build reading stamina
  3. Providing a labeled diagram and sentence frames for describing each stage Correct answer.
  4. Having the student copy the text into a notebook

Explanation

Sheltered instruction uses visuals and language frames to make content comprehensible while keeping grade-level concepts intact. A labeled diagram supplies context, and sentence frames lower the linguistic barrier to expressing the science ideas.

Question 4Bilingual Education Supplemental domain 1

Which classroom practice is most consistent with the goal of additive bilingualism?

  1. Encouraging students to use both languages as resources for learning Correct answer.
  2. Discouraging home-language use so English develops faster
  3. Correcting home-language use during English lessons
  4. Separating bilingual students from peers during group work

Explanation

Additive bilingualism treats the home language as an asset that supports, rather than competes with, English development. Allowing students to draw on both languages supports conceptual understanding and identity.

Question 5Bilingual Education Supplemental domain 1

A second-grade teacher notices that a student who is fluent in conversational English struggles to understand the word 'predict' in a read-aloud. The most appropriate instructional response is to:

  1. increase the student's oral reading speed practice
  2. provide explicit vocabulary instruction with examples and visuals Correct answer.
  3. refer the student for special education evaluation
  4. return the student to the home-language reading group

Explanation

The student shows BICS but is still developing CALP, so academic vocabulary needs explicit teaching with context and visuals. This is an expected stage of second-language development, not evidence of a disability.

Question 6Bilingual Education Supplemental domain 1

A teacher plans a lesson in which students first discuss a concept in their home language, then write about it in English. This practice primarily supports learning by:

  1. ensuring students never use English during discussion
  2. allowing students to build ideas in a stronger language before producing English Correct answer.
  3. delaying English acquisition until the home language is fully mastered
  4. reducing the cognitive demand of the content

Explanation

Cross-linguistic transfer lets students develop and organize ideas in the language they know best, then apply that understanding when writing in English. This supports both content learning and English production.

Question 7Bilingual Education Supplemental domain 1

Which statement best describes the role of comprehensible input in second-language acquisition?

  1. Learners acquire language only when every word is translated into the home language
  2. Learners acquire language when output is corrected before they speak
  3. Learners acquire language best by memorizing isolated word lists
  4. Learners acquire language when they understand messages slightly beyond their current level Correct answer.

Explanation

Krashen's input hypothesis holds that acquisition occurs when learners receive understandable messages just beyond their current competence. Meaning, context, and visuals make that input comprehensible.

Question 8Bilingual Education Supplemental domain 1

An ELAR teacher wants to assess a bilingual student's understanding of a novel's theme without being limited by the student's English writing proficiency. Which assessment approach is most appropriate?

  1. A timed English essay scored only for grammar
  2. An oral interview or home-language response option Correct answer.
  3. A spelling test drawn from the novel's vocabulary
  4. A multiple-choice test with complex English phrasing

Explanation

Allowing oral or home-language responses lets the assessment measure understanding of the theme rather than English writing ability. This reduces construct-irrelevant language barriers in assessment.

Question 9Bilingual Education Supplemental domain 1

A student who is literate in Spanish often transfers reading skills such as decoding and recognizing cognates to English. This phenomenon is best explained by:

  1. the common underlying proficiency shared across languages Correct answer.
  2. the monitor model's editing function
  3. the affective filter hypothesis
  4. the threshold hypothesis about age of acquisition

Explanation

Cummins's common underlying proficiency holds that literacy skills and knowledge are stored in a shared cognitive system and can transfer across languages. This is why strong home-language literacy supports English literacy.

Question 10Bilingual Education Supplemental domain 1

A teacher is planning instruction for a bilingual student with a suspected language difference rather than a language disorder. Which evidence would most support a difference rather than a disorder?

  1. The student's parents report no concerns about home-language development
  2. The student shows similar error patterns in both languages that are typical of second-language development
  3. The student's errors persist across settings and languages with no developmental pattern
  4. The student struggles only in English and shows age-appropriate skills in the home language Correct answer.

Explanation

A true language disorder typically affects both languages, whereas a difference tied to second-language learning often appears only in the new language. Age-appropriate home-language skills suggest the student is developing typically and is acquiring English.

Question 11Bilingual Education Supplemental domain 1

Which of the following is a key legal principle established by the Supreme Court in Lau v. Nichols (1974)?

  1. Students cannot be denied meaningful access to instruction because of limited English proficiency Correct answer.
  2. English-only instruction is required by federal law
  3. Standardized tests must be administered only in English
  4. Bilingual education must be provided in every school district

Explanation

Lau v. Nichols held that providing the same instruction to students who do not understand English denies them meaningful access to education. Districts must take affirmative steps to overcome language barriers.

Question 12Bilingual Education Supplemental domain 1

A teacher uses the SIOP model to plan a lesson. Which component focuses on connecting content and language objectives and clearly communicating them to students?

  1. Practice and application
  2. Building background
  3. Lesson preparation Correct answer.
  4. Review and assessment

Explanation

In SIOP, lesson preparation includes writing clear content and language objectives and sharing them with students. Building background, practice, and review are separate components of the model.

Question 13Bilingual Education Supplemental domain 1

A bilingual teacher wants to promote biliteracy. Which practice most directly advances this goal?

  1. Assigning reading only in English after the early grades
  2. Using the home language only for classroom management
  3. Testing students only in their dominant language
  4. Providing reading and writing instruction in both languages across content areas Correct answer.

Explanation

Biliteracy requires ongoing literacy instruction and practice in both languages, not just oral support. Integrating reading and writing in both languages across content areas develops literacy in each language.

Question 14Bilingual Education Supplemental domain 1

During a math lesson, a teacher notices a bilingual student solving word problems accurately in Spanish but struggling with the same problems in English. The teacher should conclude that:

  1. the student lacks mathematical understanding
  2. the student should be removed from the bilingual program
  3. the student needs remedial math instruction in English only
  4. the student's difficulty is with English language, not the math concepts Correct answer.

Explanation

Accurate performance in Spanish shows the student understands the mathematics; the difficulty is with the English language of the problems. The teacher should scaffold the language rather than reteach the math.

Question 15Bilingual Education Supplemental domain 1

Which of the following best characterizes the affective filter as described in second-language acquisition theory?

  1. A method for translating academic content into the home language
  2. A stage in which learners refuse to speak in any language
  3. A measure of a student's reading fluency in English
  4. An emotional state that can block learners from taking in comprehensible input Correct answer.

Explanation

The affective filter refers to emotional factors such as anxiety, low motivation, or low self-confidence that can prevent learners from processing available input. A low filter supports acquisition.

Question 16Bilingual Education Supplemental domain 1

A teacher wants to differentiate instruction for emergent bilingual students at varying English proficiency levels during a science investigation. Which approach is most effective?

  1. Using the same text and tasks for all students to ensure equity
  2. Assigning lower-level content to students with less English
  3. Having students work only individually to avoid confusion
  4. Providing tiered language supports while keeping the same core science investigation Correct answer.

Explanation

Differentiation for language learners should adjust the language supports, not lower the content expectations. Tiered scaffolds let all students engage with the same rigorous investigation.

Question 17Bilingual Education Supplemental domain 1

Which of the following is the strongest example of a language objective for a sheltered science lesson?

  1. Students will appreciate the importance of plants
  2. Students will complete a worksheet on plants
  3. Students will understand photosynthesis
  4. Students will explain the stages of photosynthesis using sequence words Correct answer.

Explanation

A language objective specifies the language functions, forms, or vocabulary students will use to demonstrate content learning. Naming the sequence words and the explaining function makes it observable and language-focused.

Question 18Bilingual Education Supplemental domain 1

A bilingual teacher notices that a student who is strong in oral Spanish makes predictable errors in English such as 'She go to school.' The teacher should interpret these errors as:

  1. proof that the student has not been paying attention
  2. a normal stage of interlanguage development Correct answer.
  3. evidence of a language disorder requiring referral
  4. a sign that the student should stop using Spanish

Explanation

Interlanguage errors reflect a learner's developing rule system and are a typical part of second-language acquisition. They should be addressed through modeling and feedback rather than treated as a disorder.

Question 19Bilingual Education Supplemental domain 1

Which statement about the relationship between first- and second-language literacy is best supported by research?

  1. First-language literacy must be suppressed to avoid interference
  2. Literacy skills developed in the first language can support literacy development in the second language Correct answer.
  3. Literacy skills do not transfer between languages with different writing systems
  4. Second-language literacy develops only after first-language literacy is complete

Explanation

Research on cross-linguistic transfer shows that literacy knowledge and strategies in the first language can support second-language literacy. This supports maintaining home-language literacy alongside English.

Question 20Bilingual Education Supplemental domain 1

A teacher is preparing a lesson for a class that includes students at beginning, intermediate, and advanced English proficiency levels. Which grouping strategy best supports language development for all students?

  1. Keeping all students in whole-group instruction for the entire lesson
  2. Using flexible grouping that mixes proficiency levels for collaborative tasks with scaffolds Correct answer.
  3. Allowing only advanced students to participate in discussion
  4. Grouping students only by English proficiency so each group has identical needs

Explanation

Flexible heterogeneous grouping with scaffolds gives students models of language use while allowing the teacher to target support. It also avoids the stigma and limited input of fixed proficiency-only groups.

Question 21Bilingual Education Supplemental domain 1

A district wants to ensure that its identification of students for gifted and talented programs is equitable for emergent bilingual students. Which practice best supports this goal?

  1. Using multiple measures, including performance in the home language and teacher input Correct answer.
  2. Requiring a minimum English proficiency score before referral
  3. Relying solely on English-language standardized test scores
  4. Excluding students who are still developing English from consideration

Explanation

Equitable identification uses multiple, valid measures so that limited English proficiency does not mask talent. Home-language performance and teacher observations provide a fuller picture.

Question 22Bilingual Education Supplemental domain 1

Which instructional strategy most directly supports oral language development for emergent bilingual students?

  1. Copying vocabulary words repeatedly
  2. Silent independent reading for the entire class period
  3. Listening to the teacher lecture without interaction
  4. Structured opportunities for academic conversations with sentence frames Correct answer.

Explanation

Structured academic conversations give students purposeful practice using language to negotiate meaning, and sentence frames scaffold that production. Oral interaction is central to language development.

Question 23Bilingual Education Supplemental domain 1

A teacher wants to build on the cultural and linguistic assets students bring to the classroom. Which approach best reflects this asset-based perspective?

  1. Incorporating students' cultural knowledge and languages into lessons and examples Correct answer.
  2. Using only materials that reflect the dominant culture
  3. Requiring students to leave their home language at the classroom door
  4. Treating students' home experiences as irrelevant to academic content

Explanation

An asset-based, culturally sustaining approach uses students' cultural and linguistic knowledge as resources for learning. Connecting content to students' lives increases engagement and comprehension.

Question 24Bilingual Education Supplemental domain 1

A teacher reviews a student's writing and notices that the student uses Spanish spelling patterns when writing English words, such as 'jiraf' for 'giraffe.' The most appropriate instructional response is to:

  1. ignore the errors because they will disappear on their own
  2. tell the student to stop using Spanish entirely
  3. explicitly teach the English sound-spelling patterns that differ from Spanish Correct answer.
  4. mark the errors as careless mistakes without further instruction

Explanation

Spelling errors that reflect home-language patterns are predictable transfer effects and should be addressed with explicit contrastive instruction. Teaching the differing patterns helps the student build English orthographic knowledge.

Question 25Bilingual Education Supplemental domain 1

Which of the following best describes the purpose of a home-language survey during enrollment?

  1. To rank students by academic ability
  2. To decide which students may participate in extracurricular activities
  3. To assign students to special education services
  4. To determine a student's eligibility for English language services and identify language needs Correct answer.

Explanation

A home-language survey is used to identify students who may need English language proficiency screening and services. It is an initial step in the identification process, not a placement in special programs.

Question 26Bilingual Education Supplemental domain 1

A middle school bilingual teacher wants to help students transfer their knowledge of Spanish cognates to English academic vocabulary. Which activity best supports this goal?

  1. Having students memorize English words without connecting them to Spanish
  2. Providing students with a list of English words to copy and define using a monolingual dictionary
  3. Asking students to list Spanish words that look similar to English words and discuss their meanings Correct answer.
  4. Encouraging students to avoid using Spanish in the English classroom

Explanation

Cognate instruction explicitly connects words across languages, helping students recognize similarities and differences in meaning and form. This leverages the linguistic assets bilingual students bring to the classroom. Memorization without connections or avoidance of Spanish does not support transfer.

Question 27Bilingual Education Supplemental domain 1

Which of the following best describes the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP)?

  1. BICS develops only in a student's first language, while CALP develops only in the second language.
  2. BICS is the language needed for social conversations, while CALP is the language needed for academic learning. Correct answer.
  3. BICS is the language used in academic settings, while CALP is used in social settings.
  4. BICS and CALP are identical concepts and can be used interchangeably.

Explanation

BICS refers to conversational fluency, typically developed within a few years of exposure, while CALP refers to the academic language proficiency that takes longer to develop and is crucial for success in school. Understanding this distinction helps teachers support students' academic language needs.

Question 28Bilingual Education Supplemental domain 1

A bilingual teacher uses a KWL chart (Know, Want to know, Learned) in a lesson. This strategy primarily supports which aspect of language development?

  1. Phonological awareness
  2. Pronunciation accuracy
  3. Handwriting fluency
  4. Academic vocabulary and comprehension Correct answer.

Explanation

KWL charts activate prior knowledge, set purposes for reading, and help students organize and reflect on new information, thereby supporting academic vocabulary and comprehension. They are not designed to target phonological awareness, handwriting, or pronunciation.

Question 29Bilingual Education Supplemental domain 1

Which of the following is an example of a culturally responsive practice in a bilingual classroom?

  1. Inviting students to share and discuss their home cultural practices as part of a lesson Correct answer.
  2. Discouraging students from using their home language during group work
  3. Using only materials that reflect the dominant culture
  4. Assigning students to translate for their parents during conferences

Explanation

Culturally responsive teaching values and integrates students' cultural backgrounds into instruction, making learning relevant and affirming. Inviting students to share home practices builds on their assets and fosters engagement.

Question 30Bilingual Education Supplemental domain 1

A teacher wants to assess an emergent bilingual student's oral language development in English. Which assessment method is most appropriate?

  1. A multiple-choice vocabulary test
  2. A recorded oral interview or story retelling Correct answer.
  3. A spelling test
  4. A timed writing prompt

Explanation

Oral interviews and story retellings directly elicit spoken language and allow the teacher to evaluate fluency, pronunciation, vocabulary, and grammar in a natural context. Written assessments do not capture oral proficiency.

Question 31Bilingual Education Supplemental domain 1

Which of the following best describes the concept of 'additive bilingualism'?

  1. Learning a second language only after the first language is fully developed
  2. Using only the second language in all school contexts
  3. Learning a second language while maintaining and developing the first language Correct answer.
  4. Replacing the first language with the second language

Explanation

Additive bilingualism occurs when a second language is added to a student's repertoire without losing the first language, leading to balanced bilingualism. This is a goal of many bilingual education programs.

Question 32Bilingual Education Supplemental domain 1

A teacher is planning a lesson for emergent bilingual students and wants to ensure that the language demands of the task are appropriate. Which of the following should the teacher consider first?

  1. The number of vocabulary words to be taught
  2. The length of the lesson
  3. The seating arrangement in the classroom
  4. The students' English proficiency levels Correct answer.

Explanation

Understanding students' English proficiency levels is essential for planning instruction that is comprehensible and appropriately challenging. It informs the selection of scaffolds, language objectives, and grouping strategies.

Question 33Bilingual Education Supplemental domain 1

Which of the following is a primary goal of bilingual education programs?

  1. To accelerate the transition of English learners to all-English instruction as quickly as possible
  2. To separate English learners from their English-speaking peers at all times
  3. To develop bilingualism and biliteracy while providing grade-level content instruction Correct answer.
  4. To focus exclusively on English language development and ignore academic content

Explanation

Bilingual education programs aim to develop proficiency in two languages and to provide academic content instruction that is comprehensible and challenging. They support both language development and content knowledge.

Question 34Bilingual Education Supplemental domain 1

A bilingual teacher wants to help students understand the structure of expository text in English. Which instructional strategy is most effective?

  1. Teaching students to identify text features such as headings, captions, and bold print Correct answer.
  2. Asking students to memorize lists of unrelated facts
  3. Encouraging students to skip unfamiliar words
  4. Having students read narrative stories only

Explanation

Explicit instruction in text features helps students navigate expository texts and comprehend their organization. This is a key component of reading instruction for academic texts.

Question 35Bilingual Education Supplemental domain 1

Which of the following best explains the importance of incorporating students' home language in instruction?

  1. It helps students make connections between prior knowledge and new concepts, supporting comprehension. Correct answer.
  2. It should only be used for social conversations, not academic content.
  3. It prevents students from learning English.
  4. It is required by federal law in all states.

Explanation

Using the home language allows students to access prior knowledge and build conceptual understanding, which facilitates learning new content in the second language. Research supports the strategic use of the first language as a scaffold.

Question 36Bilingual Education Supplemental domain 1

A teacher notices that a bilingual student often uses Spanish syntax when speaking English (e.g., 'I have 10 years' instead of 'I am 10 years old'). This is an example of:

  1. A language disorder
  2. Language transfer Correct answer.
  3. A learning disability
  4. A lack of motivation

Explanation

Language transfer occurs when features of the first language influence the second language. Such errors are a normal part of second-language development and can inform instruction.

Question 37Bilingual Education Supplemental domain 1

Which of the following is the most effective way to teach academic vocabulary to emergent bilingual students?

  1. Using the words in multiple contexts and providing opportunities for meaningful use Correct answer.
  2. Teaching words in isolation without context
  3. Asking students to copy definitions repeatedly
  4. Providing a list of words to look up in a dictionary

Explanation

Effective vocabulary instruction involves multiple exposures, contextualized use, and opportunities for students to use words in speaking and writing. This builds deep understanding and retention.

Question 38Bilingual Education Supplemental domain 1

A bilingual teacher is designing a lesson to help students compare and contrast two texts. Which of the following activities best supports this objective?

  1. Asking students to memorize the main idea of each text
  2. Having students read one text and answer comprehension questions
  3. Using a Venn diagram to record similarities and differences between the texts Correct answer.
  4. Assigning students to write a summary of one text

Explanation

A Venn diagram is a graphic organizer that visually represents similarities and differences, supporting students in comparing and contrasting. It makes the thinking process explicit and accessible.

Question 39Bilingual Education Supplemental domain 1

Which of the following best describes the role of the first language in second-language reading development?

  1. First-language reading skills can facilitate second-language reading comprehension. Correct answer.
  2. Second-language reading must be taught before first-language reading.
  3. First-language reading interferes with second-language reading.
  4. First-language reading skills do not transfer to the second language.

Explanation

Research indicates that reading skills such as decoding, comprehension strategies, and vocabulary knowledge can transfer across languages, supporting second-language reading development. This is known as cross-linguistic transfer.

Question 40Bilingual Education Supplemental domain 1

A teacher wants to promote oral language development in a bilingual classroom. Which strategy is most likely to be effective?

  1. Having students work silently on worksheets
  2. Using cooperative learning structures that require students to discuss and explain ideas Correct answer.
  3. Lecturing for most of the class period
  4. Assigning individual silent reading for the entire class

Explanation

Cooperative learning structures provide authentic opportunities for students to use language for meaningful communication, which supports oral language development. Interaction with peers is key.

Question 41Bilingual Education Supplemental domain 1

Which of the following is an example of a summative assessment for a bilingual student?

  1. Administering a unit test at the end of a science unit Correct answer.
  2. Asking a student to explain their thinking during a lesson
  3. Observing a student during a group discussion
  4. Reviewing a student's rough draft with them

Explanation

Summative assessments evaluate student learning at the end of an instructional period, such as a unit test. Formative assessments, like observations and draft reviews, occur during instruction.

Question 42Bilingual Education Supplemental domain 1

A teacher wants to create a language-rich environment for emergent bilingual students. Which of the following practices best supports this goal?

  1. Displaying student work and labeling classroom objects in multiple languages Correct answer.
  2. Keeping the classroom walls bare to reduce distractions
  3. Limiting student talk to teacher-directed responses
  4. Using only English print materials in the classroom

Explanation

A language-rich environment includes visible print in students' languages, displays of their work, and opportunities for meaningful language use. This affirms students' identities and supports language development.

Question 43Bilingual Education Supplemental domain 1

Which of the following best describes the purpose of using bilingual dictionaries in a bilingual classroom?

  1. To support students in accessing content and making connections between languages Correct answer.
  2. To encourage students to translate word-for-word without understanding
  3. To replace the need for vocabulary instruction
  4. To prevent students from learning English vocabulary

Explanation

Bilingual dictionaries can be a valuable tool for accessing content and building cross-linguistic connections when used appropriately. They support comprehension and vocabulary learning.

Question 44Bilingual Education Supplemental domain 1

A bilingual teacher is working with a student who has recently arrived from another country and has limited formal schooling. Which of the following is the most appropriate initial instructional focus?

  1. Assigning grade-level texts to build academic language quickly
  2. Administering grade-level standardized assessments immediately
  3. Focusing only on English grammar drills
  4. Building oral language and foundational literacy skills in a supportive environment Correct answer.

Explanation

Students with limited or interrupted formal education (SLIFE) benefit from instruction that builds foundational oral language and literacy skills while addressing their social-emotional needs. Rushing to grade-level texts or grammar drills can be overwhelming.

Question 45Bilingual Education Supplemental domain 1

Which of the following statements about the transfer of phonological awareness between languages is best supported by research?

  1. Phonological awareness skills can transfer across languages, especially when the languages share similar phonological structures. Correct answer.
  2. Phonological awareness in one language cannot predict phonological awareness in another.
  3. Phonological awareness is only relevant for monolingual students.
  4. Phonological awareness instruction should be delayed until students are proficient in English.

Explanation

Research shows that phonological awareness, the ability to manipulate sounds, can transfer across languages. This transfer is particularly strong when the languages have similar phonological systems.

Question 46Bilingual Education Supplemental domain 1

A teacher wants to ensure that assessment of emergent bilingual students is fair and valid. Which of the following practices is most appropriate?

  1. Using only standardized tests normed on monolingual English speakers
  2. Avoiding any form of assessment for emergent bilinguals
  3. Testing students only in English regardless of their proficiency
  4. Allowing students to demonstrate knowledge in multiple ways, such as through oral presentations or projects Correct answer.

Explanation

Fair assessment recognizes that emergent bilinguals may have knowledge that is not captured by English-only tests. Offering multiple modalities allows students to demonstrate their understanding without language barriers.

Question 47Bilingual Education Supplemental domain 1

Which of the following best describes the concept of 'translanguaging' in a bilingual classroom?

  1. Prohibiting students from using their home language
  2. Using multiple languages flexibly to make meaning and communicate Correct answer.
  3. Translating word-for-word from one language to another
  4. Strictly separating languages for instruction and assessment

Explanation

Translanguaging refers to the dynamic and flexible use of multiple languages by bilingual individuals to communicate and learn. It recognizes that bilinguals draw on their full linguistic repertoire.

Question 48Bilingual Education Supplemental domain 1

A bilingual teacher is designing a lesson to help students analyze the author's purpose in a persuasive text. Which of the following activities best supports this objective?

  1. Asking students to summarize the text in their own words
  2. Having students identify the main idea and supporting details
  3. Asking students to evaluate the language choices and evidence used to persuade the audience Correct answer.
  4. Having students memorize the definitions of persuasive techniques

Explanation

Analyzing author's purpose in a persuasive text involves examining how the author uses language and evidence to influence the reader. Evaluating these choices requires higher-order thinking and aligns with the objective.

Question 49Bilingual Education Supplemental domain 1

Which of the following best explains the importance of culturally relevant literature in a bilingual classroom?

  1. It is easier to read than other types of literature.
  2. It should replace all other types of literature.
  3. It provides mirrors and windows, allowing students to see themselves and learn about others. Correct answer.
  4. It ensures that students only read about their own culture.

Explanation

Culturally relevant literature serves as both mirrors, reflecting students' own experiences, and windows, offering views into others' lives. This supports engagement, identity development, and intercultural understanding.

Question 50Bilingual Education Supplemental domain 1

A teacher uses the strategy of 'frontloading' vocabulary before a reading lesson. Which of the following best describes the purpose of this strategy?

  1. To test students on vocabulary they have not yet learned
  2. To replace the need for reading the text
  3. To focus only on pronunciation of new words
  4. To pre-teach key vocabulary and build background knowledge to support comprehension Correct answer.

Explanation

Frontloading vocabulary involves introducing key terms and concepts before reading to reduce cognitive load and improve comprehension. It helps students access the text more effectively.