Developed, produced, and printed under the authority of the
Florida Department of Education
Authorization for reproduction of this document is hereby granted to persons acting in an official
capac
ity within the Fl orida K-20 education system, as enumerated in Section 1000.04, Florida
Statutes.
Permission is NOT granted for distribution or reproduction outside the State system of public
education or for commercial distribution of the copyrighted materials without written
authorization from the Department of Education. Questions regarding use of these copyrighted
materials are to be addressed to:
FTCE Administrator
Florida Department of Education
325 West Gaines Street, Suite 414
Tallahassee, Florida 32399-0400
Copyright 2008
State of Florida
Department of State
1
Test and Test Information Guide Development
Teacher Certification Testing
Since 1980, Florida teacher certification candidates have been
required to pass the Florida Teacher Certification Examinations
(FTCE), which has consisted of tests in reading, writing, mathematics,
and professional knowledge. The 1986 Florida Legislature modified
the testing program by also requiring teacher candidates to pass a
test in the subject area in which they wish to be certified. In addition,
the Legislature substituted the Florida College-Level Academic Skills
Test (CLAST) for the reading, writing, and mathematics portions of the
FTCE. The 2000 Florida Legislature replaced the CLAST with the
General Knowledge Test, effective July 1, 2002.
The subject area knowledge tested on the English to Speakers of
Other Languages (ESOL) K–12 examination was identified and
validated by committees of content specialists from within the state of
Florida. Committee members included public school teachers, district
supervisors, and college faculty with expertise in this field. Committee
members were selected on the basis of recommendations by district
superintendents, public school principals, deans of education, experts
in the field, and other organizations. In developing the test, the
committees used an extensive literature review, interviews with
selected public school teachers, a large-scale survey of teachers, pilot
tests, and their own professional judgment.
Role of the Test Information Guide
The purpose of this test information guide is to help candidates taking
the subject area test in English to Speakers of Other Languages
(ESOL) K–12 prepare effectively for the examination. The guide was
designed to familiarize prospective test takers with various aspects of
the examination, including the content that is covered and the way it is
represented. The guide should enable candidates to direct their study
and to focus on relevant material for review.
This test information guide is intended primarily for use by certification
candidates, who may be students in a college or university teacher-
preparation program, teachers with provisional certification, teachers
seeking certification in an additional subject area, or persons making
a career change to public school teaching. Candidates may have
studied and worked in Florida or may be from out of state.
ESOL
K–12 Page 1
of 35
C
ollege or university faculty may also use the guide to prepare
students
for certification, and inservice trainers may find the guide
useful for helping previously certified teachers prepare for
recertification or multiple certification.
This test information guide is not intended as an all-inclusive source of
subject area knowledge, nor is it a substitute for college course work
in the subject area. The sample questions are representative of the
content of the actual test; however, they are not actual test questions
from an actual test form. Instead, the guide is intended to help
candidates prepare for the subject area test by presenting an
overview of the content and format of the examination.
Page 2
of 35 ESOL
K–12
2
Preparation for the Test
The following outline may help you to prepare for the examination.
Adapt these suggestions to suit your own study habits and the time
you have available for review.
Overview
• Look over the organization of the test information guide.
Section 1 discusses the development of the test and test
information guide.
Section 2 (this section) outlines test preparation steps.
Section 3 offers strategies for taking the test.
Section 4 presents information about the content and structure of
the test.
Section 5 lists question formats and includes sample test
questions.
Section 6 provides an annotated bibliography of general
references you may find useful in your review.
Section 7 identifies a source of further information.
Self-Assessment
•
Decide which content areas you should review.
Section 4 includes the competencies and skills used to develop
this subject area test and the approximate proportion of test
questions from each competency area.
Review
•
Study according to your needs.
Review all of the competencies and concentrate on areas with
which you are least familiar.
Practice
• Acquaint yourself with the format of the examination.
Section 5 describes types of questions you may find on the
examination.
•
Answer sample test questions.
Section 5 gives you an opportunity to test yourself with sample
test questions and provides an answer key and information
regarding the competency to which each question is linked.
ESOL
K–12 Page 3
of 35
Final preparation
• Review test-taking advice.
Section 3 includes suggestions for improving your performance on
the examination.
• Refer to field-specific references.
Section 6 includes an annotated bibliography listing general
references keyed to the competencies and skills used to develop
this subject area test.
Page 4
of 35 ESOL K–12
3
Test-Taking Advice
• Go into the examination prepared, alert, and well rested.
• Complete your travel arrangements prior to the examination date.
Plan to arrive early so that you can locate the parking facilities and
examination room without rushing.
• Dress comfortably and bring a sweater or jacket in case the room
is too cool.
• Take the following with you to the test site:
— Admission ticket
— Proper identification as described in "Identification Policy"
— Watch
• There are many strategies for taking a test and different
techniques for dealing with different types of questions.
Nevertheless, you may find the following general suggestions
useful.
— Read each question and all the response options carefully
before selecting your answer. Pay attention to all of the
details.
— Go through the entire test once and answer all the
questions you are reasonably certain about. Then go back
and tackle the questions that require more thought.
—
When you are not certain of the right answer, eliminate as
many options as you can and choose the response that
seems best. It is to your advantage to answer all the
questions on the test, even if you are uncertain about
some of your choices.
— After completing the examination, go back and check every
question. Verify that you have answered all of the
questions and that your responses are correctly entered.
ESO
L K–12 Page 5
of 35
Page 6 of 35 ESOL K–12
4
Competencies and Skills and Test Blueprint
The table on the following pages lists the competencies and skills
used as the basis for the English to Speakers of Other Languages
(ESOL) K–12 examination. These competencies and skills represent
the knowledge that teams of teachers, subject area specialists, and
district-level educators have determined to be important for beginning
teachers. This table could serve as a checklist for assessing your
familiarity with each of the areas covered by the test. The
competencies and skills should help you organize your review. The
test blueprint indicates the approximate percentage of test questions
that will cover the specific competency on the exam.
Competencies are broad areas of content k
nowledge.
Skills identify specific behaviors that demonstrate the competencies.
P
ercentages indicate the approximate proportion of test questions
that represent the competencies on the test.
The foll
owing excerpt illustrates the components of the table.
Competency/Skill Approx. %
1 Knowledge of heritage language and English language principles 12%
1 Apply principles of English phonology as they relate to language acquisition
and use.
2 Apply principles of English morphology as they relate to language acquisition
and use.
3 Apply principles of English semantics as they relate to language acquisition
and use.
4 Apply principles of English pragmatics as they relate to language acquisition
and use.
5 Apply principles of English syntax as they relate to language acquisition and
use.
6 Apply principles of English discourse as they relate to language acquisition
and use.
7 Analyze the grammatical structure of an English sentence.
8 Identify concepts and influences associated with social and regional varieties
of English in the United States.
9 Identify the language functions of spoken and written English.
10 Identify sociolinguistic principles that have influenced the development of the
English language.
11 Identify historical processes that have influenced the development of the
English language.
12 Analyze phonological, morphological, semantic, pragmatic, syntactic, and
discourse differences between English and other languages.
Competency
Approximate percentage of total test questions
(test blueprint)
Skills (1-12)
ESOL K–12 Page 7 of 35
Table of Competencies, Skills, and Approximate Percentages of Questions
Competency/Skill
Approx. %
1 Knowledge of heritage language and English language principles 12%
1 Apply principles of English phonology as they relate to language
acquisition and use.
2 Apply principles of English morphology as they relate to language
acquisition and use.
3 Apply principles of English semantics as they relate to language
acquisition and use.
4 Apply principles of English pragmatics as they relate to language
acquisition and use.
5 Apply principles of English syntax as they relate to language
acquisition and use.
6 Apply principles of English discourse as they relate to language
acquisition and use.
7 Analyze the grammatical structure of an English sentence.
8 Identify concepts and influences associated with social and regional
varieties of English in the United States.
9 Identify the language functions of spoken and written English.
10 Identify sociolinguistic principles that have influenced the
development of the English language.
11 Identify historical processes that have influenced the development of
the English language.
12 Analyze phonological, morphological, semantic, pragmatic, syntactic,
and discourse differences between English and other languages.
2 Knowledge of first and second language acquisition theories and
classroom application
12%
1 Identify the principles of first language acquisition theories.
2 Identify the principles of second language acquisition theories.
3 Identify first and second language acquisition processes.
4 Distinguish language characteristics of basic interpersonal
communication skills (BICS) and cognitive academic language
proficiency (CALP).
5 Identify the impact of second language acquisition research on
classroom instruction.
6 Identify characteristics of interlanguage that affect English language
learners' (ELLs') learning outcomes.
Page 8 of 35 ESOL K–12
Competency/Skill
Approx. %
7 Identify factors influencing, and characteristics of, bilingualism.
8 Identify the influence of cognitive factors on second language
acquisition.
9 Identify the influence of affective factors on second language
acquisition.
10 Identify the influence of social and educational (e.g., prior schooling,
teacher expectations) factors on second language acquisition.
11 Analyze the interaction between second language acquisition and
acculturation.
12 Identify sources of second language learner errors (e.g., language
transfer, generalization, other communication strategies).
13 Identify the impact of heritage language phonology, morphology,
semantics, and syntax on English language acquisition.
3 Knowledge of sociolinguistic, cultural, ethnic, and sociopolitical
issues
9%
1 Identify factors of sociolinguistic diversity that affect ELLs' learning
outcomes.
2 Identify government policies that affect ELLs' participation and
achievement in U.S. schools.
3 Identify political trends that have affected the education of ELLs.
4 Identify social trends that have affected the education of ELLs.
5 Analyz
e elements of culture and their impact on instruction.
6 Identify characteristics of different stages of the acculturation process.
7 Identify levels of cultural adaptation (e.g., assimilation, acculturation).
8 Identify ways student participation, learning, and behavior can be
affected by cultural differences (e.g., religious, economic, social,
family).
9 Identify methods of increasing multicultural sensitivity.
4 Knowledge of curriculum, curriculum materials, and resources 11%
1 Identify appropriate adaptations of curriculum materials according to
level of language proficiency and prior knowledge.
2 Identify linguistic demands and language objectives associated with
content curricula in order to provide appropriate instruction for
students at varying levels of language proficiency.
3 Identify methods of scaffolding text and providing context for ELLs.
ESOL K–12 Page 9 of 35
Competency/Skill
Approx. %
4 Identify resources that address cultural, ethnic, and linguistic
differences.
5 Identify major professional organizations, publications, and resources
that support ELLs' learning.
6 Identify resources that increase comprehension of text for ELLs.
7 Identify procedures for developing lesson plans for ELLs at various
proficiency levels using state and national standards for teachers of
English to speakers of other languages (i.e., TESOL).
5 Knowledge of instructional models 6%
1 Identify research-based models of bilingual education.
2 Identify research-based models of ESOL education.
3 Identify the criteria considered in selecting and developing an
instructional model.
4 Identify major research findings (e.g., L1 maintenance, L2 acquisition)
on the effectiveness of second language acquisition instructional
models.
6 Knowledge of instructional methods and strategies 12%
1 Identify communication and instructional strategies that promote BICS
and CALP.
2 Identify metacognitive, cognitive, and socioaffective strategies that
promote second language acquisition.
3 Identify features of the natural approach and activities for various
proficiency levels.
4 Identify appropriate total physical response (TPR) activities for
various proficiency levels.
5 Identify features of communicative approaches and activities for
teaching ESOL for various proficiency levels.
6 Identify appropriate ESOL strategies and instructional modifications
for content-based instruction for various proficiency levels
(e.g., Cognitive Academic Language Learning Approach [CALLA],
Sheltered Instruction Observation Protocol [SIOP]).
7 Identify major researchers (e.g., Jim Cummins, Stephen Krashen,
Virginia Collier and Wayne Thomas, Diane August) and their
contributions to the field of second language teaching and learning.
8 Identify appropriate methods and strategies to teach language arts
to ELLs.
Page 10 of 35 ESOL K–12
Competency/Skill
Approx. %
9 Identify appropriate methods and strategies to teach language skills
(i.e., listening, speaking, reading, writing).
10 Identify appropriate instructional interventions to address fossilization
of language development.
11 Identify methods and strategies of differentiating instruction
(e.g., providing context) for ELLs at various proficiency levels.
12 Identify methods of incorporating students' heritage languages and
cultures into the existing curriculum.
7 Knowledge of instructional technology 5%
1 Identify appropriate instructional technology (e.g., CDs, DVDs, video,
audio cassettes) and its use in instructing ELLs.
2 Identify the classroom implications of language learning technology
and computer-mediated communication in instructing ELLs.
3 Identify the instructional implications of using synchronous and
asynchronous software to promote ELLs' language acquisition.
4 Identify major research findings on the effective use of language
learning technology and computer-mediated communication with
ELLs.
5 Identify criteria for evaluating and adapting the use of instructional
technology (e.g., software, Internet resources) to meet the needs of
ELLs.
8 Knowledge of literacy development and classroom application 12%
1 Identify characteristics of reading stages for ELLs.
2 Identify characteristics of writing stages for ELLs.
3 Identify characteristics of emergent literacy.
4 Identify strategies to promote emergent literacy (e.g., nonlinguistic
representations, language experience approach).
5 Identify methods of incorporating the student's heritage
language literacy into second language literacy development
(e.g., transferability).
6 Identify characteristics of critical literacy.
7 Identify strategies to promote critical literacy.
8 Identify appropriate methods of instructing ELLs in the areas of
phonemic awareness, phonics, fluency, vocabulary, and reading
comprehension.
ESOL K–12 Page 11 of 35
Competency/Skill
Approx. %
9 Identify appropriate methods for developing literacy for ELLs with
limited literacy in their heritage language.
10 Identify appropriate methods for instructing ELLs in the writing
proces
s.
9 Knowledge of assessment 10%
1 Identify factors that affect the assessment of ELLs.
2 Identify appropriate formal and informal assessment tools and
techniques to measure ELLs' development of oral language and
literacy and academic achievement.
3 Evaluate the appropriateness (e.g., curriculum alignment, cultural and
linguistic bias) of assessment instruments and practices.
4 Identify appropriate adaptations of tests, test items, and test tasks
according to the student's level of English proficiency.
5 Identify statewide assessment policies and accommodations for
ELLs.
6 Interpret assessment data (e.g., linguistic, academic, interlanguage
data) to guide instructional decisions for ELLs.
7 Identify measurement concepts, characteristics, and uses of norm-
referenced, criterion-referenced, and performance-based
assessments of ELLs.
10 Knowledge of exceptional student education (ESE) issues related to
ELLs
6%
1 Differentiate the characteristics of ELLs in the process of second
language acquisition and acculturation from the characteristics of
ELLs with disabilities.
2 Differentiate the characteristics of ELLs in the process of second
language acquisition from the characteristics of ELLs with speech and
language disabilities.
3 Identify appropriate strategies and interventions to be implemented
prior to any formal referral of ELLs to ESE, including gifted education.
4 Identify the policies and procedures that may impact ELLs in the
referral process to ESE.
5 Identify appropriate formal and informal assessments for use with
ELLs referred to ESE.
6 Identify appropriate instructional strategies for ELLs in ESE.
Page 12 of 35 ESOL K–12
Competency/Skill
Approx. %
11 Knowledge of federal and state mandates 5%
1 Identify regulations of the most recent reauthorization of the
Elementary and Secondary Education Act as they apply to ELLs.
2 Identify major U.S. Supreme Court decisions (e.g., Brown v. Board of
Education, 1954; Lau v. Nichols, 1974; Plyler v. Doe, 1982) that have
affected the education of ELLs.
3 Identify major court decisions, legal agreements, legislation, and state
administrative rules that have affected the education of ELLs.
4 Apply the major components and modifications of the League of
United Latin American Citizens (LULAC) et al. v. State Board of
Education Consent Decree, 1990, to specific situations.
ESOL K–12 P
age 13 of 35
Page 14 of 35 ESOL K–12
5
Test Format and Sample Questions
The English to Speakers of Other Languages (ESOL) K–12 subject
area test consists of approximately 120 multiple-choice questions.
You will have two and one-half hours to complete the test.
Each question will contain four response options, and you will indicate
your answer by selecting A, B, C, or D.
The table below presents types of questions on the examination and
refers you to a sample question of each type.
Type of Question
Sample
Question
Sentence completion
Select the response option that best completes the
sentence.
Question 1,
page 17
Scenario
Examine a situation, problem, or case study.
Then answer a question, make a diagnosis, or
recommend a course of action by selecting the
best response option.
Question 3,
page 17
Direct question
Choose the response option that best answers the
question.
Question 4,
page 17
Command
Select the best response option.
Question 20,
page 22
ESOL K–12 Page 15
of 35
Sample Questions
The following questions represent both the form and content of
ques
tions on the examination. These questions will acquaint you with
the general format of the examination; however, these sample
questions do not cover all of the competencies and skills that are
tested and will only approximate the degree of examination difficulty.
An answer key follows at the end of the sample questions. The
answer key includes information regarding the competency to which
each question is linked.
Page 16 of 35 ESO
L K–12
DIRECTIONS: Read each question and select the best response.
1. In the word unreasonableness, the underlined part is the
A. prefix.
B. compound.
C. root.
D. suffix.
2. "The minister married my cousin."
"They're moving sidewalks."
Misinterpretation of the statements above is the result of
A. lexical anomaly.
B. overextension.
C. redundancy.
D. structural ambiguity.
3. In an assigned essay for a language arts class, a student writes, "If you are
interested in dinosaurs and like a good mystery, then you should definitely read
this book!" This sentence serves which of the following language functions?
A. persuading
B. commanding
C. reporting
D. requesting
4. Which theory by Stephen Krashen explains conscious error correction during oral
second language production?
A. input hypothesis
B. monitor hypothesis
C. affective filter hypothesis
D. natural order hypothesis
ESOL K–12 Page 17 of 35
5. Most students in a 6
th
-grade beginning-level ESOL class use the morpheme -ed
to create the past tense form of all verbs, including irregular ones. These students
are applying which second language transitional strategy?
A. positive transfer
B. overgeneralization
C. simplification
D. avoidance
6. An ELL is assigned the task of writing a narrative about an animal. The student
asks the teacher, "What is puppy, you know, little one baby, for cat?" This is an
example of
A. circumlocution.
B. overgeneralization.
C. simplification.
D. hypothesis testing.
7. Affirmative action policies have primarily affected the education of ELLs by
A. ensuring ELLs have equal access to educational resources.
B. requiring schools to provide bilingual support to ELLs.
C. increasing ELL referrals to exceptional student education.
D. funding multicultural training for faculty who work with ELLs.
8. ELLs who speak English at home, at school, and with friends and no longer
observe the traditions, beliefs, and lifestyle of their heritage cultures are exhibiting
A. accommodation.
B. assimilation.
C. enculturation.
D. pluralism.
Page 18 of 35 ESOL K–12
9. Which of the following cultural beliefs about education would most likely lead a
high school ELL to participate actively in a small group discussion about a literary
work?
A. Teachers are knowledgeable experts whose ideas should not be challenged.
B. Independent work is the best indication of students' academic progress.
C. Analytical thinking and clarity of self-expression are important academic skills.
D. A classroom activity must produce tangible results in order to be worthwhile.
10. In a multilevel ESOL classroom, the teacher should
A. use average test results to guide teaching.
B. have identical teaching objectives for all students.
C. tailor activities to individual language needs.
D. administer the same tests to all students.
11. Before beginning a unit on the civil rights movement, a high school sheltered
history teacher would like to develop students' background knowledge by showing
a documentary film about the subject. Some ELLs in the class have low levels of
English proficiency. Which of the following instructional strategies would best
promote these students' comprehension of the film's content?
A. providing a list of relevant terms for students to define in their heritage
language prior to viewing the film
B. asking advanced-level ELLs who have the same heritage language to
translate for the students while viewing the film
C. allowing ELLs to view the film a second time while the rest of the students hold
small group discussions
D. pausing the film periodically to restate significant points and offer clarification
of vocabulary and content
ESOL K–12 Page 19 of 35
12. An ESOL teacher is selecting texts to use in a multicultural literature unit for
intermediate-level ELLs. Which question should the teacher consider first when
evaluating a potential text for the unit?
A. Is the cultural content of the text familiar to these students?
B. Is the text appropriately authentic for these students?
C. Is the subject matter of the text relevant to these students' lives?
D. Is the linguistic difficulty of the text appropriate for these students?
13. Which bilingual education program model is designed to develop a high level of
competence in two languages by both heritage language speakers and English
speakers?
A. enrichment immersion
B. dual immersion
C. early-exit transitional
D. transitional
14. A class of 25 ELLs spends the academic school day with the same teacher. This
is an example of a(an)
A. pull-out model.
B. inclusion model.
C. transitional bilingual education model.
D. self-contained model.
15. In an ESOL role-playing activity, students practice a variety of greeting words and
phrases and use them in various situations and social contexts. This activity
provides practice in the area of
A. pragmatics.
B. semantics.
C. discourse.
D. phonology.
Page 20 of 35 ESOL K–12
16. Using a variety of grouping configurations in a content area class in which some
students are ELLs facilitates the language learning of these students because
ELLs should
A. practice listening and speaking to a variety of English speakers.
B. hear new information more than once in order to remember it.
C. compare ideas with peers who share the same heritage language.
D. listen to the intonation and pitch of native English speakers.
17. Which of the following is appropriate listening comprehension content for ELLs
who have mastered basic structural forms but who are lacking in vocabulary
development?
A. oral stories with reference to accompanying pictures
B. vocabulary word lists for memorization
C. samples of current radio talk show dialogues
D. scrambled dialogues for students to reorder
18. A high school sheltered English teacher works with ELLs who have varying
proficiency levels. The teacher would like to differentiate instruction during class
discussions of the novel The Great Gatsby by F. Scott Fitzgerald. Which of the
following strategies would best achieve this goal?
A. assigning ELLs to literature circles composed of students with similar levels of
English language proficiency
B. assigning ELLs to homogeneous literature circles composed of students who
share the same heritage language
C. providing ELLs with written discussion questions that differ in linguistic
difficulty but not in content
D. providing ELLs with written discussion questions translated into their heritage
languages
ESOL K–12 Page 21 of 35
19. An ESOL teacher would like to use audio recorders to provide ELLs with
opportunities to practice communicative oral language skills. Which of the
following uses of audio recorders would be most appropriate for this purpose?
A. The teacher records content area discussions in general education classes
and then creates listening activities based on the audio discussions.
B. Students record themselves performing minimal pair exercises and then
evaluate their own performance.
C. The teacher records pairs of students reading dialogues and then provides
students with written feedback on their performance.
D. Students record entries in an ongoing audio dialogue journal in which the
teacher records responses to each entry.
20. In a high school ESOL classroom, the teacher has the students communicate with
friends via e-mail as a means of developing English writing skills through authentic
application. Identify the type of communication that e-mail represents.
A. nonverbal communication
B. asynchronous communication
C. context-embedded communication
D. synchronous communication
21. Based on an English writing sample obtained from a newly arrived ELL, a high
school ESOL teacher notes the student writes simple English phrases using
phonetic spelling and conventional punctuation. The teacher may accurately
deduce that the student is in what stage of writing?
A. emergent
B. beginning
C. intermediate
D. advanced
Page 22 of 35 ESOL K–12
22. The earliest characteristic of emergent literacy is the student's ability to recognize
that
A. print has directionality.
B. letters represent sounds.
C. meaning is encoded in print.
D. words are composed of letters.
23. Which of the following activities requires ELLs to use critical literacy skills?
A. using structural analysis to decode unfamiliar words
B. evaluating the persuasive techniques used in an advertisement
C. translating a letter from English into their heritage language
D. listing the characteristics of a main character from a story
24. Which of the following types of assessment is most effective in evaluating the
extent to which ELLs make use of specific reading strategies?
A. criterion-referenced achievement test
B. self-monitoring checklist
C. norm-referenced proficiency test
D. holistic scoring rubric
25. A general education science teacher approaches an ESOL teacher with concerns
about an advanced-level ELL. The student is able to participate in class
discussions but has performed poorly on the first few science tests. Which
recommendation would be most appropriate for the ESOL teacher to make first?
A. Assess the student's level of prior knowledge about the content of the lessons.
B. Design language lessons that can be incorporated into content instruction to
strengthen the student's related academic language skills.
C. Arrange for the student to receive peer tutoring from a native English speaker.
D. Meet with the student's parents/guardians to discuss strategies that they can
use to improve their support for the student's at-home learning.
ESOL K–12 Page 23 of 35
26. When conducting an initial assessment of an ELL's English literacy skills, the most
important factor to take into consideration is the
A. student's level of literacy in the heritage language.
B. types of fiction and nonfiction books the student likes to read.
C. educational background of the student's parents/guardians.
D. student's skills in related areas such as letter formation.
27. What information would school personnel find most beneficial in determining
whether an ELL's difficulty in learning English is caused by a learning disability?
A. indications of culture shock, gender, and organization of learning tasks
B. evidence of emotional problems, age, and English language proficiency
C. indications of low self-esteem, limited perceptional skills, and metacognitive
deficits
D. evidence of poverty, use of verbal and nonverbal clues, and language learning
aptitude test scores
28. Which of the following must occur before an ELL can be referred for testing for
ESE services?
A. The student must take a language dominance test.
B. The student's teachers must all sign the referral.
C. The student must have received individual tutoring.
D. The student's parents/guardians must give their permission.
29. A high school ELL has a learning disability that interferes with her listening
comprehension during lectures. Which of the following would be the best
instructional strategy for a sheltered content teacher to use to accommodate this
student's linguistic and learning needs?
A. using short sentences, simple grammatical structures, and simplified
vocabulary when delivering lectures
B. having the student read the text of the lecture in a quiet area of the classroom
while the teacher delivers it to the rest of the class
C. providing the student with preferential seating at the front of the classroom
during lectures
D. incorporating visuals, realia, and examples from the student's experience into
lectures
Page 24 of 35 ESOL K–12
30. Which of the following is one implication of the U.S. Supreme Court decision in
Plyler v. Doe?
A. States that do not meet their performance objectives for students with limited
English proficiency may lose federal funding.
B. Separate education is inherently unequal.
C. States have an affirmative duty to take steps to create unitary, or integrated,
school systems.
D. Immigration documents may not be filed in students' cumulative folders.
ESOL K–12 Page 25 of 35
Answer Key
Question
Number
Correct
Response
Competency
1. C 1
2. D 1
3. A 1
4. B 2
5. B 2
6. A 2
7. A 3
8. B 3
9. C 3
10. C 4
11. D 4
12. D 4
13. B 5
14. D 5
15. A 6
16. A 6
17. A 6
18. C 6
19. D 7
20. B 7
21. B 8
22. C 8
23. B 8
24. B 9
25. B 9
26. A 9
27. C 10
28. D 10
29. D 10
30. D 11
Page 26 of 35 ESO
L K–12
6
Annotated Bibliography
The annotated bibliography that follows includes basic references that
yo
u may find useful in preparing for the exam. Each resource is
linked to the competencies and skills found in Section 4 of this guide.
This bibliography is representative of the most important and most
comprehensive texts pertaining to the competencies and skills. The
Florida Department of Education does not endorse these references
as the only appropriate sources for review; many comparable texts
currently used in teacher preparation programs also cover the
competencies and skills that are tested on the exam.
1. Bray, M., Brown, A., & Green, T.D. (2004). Technology and the
diverse learner: A guide to classroom practice. Thousand
Oaks, CA: Corwin Press.
A guide to understanding and applying the technology
needed to meet the needs of increasingly diverse students
in the face of broadening standards and requirements.
Useful for review of competencies 4, 6, and 7.
2. Brown, H.D. (2001). Teaching by principles: An interactive
approach to language pedagogy (2nd ed.). New York: Pearson
Longman.
A text used in teacher education programs around the
world; offers a comprehensive survey of practical language
teaching options, anchored in accepted principles of
language learning and teaching. Useful for review of
competencies 2, 4, 5, 6, and 8.
3. Brown, H.D. (2006). Principles of language learning and teaching
(5th ed.). New York: Pearson Longman.
Classic second-language acquisition text used extensively
in teacher education programs. Introduces key concepts
through definitions, questions, charts, and spiraling. Useful
for review of competencies 1, 2, and 6.
ESOL
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4. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar
book: An ESL/EFL teacher's course (2nd ed.). Belmont, CA:
Heinle.
Helps teachers and future teachers grasp the linguistic
system and details of English grammar; provides more
information on how structures are used at the discourse
level. Useful for review of competencies 2, 4, 5, 6, and 8.
5. Chamot, A.U., & O'Malley, J.M. (1994). The CALLA handbook:
Implementing the cognitive academic language learning
approach. Boston: Pearson Addison-Wesley.
Provides foundational knowledge for using, designing, and
implementing CALLA lessons. Useful for review of
competencies 3, 4, 5, and 6.
6. Coelho, E. (2004). Adding English: A guide to teaching
multilingual classrooms. Toronto, Ontario, Canada: Pippin
Publishing.
Contains ideas for enhancing student learning in all subject
areas and grade levels. Useful for review of competencies
4, 5, 6, and 8.
7. Diaz-Rico, L.T. (2008). A course for teaching English learners.
Boston: Pearson Allyn & Bacon.
Balances fundamental principles with classroom
techniques; provides an underlying framework of
psychological and sociocultural contexts for English
language acquisition and structured content delivery.
Useful across all grade levels. Addresses testing
procedures and adaptations for ELLs. Useful for review of
competencies 2, 4, 5, 6, 8, and 9.
8. Diaz-Rico, L.T., & Weed, K.Z. (2006). The cross-cultural language
and academic development handbook. Boston: Pearson Allyn
& Bacon.
Brings together resources for promoting crosscultural
awareness, language development, and academic
progress for English learners. Shows the effects of cultural
differences on learning, features tips on adapted
instruction, explains two-way immersion programs. Written
specifically for the general classroom teacher. Useful for
review of competencies 1, 2, 3, 4, 5, 6, 7, 8, and 9.
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28 of 35 ESO
L K–12
9. E
chevarria, J., & Graves, A. (2006). Sheltered content instruction:
Teaching English language learners with diverse abilities (3rd
ed.). Boston: Pearson Allyn & Bacon.
Defines and examines sheltered instruction and provides
strategies for its successful implementation in the K–12
classroom. Focuses on using specially designed academic
instruction in English (SDAIE) with students of v arying
abilities. Useful for review of competencies 3, 4, 5, 6, and
10.
10. Echevarria, J., Vogt, M., & Short, D. (2004). Teaching ideas for
implementing the SIOP model. Glenview, IL: Pearson
Achievement Solutions.
For teachers looking for ideas and instructional strategies.
Groups activities by sheltered instruction observation
protocol components and contains sample content and
language objectives. Useful for review of competencies 2,
4, 5, 6, and 9.
11. Freeman, D.E., & Freeman, Y.S. (2004). Essential linguistics:
What you need to know to teach reading, ESL, spelling,
phonics, and grammar. Portsmouth, NH: Heinemann.
Explains essential linguistic concepts and shows
connections between linguistic theory and classroom
practice. Useful for review of competencies 1, 2, 3, 4, 5, 6,
8, and 9.
12. Fromkin, V., Rodman, R., & Hyams, N.M. (2003). An introduction
to language (8th ed.). Belmont, CA: Heinle.
Addresses instruction in education, languages,
psychology, anthropology, English, ESOL, and linguistics;
revised chapters reflect recent discoveries and new
understanding of linguistics and languages. Useful for
review of competencies 1, 2, 3, 4, 5, 6, 8, and 9.
13. Garcia, E. (2001). Student cultural diversity: Understanding and
meeting the challenge (3rd ed.). Boston: Houghton Mifflin.
Practical advice for K–12 teachers on how to address an
increasingly diverse student body. Explores the social,
cognitive, and communicative roots of diversity, discussing
how children learn to think and communicate within their
home, community, and school environments. Useful for
review of competencies 2, 3, 6, and 8.
ESOL
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14.
Genesee, F., Paradis, J., & C
rago, M.B. (2004). Dual l anguage
development and disorders: A handbook on bilingualism and
second language learning. Baltimore: Brookes Publishing.
A comprehensive and up-to-date synthesis of current
knowledge about normal and impaired bilingual and
second-language acquisition. Includes three sections:
foundations of bilingualism; understanding bilingual and
second-language acquisition; and clinical implications,
including case studies. Useful for review of competencies
2, 3, 5, and 10.
15. Gibbons, P. (2002). Scaffolding language, scaffolding learning:
Teaching second language learners in the mainstream
classroom. Portsmouth, NH: Heinemann.
Demonstrates how content areas provide a context for the
teaching of English, from speaking and listening to reading
and writing. Begins with theory, drawing on a functional
model of language, sociocultural theories of learning, and
current research in second-language development.
Includes a range of teaching and learning activities across
the curriculum, supplemented with programming and
assessment formats and checklists. Useful for review of
competencies 2, 4, and 8.
16. Hill, J., & Flynn, K. (2006). Classroom instruction that works with
English language learners. Alexandria, VA: Association for
Supervision and Curriculum Development.
Addresses the application of research-based teaching
strategies to boost the achievement levels of ELLs.
Includes nine types of instructional strategies to maximize
learning, with specific steps and guidance for keeping
classroom practice up to date with the rapidly growing
population of ELLs. Useful for review of competencies 2, 4,
5, 6, 8, and 9.
17. Horowitz, R., & Samuels, S.J. (Eds.) (1987). Comprehending oral
and written language. San Diego, CA: Academic Press.
Addresses skills beyond basic word recognition that are
needed to process and comprehend spoken and written
language; major topics include language and text analysis,
cognitive processing and comprehension, development of
literacy, literacy and schooling, and factors that influence
listening and reading. Useful for review of competencies 1
and 10.
Page 30 of 35 ESOL
K–12
18. Kramsch, C. (1998). Languag
e and culture. New York: Oxford
University Press.
Addresses the relationship between language and culture.
Includes key concepts such as social c ontext and cultural
authenticity, incorporating insights from linguistics,
sociology, anthropology and other fields. Useful for review
of competencies 3 and 4.
19. Ovando, C., Combs, M.C., & Collier, V.P. (2006). Bilingual & ESL
classrooms: Teaching in multicultural contexts (4th ed.). New
York: McGraw-Hill.
Provides examples of effective practices in bilingual and
multicultural education and their underlying research
knowledge base. Includes chapters on authentic
assessment and students with special needs. Useful for
review of competencies 3 and 11.
20. Peitzman, F., & Gadda, G. (1994). With different eyes: Insights
into teaching language minority students across the
disciplines. New York: Pearson Longman.
Aids teachers with little or no ESOL training who are
teaching content area classes to ELLs. Firmly grounded in
language acquisition theory. Useful for review of
competencies 1, 2, 4, 5, 6, and 8.
21. Peregoy, S.F., & Boyle, O. (2008). Reading, writing, and learning
in ESL: A resource book for K-12 teachers (5th ed.). Boston:
Pearson Allyn & Bacon.
A holistic discussion by two professors of education
specializing in ESL and bilingualism; examines
characteristics of ELLs, aspects of second-language
acquisition (competence, theory, influences), general
teaching and learning methods, process writing, teaching
literature, strategies for organizing and remembering
readings, and methods of teaching and assessing reading
skills. Useful for review of competencies 4, 6, 7, and 8.
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22. Rhodes, R.L., Ochoa, S.H., & Ortiz, S.O. (2005). Assessing
culturally and linguistically diverse students: A practical guide.
In K. W. Merrell (Series Ed.), Practical intervention in the
schools. New York: Guilford Press.
Hands-on tools and techniques for assessing ELLs and
culturally diverse students in K–12 settings; research-
based, step-by-step procedures for conducting effective
interviews with students, parents, and teachers; making
the best use of interpreters; addressing special issues in
the prereferral process; and conducting accurate, unbiased
assessments of academic achievement, intellectual
functioning, language proficiency, and acculturation. Useful
for review of competencies 8 and 10.
23. Richards, J.C., & Schmidt, R.W. (2002). Longman dictionary of
language teaching and applied linguistics. New York: Pearson
Longman.
Includes terms students encounter in the fields of applied
linguistics, language teaching, TESOL, and general
linguistics. Useful for review of competencies 1 and 2.
24. Spolsky, B. (1989). Conditions for second language learning:
Introduction to a general theory. New York: Oxford University
Press.
Examines the conditions under which languages are
learned and how learning relates to teaching. Emphasizes
the need to be precise and clear on the nature of the goals
and outcomes of learning, as well as to recognize the
complexity of the concept of "knowing a second language."
Useful for r eview of competencies 2, 4, 5, 6, 8, and 9.
25. Tomlinson, C.A. (2005). The differentiated classroom: Responding
to the needs of all learners (ASCD College Textbook Series,
Special E dition). Upper Saddle River, NJ: Pearson Merrill
Prentice Hall.
Establishes the philosophical c omponents of differentiation
and provides practical strategies for use in the classroom.
Useful for review of competencies 2, 4, 5, 6, and 8.
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K–12
26. Whelan Ariza, E.N. (2006). Not for ESOL teachers: What every
classroom teacher needs to know about the linguistically,
culturally, and ethnically diverse student. Boston: Pearson
Allyn & Bacon.
An introduction for general educ ation teachers to the
essential concepts involved in the education of ELLs.
Includes an overview of cultural diversity issues and
accounts of students and teachers who have faced
challenges while engaging with learners from other
cultures. Useful for review of competencies 3, 4, 5, and 6.
27. Whelan Ariza, E.N., Morales-Jones, C.A., Yahya, N., & Zainuddin,
H. (2006). Why TESOL? Theories and issues in teaching
English to speakers of other languages in K–12 classrooms
(3rd ed.). Dubuque, IA: Kendall/Hunt Publishing Co.
An overview of TESOL methodologies; addresses related
issues such as laws, social interaction, and nonverbal
communication differences. Designed to help preservice
and inservice classroom teachers understand how people
learn a second language. Useful for review of
competencies 2, 4, 5, 6, 8, 9, and 11.
28. Whelan Ariza E.N., Morales-Jones C.A., Yahya N., & Zainuddin,
H. (2007). Fundamentals of teaching English to speakers of
other languages in K–12 mainstream classrooms (2nd ed.).
Dubuque, IA: Kendall/Hunt Publishing Co.
Addresses multicultural education; cultural issues; teaching
language skills such as listening, speaking, reading,
writing, and vocabulary; teaching in the content areas,
such as math, social studies, art, science, technology,
music, and drama; and simultaneous teaching of subject
matter content and language skills using scaffolding
techniques. Useful for review of competencies 2, 4, 5, 6, 8,
9, and 11.
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