Review – Assessing the Development of Cognitive-Academic Language Proficiency

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Question 1 of 4
1. Question
What is the purpose of formative assessments in a bilingual classroom?
- A) To evaluate students' cognitive-academic language proficiency at the end of a unit.
- B) To track a student's progress over time in L1 and L2.
- C) To monitor student learning in real time and adjust instructional strategies accordingly.
- D) To observe students' participation in group discussions and assess their oral language skills.
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Question 2 of 4
2. Question
In the context of linguistically accommodated instruction, what action might a teacher take if a student demonstrates a lower proficiency in L2?
- A) They might provide sentence starters or a graphic organizer to help the student.
- B) They might use more visual aids, simplified language, and repetition when teaching in L2.
- C) They might sequence their instruction based on the student's current understanding.
- D) They might use a science lesson to teach academic language.
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Question 3 of 4
3. Question
Which of the following best describes “scaffolded instruction” in a bilingual classroom?
- A) Observing a student's participation in a group discussion to assess their oral language skills.
- B) Providing temporary support that helps students perform tasks slightly beyond their current ability, then gradually removing that support as the student improves.
- C) Tracking and assessing a student's progress over time in L1 and L2 through a portfolio.
- D) Conducting assessments at the end of a unit or period of instruction to evaluate student learning.
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Question 4 of 4
4. Question
How can teachers integrate language instruction into content-area lessons?
- A) By providing sentence starters or a graphic organizer.
- B) By using a science lesson to teach academic language or a social studies lesson to teach reading strategies.
- C) By adjusting their instruction to meet the students' language proficiency levels.
- D) By conducting summative assessments at the end of a unit.
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Review – Assessing the Development of Cognitive-Academic Language Proficiency

Review – Assessing the Development of Cognitive-Academic Language Proficiency

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