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| 1 | |
Sharing common traits such as language, religion, and dress refers to |
| | A) | race. |
| | B) | ethnicity. |
| | C) | habits. |
| | D) | genetics. |
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| 2 | |
Expectation theory teaches us that |
| | A) | certain students do poorly academically because of their cultural, linguistic, or social backgrounds. |
| | B) | certain students do poorly because their teachers do not think they will do well due to their racial or ethnic background. |
| | C) | academic problems are illusory. |
| | D) | certain groups of people have genetic differences. |
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| 3 | |
The greatest immigration surge in U.S. history occurred |
| | A) | just prior to the Civil War. |
| | B) | at the beginning of the twentieth century. |
| | C) | in the post-WWII decade. |
| | D) | at the close of the twentieth century. |
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| 4 | |
Demographers say the next generation will produce a U.S. student body more diverse than ever. How will teachers experience this change? |
| | A) | Teachers in some areas may see little change in their own classrooms and schools, in terms of their own students. |
| | B) | Teachers will continue to prepare all their students to live, learn, and work within our European roots. |
| | C) | Schools will find their federal and state financial resources increased to adequately meet the needs of students with limited English proficiency. |
| | D) | Demographers now believe that it is likely that a greater number of Europeans will migrate to the U.S. during the next decade, especially from former Communist nations, bringing more "balance" to the immigration patterns. |
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| 5 | |
Bilingual maintenance programs emphasize |
| | A) | teaching only in English so that students quickly acquire the new language. |
| | B) | using the native language as a bridge to English-language instruction. |
| | C) | keeping up proficiency in the native language while learning English. |
| | D) | maintaining the native language with English as a "linguistic option." |
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| 6 | |
In Lau v. Nichols, the Supreme Court held that |
| | A) | maintenance programs are unconstitutional. |
| | B) | an Individualized Education Program must be written for bilingual students. |
| | C) | teaching students in a language they did not understand was not an appropriate education. |
| | D) | school districts cannot prevent gifted students from accelerating through grades. |
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| 7 | |
Which of the following is a recommended approach to teaching a culturally diverse group of learners? |
| | A) | Help your students more easily fit into the American society by creating common and familiar American sounding names and nicknames for them. |
| | B) | Help Americanize your students by immersing them in American ways of learning in the classroom: Promote competition as a way to increase achievement; offer praise and criticism to familiarize them with American educational practices; and reinforce western values and beliefs with a curriculum with readings from western classics. |
| | C) | Recognize that generalizations about groups are destructive, and treat all students in the same way. |
| | D) | Build on individual learning styles: Give your students a learning style assessment (or observe them doing their work) and then adapt your instruction accordingly. |
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| 8 | |
Four approaches to multicultural education are |
| | A) | contributions, additive, transformation, social action. |
| | B) | immersion, submersion, transformation, maintenance. |
| | C) | cognitive, affective, physiological, psychological. |
| | D) | pull-out, mainstreaming, regular, inclusion. |
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| 9 | |
A teacher who creates a unit on Puerto Rico is practicing which approach to multicultural education? |
| | A) | the contributions approach |
| | B) | the additive approach |
| | C) | the transformation approach |
| | D) | the social action approach |
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| 10 | |
Which of the following is a generalization? |
| | A) | Girls need information personalized in order to learn. |
| | B) | Asian American excel at mathematics. |
| | C) | Urban students score lower on standardized tests than suburban students. |
| | D) | Girls tend to enjoy reading more than boys. |
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| 11 | |
Which of the following is NOT a tenet of culturally responsive teaching? |
| | A) | Students should develop and maintain cultural competence. |
| | B) | Students should actively challenge social injustice. |
| | C) | Students should acquire English skills through a language immersion program. |
| | D) | Students must experience academic success. |
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| 12 | |
Which of the following is NOT a way to support your students' diversity through your teaching. |
| | A) | Plan your teaching to include quiet students in classroom discussions. |
| | B) | Plan special lessons and units on different cultures. |
| | C) | Create classroom displays that reflect your students' cultures. |
| | D) | Use different types of teaching strategies. |
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| 13 | |
The Opportunist Period of bilingual education was characterized by |
| | A) | the encouragement of foreign language instruction. |
| | B) | political movements such as "English First" and "English Only." |
| | C) | linguistic and cultural tolerance. |
| | D) | a focus on Americanization of all immigrants. |
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| 14 | |
Recognizing and adopting cultural traditions of yours students is an example of |
| | A) | deficit theory. |
| | B) | cultural difference theory. |
| | C) | cultural pluralism theory. |
| | D) | expectation theory. |
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| 15 | |
Approximately what percentage of students in schools today are ELLs? |
| | A) | 2% |
| | B) | 5% |
| | C) | 8% |
| | D) | 10% |
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