Chapter 10 Test Items
Chapter 10 Multiple-choice Items
1. In K-12 settings, this is currently the most commonly used term for language learners who are in a classroom
with an English-speaking environment, and English is a second or additional language for them.
A) English as a second language learners or ESLs
B) English language learners or ELLs
C) foreign language learners or FLLs
D) English for speakers of other languages or ESOL
2. When the language being studied in the classroom is spoken mainly in other countries, it is referred to as this.
A) second language learning or SLL
B) other language learning or OLL
C) foreign language (FL) learning
D) education for speakers of other languages or ESOL
3. Despite their usefulness, these technology-based activities remain an add-on in most classrooms for English
language learners due to logistical issues and pressure to meet standards.
A) online translation
B) vocabulary practice
C) website podcasts
D) intercultural exchanges
4. This searchable, multilingual resource is useful for finding books with relevant academic and cultural content
for English language learners.
A) International Children’s Digital Library
B) Desert USA website
C) Cummins’ Linguistic Interdependence Database
D) Children’s Machine Translation Website
5. Virtual field trips are one way of providing a modified version of this activity to help students learn other
languages.
A) intercultural telecollaborations
B) language immersion
C) intercultural immersion
D) machine translation
6. With these tools, students can hear texts read aloud as they follow along, which offers opportunities to interact
authentically in English in a low-stress environment.
A) machine translators
B) online wikis
C) language labs
D) interactive storybooks
7. These activities are when students use email, blogs, wikis, online chats, and other communication technologies,
to work with students of other cultures in order to provide authentic writing and research experiences.
A) Blended Intercultural Telecollaborations
B) Modified Language Immersion
C) Virtual Field Trips
D) Virtual Language Collaborations
8. Websites such as Quia and English Banana allow teachers to give their students access to this important
activity.
A) language translations
B) virtual field trips
C) webquest exercises
D) skill practice
9. Most standard word processing programs (e.g., Microsoft Wor
D) offer this feature to support writing text in languages other than English.
A) audio options
B) special characters
C) automatic tracking
D) translation options
10. One valuable language learning activity is having student authors read their writing aloud and develop one of
these to share with the class using a program like Audacity.
A) audio file
B) written script
C) automatic translation
D) edited file
11. Technology tools give teachers support they need in order to meet this challenge while still proceeding with
regular classroom instruction.
A) give individual attention to each FL student
B) provide translations so they can understand ELL students
C) meet widely-varying needs of ELL students
D) provide FL practice tailored to each student’s needs
12. These allow students to receive instant feedback on their use of vocabulary and verb tenses as they practice their
written English.
A) automatic translations
B) multimedia programs
C) grammar check programs
D) handheld word generators
13. Although this technology-based practice can be helpful in some contexts, experts conclude that if students use it
before using a search engine, it can significantly degrade the effectiveness of the search.
A) machine translation
B) word processing
C) grammar checking
D) thesaurus uses
14. For more advanced language learners, these can provide both news and drama from which teachers can create
motivational practice activities in oral and written language.
A) multimedia podcasts
B) online newspapers
C) online wikis
D) radio broadcasts
Chapter 10 Short-Answer Items
1. Having students go to the Louvre Art Museum website in order to practice their French language skills would
be an example of this strategy.
2. This is the term for using a computer to translate from one language to another.
3. This is the accepted term for using computers in language testing, teaching, and learning.
4. This strategy refers to using distance technologies to pair students who have different native languages so they
can learn a new language from each other.
5. These tools, which have long been a mainstay in ELL and FL instruction, have changed from strictly audio to
more multimedia experiences for students.
6. A useful strategy for this technology is when teachers gather oral language samples from students, post them
online, and use them to assess students’ individual speaking skills.
7. Google Hangouts and Skype are examples of these tools that allow students to talk with peers in other countries
in order to hear other languages being spoken in authentic contexts.
8. These two online tools offer students ways to practice their language skills by writing to classmates and students
in other classes about collaborative projects or reviews of movies or music.
9. These collaborative programs, in common use in many classrooms, provide support for text production and
proofreading in other languages by giving students writing opportunities.
10. This general category of devices now have multimedia and e-reader capabilities and give language learners easy
access to learning games and practice exercises.
11. The perception of this “connectedness,” or actually being with someone in a virtual environment, is one aspect
that contributes to the success of distance learning experiences.
12. Information exchange tasks, comparison and analysis tasks, and collaborative tasks are all versions of these
kinds of exchanges, which can provide authentic reading and writing experiences for language learners.
13. Many of these are available for language learners to access anytime-anywhere practice on handheld devices.
14. The most common virtual field trip is in this kind of format, which has students visit websites, answer
questions, and produce a product such as a poster, brochure, or menu in the target language.
Chapter 10 Essay Items
1. Discuss some ways technology can help teachers differentiate instruction to address varying proficiency levels
in ELL classrooms.
2. Discuss some of the strategies and resources that foreign language and English-as-a-second-language educators
can use to increase their proficiency as technology-using teachers.
Chapter 10 Test Item Answer Key
Chapter 10 Multiple-choice Items
Chapter 10 Short-Answer Items
Chapter 10 Essay Items