Praxis 5362
Question 1 of 5.
Which THREE of the following are recognized as benefits of collaboration between ESL teachers and content-area teachers when they are planning instruction for ELLs?
A. Facilitating ELLs' acquisition of both linguistic and academic knowledge
B. Allowing the teachers to better identify and understand the needs of every ELL
C. Encouraging the creation of a more rigorous and challenging curriculum
D. Promoting the exchange between teachers of strategies that can assist ELLs
Explanation: Collaboration allows ESL and content teachers to combine their expertise, ensuring that ELLs receive both the academic content and the necessary language support (facilitating acquisition of both). Working together helps both teachers gain a fuller picture of student needs (identification/understanding). They can share effective strategies for supporting ELLs in content learning (strategy exchange). While collaboration can improve instruction, 'creating a more rigorous curriculum' is not a direct, primary benefit listed in standard educational literature on this topic.
Question 2 of 5.
The ability of ELs to express themselves in ways that are appropriate to the situations in which they are speaking is most commonly referred to as
A. sociolinguistic competence
B. strategic competence
C. grammatical competence
D. structural competence
Explanation: Sociolinguistic competence involves understanding and using language appropriately in different social and cultural contexts, which matches the description given in the question. Strategic competence is about using communication strategies to overcome difficulties. Grammatical competence relates to knowledge of sentence structure, and structural competence is not a standard term used in this context.
Question 3 of 5.
An ELL asks his teacher， ""Can you tell me what time is it?"" The student's question includes an error in
A. the use of relative pronouns
B. subject-verb agreement
C. subject-verb inversion
D. the use of modals
Explanation: The correct word order for this question should be "Can you tell me what time it is?" The student incorrectly inverted the subject and verb within the embedded question clause. The error is not specifically about relative pronouns, subject-verb agreement, or modals.
Question 4 of 5.
ELs learning American English often have difficulty with decoding and spelling words that contain letter combinations such as "ough"or "augh" found in words like"cough","through " "though." "laugh" and"caught." English words that have complex spelling patterns or atypical formations are examples of
A. false cognates
B. sight words
C. inflectional morphemes
D. English language inconsistencies
Explanation: The difficulty arises from the fact that English spelling is not always phonetically consistent. Words like "cough," "through," and "laugh" demonstrate inconsistencies in how letter combinations map to sounds, making them challenging for learners. False cognates are words that look similar in two languages but have different meanings. Sight words are high-frequency words often memorized by sight. Inflectional morphemes are grammatical endings like -ed or -s.
Question 5 of 5.
If， you know， some student， something happen like that， they can send you home. The speaker would most likely benefit from pronunciation instruction that focuses on
A. initial S
B. initial H
C. final T
D. final N
Explanation: The speaker says "some student" which sounds like "some th-student" or has difficulty clearly producing the initial 's' sound in 'student' or 'something'. Focusing on initial S would help clarify this sound. Initial H, final T, and final N are not the primary sounds needing focus in this excerpt.