Praxis 5362
Question 1 of 5.
Winston High School administrators have noticed a marked increase in the enrollment of ELLs who are at a beginning level of proficiency and who have had limited schooling in their home countries. The administrators have decided to implement an alternative program for these students that incorporates intensive classes in English language， school routines， and American culture. There will also be a bilingual component for families， to familiarize them with community services. The program will last from three to six months， after which the students will transition to the existing ESL program. The program is an example of which of the following?
A. Transitional bilingual education
B. Content-based ESL program
C. Structured English immersion
D. Newcomer program
Explanation: A Newcomer Program is specifically designed for recently arrived ELLs, often with limited formal schooling, to help them adjust to the new school environment, learn basic English, understand school routines, and acclimate to the culture before transitioning to mainstream ESL or content classes. This description matches the scenario perfectly. Transitional bilingual education involves initial instruction in L1. Content-based ESL integrates language with academic subjects. Structured English immersion focuses primarily on English instruction.
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.