GACE English to Speakers of Other Languages 119, 120 (XAM GACE)

Title Page......Page 3
Copyright Page......Page 4
Table of Contents......Page 15
Skill 1.2 Demonstrating knowledge of basic aspects of language origins and history (e.g., language families, the linguistic history of English)......Page 29
Skill 1.3 Recognizing the effect of language contact on changes in a language and types, sources, and effects of internal variations (e.g., dialects)......Page 31
Skill 1.4 Demonstrating knowledge of pragmatic features of oral and written language that influence or convey meaning (e.g., use of formal and informal styles, idiomatic expressions, nonverbal elements)......Page 34
Skill 1.5 Demonstrating knowledge of the influence of various factors (e.g., culture, politics, society) on a speaker’s choice of pragmatic features and language variations......Page 35
Skill 1.6 Identifying strategies that may apply knowledge of pragmatics to help ELL students respond appropriately and communicate effectively in a variety of contexts, including formal and informal settings, and for a variety of audiences and purposes (e.......Page 36
Skill 2.1 Demonstrating knowledge of phonology and identifying strategies that apply knowledge of phonology to help ELL students develop oral language (e.g., discrimination and pronunciation of English phonemes, and intonation), reading and writing skills,......Page 37
Skill 2.2 Demonstrating knowledge of morphology and identifying strategies that apply knowledge of morphology to promote ELL students’ development of vocabulary and literacy skills, including spelling, in English......Page 40
Skill 2.3 Demonstrating knowledge of syntax and identifying strategies that apply knowledge of syntax to promote ELL students’ social and academic language and literacy development in English......Page 42
Skill 2.4 Demonstrating knowledge of semantics and identifying strategies that apply knowledge of semantics to help ELL students acquire and productively use a wide range of vocabulary in English......Page 43
Skill 2.5 Demonstrating knowledge of discourse (e.g., analyzing oral and written discourse with respect to cohesion and coherence, identifying similarities and differences between language structures used in spoken and written English, analyzing text struc......Page 45
Skill 2.6 Recognizing the importance of serving as a good language model For ELL students and for providing opportunities for ELL students to be exposed to a variety of proficient English speakers......Page 47
Skill 3.1 Demonstrating knowledge of current theories and research in first- and second- language acquisition......Page 48
Skill 3.2 Demonstrating knowledge of processes and stages of first- and second- language acquisition and literacy development......Page 50
Skill 3.3 Examining the role of primary language (L1) in acquiring English as a second language (L2), including the process of transferring language and reading skills from L1 to L2, and demonstrating knowledge of strategies for building on ELL students’ c......Page 51
Skill 3.4 Recognizing the nature and role of comprehensible input and output for second- language development and demonstrating knowledge of strategies for providing ELL students with comprehensible input and opportunities for producing comprehensible outp......Page 52
Skill 3.5 Recognizing the role of meaningful interaction in the development of communicative competence in a new language and demonstrating knowledge of strategies for providing opportunities for ELL students to communicate in a variety of social and acade......Page 53
Skill 3.6 Demonstrating knowledge of cognitive processes involved in synthesizing and internalizing a new language (e.g., memorization, categorization, metacognition) and demonstrating knowledge of strategies for explicitly teaching ELL students effective......Page 54
Skill 3.7 Recognizing the role of feedback in language development and demonstrating knowledge of strategies for appropriately monitoring ELL students’ language errors and for addressing ELL student’s needs......Page 57
Skill 4.1 Demonstrating knowledge of cognitive variables that affect L2 acquisition (e.g., cognitive development, memory, planning and organizational skills) and recognizing the importance of using instructional strategies that are developmentally appropri......Page 58
Skill 4.2 Demonstrating knowledge of affective variables that affect L2 acquisition (e.g., inhibition, motivation, self- esteem) and strategies for applying this knowledge to facilitate the process of learning English as a new language......Page 59
Skill 4.3 Demonstrating knowledge of sociocultural and political variables that affect L2 acquisition (e.g., idioms, variations in register, dialect, and language genre; factors related to immigration, cultural transition, prior educational background and......Page 60
Skill 4.4 Demonstrating knowledge of individual variables that affect L2 acquisition (e.g., age, level of L1 language proficiency, level of L1 literacy, personality, preferred learning styles and modalities, educational experience, disabilities)......Page 62
Skill 4.5 Demonstrating knowledge of linguistic variables that affect L2 acquisition (e.g., difficulty level of language structures and vocabulary) and applying knowledge of strategies for developing ELL students’ and social and academic language proficien......Page 66
Skill 5.1 Demonstrating knowledge of major cultural concepts (e.g., cultural relativism, cultural universalism, intra- and intergroup differences, acculturation, assimilation, accommodation, biculturalism, the additive nature of culture)......Page 68
Skill 5.2 Demonstrating knowledge of the interrelationship between language and culture and the effects of this interrelationship on ELL students' language development and learning......Page 70
Skill 5.3 Demonstrating knowledge of the content of culture and sociocultural systems (e.g., values, beliefs, and expectations; roles and status; family structure, function, and socialization; humanities and the arts; assumptions about literacy and other c......Page 72
Skill 5.4 Demonstrating knowledge of the process of cultural contact and stages or phases of acculturation (e.g., characteristics of culture shock)......Page 73
Skill 5.5 Recognizing the role of culture in the classroom and school (e.g., effects of the degree of cultural congruence between ELL students' home cultures and the school culture) and demonstrating knowledge of cultural differences in approaches to learn......Page 74
Skill 6.1 Recognizing how to use a variety of print and nonprint resources to learn about world cultures and the diverse cultures of students, including characteristic features of linguistic-minority cultures......Page 77
Skill 6.2 Recognizing the effects of world events (e.g., U.S. immigration history, patterns, and policies; events in students' home countries) on ELL students and their families......Page 78
Skill 6.3 Demonstrating knowledge of strategies for promoting ELL students' understanding of aspects of U.S. culture (e.g., names, food and dining, shopping, games, music, literature, government structure and institutions, citizenship issues), including so......Page 79
Skill 6.4 Demonstrating knowledge of cultural differences in communication styles (e.g., nonverbal elements, turn-taking features) and strategies for applying this knowledge to enhance English language learning......Page 80
Skill 6.6 Analyzing the effects of racism, stereotyping, and discrimination on teaching and learning and ways to address these issues purposefully in the classroom (e.g., by promoting an inclusive classroom climate, by designing instruction that reflects a......Page 81
Skill 7.1 Demonstrating knowledge of the effects of significant federal and state legislation, court cases, and demographic changes on the evolution of ESOL programs......Page 82
Skill 7.3 Demonstrating knowledge of current educational trends, issues, and policies in the field of ESOL and their relationships to program planning......Page 83
Skill 7.4 Demonstrating knowledge of strategies for pursuing professional growth opportunities in the field of ESOL (e.g., formulating a professional development plan, participating in professional associations and other academic organizations)......Page 85
Skill 7.5 Demonstrating knowledge of strategies for serving as a professional ESOL resource in the school community (e.g., modeling effective ESOL teaching practices, helping other teachers and school administrators to work effectively with ELL students, p......Page 86
Skill 7.6 Demonstrating knowledge of a variety of collaborative teaching models (e.g., parallel teaching, alternative teaching, team teaching) and ways to work with colleagues to assist ELL students as they transition into general education and content-are......Page 87
Skill 8.2 Demonstrating knowledge of ways to advocate for ELL students and their families in various school contexts, including how to support ELL students and their families in making decisions and advocating for themselves in the school community......Page 88
Skill 8.3 Demonstrating knowledge of strategies for working with colleagues to provide comprehensive, challenging educational opportunities for ELL students and for ensuring ELL students' full access to school resources, including educational technology......Page 89
Skill 8.5 Recognizing the important roles that families play in their children's development and demonstrating knowledge of culturally responsive strategies for communicating and building partnerships with ELL students' families......Page 90
Skill 8.6 Recognizing the important roles that families play in their children's development and demonstrating knowledge of culturally responsive strategies for communicating and building partnerships with ELL students' families......Page 92
Skill 9.2 Demonstrating knowledge of current instructional approaches, methods, and instructional practices in the field of ESOL......Page 93
Skill 9.3 Recognizing the importance of planning ESOL instruction based on assessment of ELL students' language proficiency and prior knowledge......Page 95
Skill 9.4 Demonstrating knowledge of strategies for addressing ELL students' varying educational backgrounds (e.g., limited formal schooling) and varying levels of English language proficiency when planning and delivering standards-based instruction......Page 96
Skill 9.5 Demonstrating knowledge of strategies for creating a secure, positive, and motivating language-learning environment for ELL students that encourages them to be actively involved in learning, to take risks, and to extend their learning inside and......Page 97
Skill 9.7 Demonstrating knowledge of how to scaffold oral and written language tasks in order to facilitate ELL students' achievement of academic tasks and to promote their language development and learning......Page 98
Skill 9.8 Recognizing how to create learning opportunities that integrate comprehension through listening, speaking, reading, writing, and viewing for a variety of academic and social purposes......Page 99
Skill 10.1 Recognizing how to locate, develop, adapt, and use an appropriate variety of materials and resources to promote ELL students' language, literacy, and content-area development, including books and other print materials, visual aids, props, games,......Page 101
Skill 10.2 Demonstrating knowledge of strategies for selecting and adapting materials and other resources in the ESOL classroom in order to ensure that instructional resources are appropriate to ELL students' developing language and content-area skills and......Page 103
Skill 10.3 Recognizing how to select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials to promote ELL students' language, literacy, and content-area development, including appropriate use of primary-language ma......Page 104
Skill 10.5 Demonstrating knowledge of strategies for evaluating and using appropriate multimedia and technological resources to enhance language, literacy, and content-area instruction for ELL students (e.g., computers and related devices, software, the In......Page 106
Skill 11.1 Recognizing the importance of using a variety of different assessment strategies with ELL students (e.g., observation, portfolio, student self-assessment, formal assessment)......Page 109
Skill 11.2 Recognizing the importance of, and strategies for, aligning assessment with curriculum and instruction......Page 110
Skill 11.3 Demonstrating knowledge of the challenges associated with assessment of ELL students and demonstrating awareness of psychological issues (e.g., test anxiety, limited testing experiences) and issues related to cultural and linguistic bias (e.g.,......Page 111
Skill 11.4 Demonstrating knowledge of assessment issues related to ELL students who may have a disability or who may be gifted and talented......Page 112
Skill 11.5 Demonstrating knowledge of different types of assessment (e.g., norm-referenced, criterion-referenced), including differences between performance-based and traditional assessments......Page 113
Skill 11.6 Demonstrating knowledge of various purposes of assessment (e.g., diagnosis, placement, evaluation of content-area achievement, evaluation of language proficiency, evaluation of instruction, program evaluation), including the difference between f......Page 114
Skill 11.7 Demonstrating knowledge of national and state requirements for identifying, reclassifying, and exiting ELL students from language support programs and recognizing how to apply this knowledge to make informed decisions regarding placement and rec......Page 115
Skill 11.8 Demonstrating knowledge of assessment and ways to apply this knowledge to select or design valid, reliable performance-based and traditional assessments for different purposes in the ESOL classroom......Page 116
Skill 12.1 Recognizing how to select and use a variety of assessments that corresponds with state and national standards for ESOL and specific content area......Page 118
Skill 12.2 Recognizing how to select assessments, including technology-based, self , and peer-assessments, that are appropriate for ELL students at varying levels of English language proficiency and literacy development......Page 119
Skill 12.4 Recognizing how to select and use a variety of reading assessments; analyze and interpret results from these assessments; and use this information to inform, evaluate, and modify instruction related to ELL students' reading development......Page 120
Skill 12.6 Recognizing how to select and use a variety of content-area assessments; analyze and interpret results from these assessments; and use this information to inform, evaluate, and modify instruction related to ELL students' content-area knowledge......Page 121
Skill 13.1 Demonstrating knowledge of activities and strategies that build and expand on ELL students' oral language experiences, situations, and interactions both inside and outside the classroom (e.g., following simple commands, formulating and answering......Page 122
Skill 13.2 Recognizing how to use a variety of meaningful, purposeful activities for developing ELL students' communicative competence (e.g., paired and small-group conversations and discussions, creative drama, role-play, oral presentations)......Page 123
Skill 13.3 Demonstrating knowledge of strategies for developing ELL students' listening skills for a variety of academic and social purposes (e.g., responding appropriately to multiple-step directions, taking notes on an unfamiliar topic)......Page 124
Skill 13.5 Recognizing the role of oral language development in literacy and content-area instruction (e.g., formulating questions based on understanding of classroom lectures, comprehending concrete and abstract topics, recognizing language subtleties)......Page 125
Skill 14.1 Recognizing orthographic, linguistic, and rhetorical influences of L1 on ELL students' English literacy development (e.g., positive and negative transfer from L1)......Page 126
Skill 14.2 Demonstrating knowledge of specific literacy needs of ELL students (e.g., students with limited literacy in L1) and strategies for addressing those needs......Page 127
Skill 14.3 Recognizing the components of a balanced, comprehensive reading program for ELL students......Page 128
Skill 14.4 Recognizing the importance of applying knowledge of the developmental process of reading in a second language to design standards-based reading instruction adapted to and appropriate for ELL students (e.g., selecting and using different texts an......Page 129
Skill 14.5 Recognizing the importance of applying knowledge of the developmental process of writing in a second language to design standards-based writing instruction adapted to and appropriate for ELL students (e.g., developing ELL students' writing throu......Page 131
Skill 15.1 Demonstrating knowledge of the importance of building on the languages the students bring to the classroom to promote their literacy development......Page 133
Skill 15.2 Demonstrating knowledge of various approaches, methods, and strategies for promoting ELL students' English-language reading development and engagement in reading (e.g., Language Experience Approach, pre-teaching vocabulary and language structure......Page 134
Skill 15.3 Demonstrating knowledge of activities and strategies for promoting ELL students' achievement of state performance standards related to beginning reading development (e.g., developing phonological awareness skills, knowledge of the alphabetic pri......Page 136
Skill 15.4 Demonstrating knowledge of activities and strategies for promoting ELL students' achievement of state performance standards related to reading comprehension (e.g., identifying main topic and details in stories; using prior knowledge and context......Page 137
Skill 15.5 Demonstrating knowledge of various approaches, methods, and strategies for promoting ELL students' English-language writing development and engagement in writing (e.g., providing explicit instruction in the writing process, providing opportuniti......Page 138
Skill 15.6 Demonstrating knowledge of activities and strategies for promoting ELL students' achievement of state performance standards related to writing (e.g., sentence formation; paragraph formation; using compound and complex sentences; developing knowl......Page 139
Skill 16.2 demonstrating knowledge of strategies for activating ELL students' prior knowledge related to content-area objectives, including using knowledge of ELL students' home cultures to enhance learning......Page 140
Skill 16.4 identifying strategies for integrating language and content objectives in ESOL instruction......Page 141
Skill 16.6 demonstrating knowledge of cognitive-learning strategies (e.g., organizational skills, study skills, test-taking skills) that support ELL students' development of content-related language, learning skills, and construction of academic knowledge......Page 142
Skill 16.7 demonstrating knowledge of strategies for promoting ELL students' use of reference materials and development of research skills......Page 143
REFERENCES......Page 144
SAMPLE TEST......Page 148
SAMPLE ESSAYS......Page 174
ANSWER KEY......Page 182
RATIONALES......Page 183
SAMPLE ESSAY RESPONSE......Page 241