Chapter 4 Test Bank:
Teaching Culturally and Linguistically Diverse Students
4.1 What factors are relevant when explaining why students from minority groups have limited
school success?
a. Limited role models
b. Continued discrimination and access
c. Curriculum that is not culturally responsive
d. All of the above
4.2 What are considered the major characteristics of the U.S. macroculture?
a. Individualism valued
b. Orientation toward materialism
c. Emphasis on cooperation and teamwork
d. a and b
4.3 Common differences between the U.S. macroculture and microcultures include:
a. Individual versus group and family
b. Competitive versus cooperative learning
c. Objective knowledge versus personal knowledge
d. All of the above
4.4 Cultural characteristics
a. Should serve as a starting point for teachers to build an understanding about individual
students.
b. Should serve as the major means for interpreting the behaviors and actions of students.
c. Are generalizations about cultural groups
d. a and c
4.5 Ogbu suggests that some cultural groups seem to cross cultural boundaries more easily than other
groups. Which group has the least difficulty crossing cultural barriers?
a. Involuntary minorities
b. Revolutionary minorities
c. Voluntary minorities
d. Autonomous minorities
4.6 Which is not a reliable assessment measure for students with a wide range of cultural and
linguistic differences?
a. Learning journals
b. Vocabulary maps
c. Standardized testing
d. Portfolio
4.7 Which of the following is NOT a dimension of multicultural education?
a. Content integration
b. Equity pedagogy
c. Empowering school culture
d. Integrating home culture
4.8 When ethnic heroes and cultural artifacts are integrated into the curriculum, the approach to
multicultural education is:
a. Additive approach
b. Transformation approach
c. Contributions approach
d. Social action approach
4.9 Which approach to multicultural education incorporates problem solving and a cultural critique?
a. Additive approach
b. Transformation approach
c. Contributions approach
d. Social action approach
4.10 According to Ellis, in learning a second language, which of the following is NOT a factor that
should be considered?
a. Situational factors
b. Linguistic input
c. Learner characteristics
d. Cognitive academic language proficiency
4.11 Basic interpersonal communication skills
a. Usually develop after cognitive academic language proficiency
b. Focus on conversational competencies
c. Generally take 5 to 7 years to develop in a second language
d. Are important to consider when deciding whether to teach content subjects in a student’s
second language
4.12 Which is not true of a dialect?
a. Dialect refers to a language variation associated with a regional or social group of people
b. Regional dialects tend to be distinguished by pronunciation and vocabulary features
c. Social and cultural dialects vary in pronunciation and vocabulary as well as usage
patterns
d. The most prevalent native English vernacular dialect is African American Vernacular
English
4.13 Which teaching strategy does Sheltered English NOT include?
a. Increase wait time
b. Encourage reluctant learners to speak during class discussions
c. Pair or group native speakers
d. Use various modalities when presenting a new concept
4.14 The dropout rate for inner-city African American youth is:
a. 20 percent
b. 50 percent
c. 16 percent
d. 80 percent
4.15 James Walker, a third-grade teacher, visits students’ homes and talks with parents to learn more
about his students and their culture. James is learning about his students’
a. Funds of knowledge
b. Source of pride
c. Funds of communities
d. Inner sources
4.16 Which programs initially provide content area instruction in students’ native language along with
ESL instruction?
a. Transitional Bilingual Education
b. Two-way sheltered English
c. Sheltered English
d. English as a Second Language
4.17 Victor, a seventh grader from Ecuador, has experienced a dramatic increase in
vocabulary recognition, but idioms and more advanced vocabulary remain difficult. He often
knows what he wants to say, but struggles for the acceptable words. He frequently makes
mistakes in grammar, vocabulary, and pronunciation. In which of the stages of second language
development is Victor functioning?
a. Mid-intermediate
b. High-advanced
c. Mid-beginning
d. High-beginning
4.18 What are the results of the most recent legislation?
a. More funding is available for ELL programs
b. A greater effort to train teachers nationwide on effective practices for ELL students
c. It has moved to restrict the type and length of programs for ELL students
d. An emphasis on the maintenance of the first language along with the development of
English
4.19 Even though Gioconda, a six-year-old Portuguese girl arrived to Miami six months ago, plays
with English-speaking friends and attend the first grade, she does not speak English. Which
period is Gioconda going through?
a. Comprehensible output stage
b. Embedded communication period
c. Context-receptive state
d. Non-verbal period
4.20 Jeff’s fourth-grade classroom had students from Mexico, Japan, and other Asian countries.
Because several of his students came from fishing communities, Jeff incorporated an extended
segment on fishing communities into the unit he was teaching. He checked out books and
magazines about fishing and rural life in Mexico and other Asian countries. The students also
visited the fish market, as well as Asian and Mexican food markets and compared how fish was
prepared in these markets. Jeff’s teaching is an example of:
a. Sheltered English
b. Equity pedagogy
c. Contributions approach
d. Context embedded instruction
Fill-in-the-Blank Questions:
4.21 In your classroom you have students who speak languages other than English. These students
would be considered_________________________________.
4.22 The general and special education classroom is constantly changing. In your classroom you have
chosen to use __________________________ so that you can use your ELL students’ cultural
knowledge and experiences to help these students learn more effectively.
4.23 If the students in your classroom are influenced by the core culture then we refer to it as the
_________________. If the students are influenced by their home or regional cultural then we
refer to it as the _____________________________.
4.24 As a new teacher in your school you have found several students from diverse cultural
backgrounds. In order to find out about the cultural characteristics of these students you decide to
address 12 areas of inquiry into the characteristics that include: __________________________,
_________________________, _______________________________,
______________________________, _______________________________,
______________________________, _______________________________,
______________________________, _______________________________,
______________________________, _______________________________,
______________________________
4.25 John Ogber, an anthropologist, who has studied cultural boundaries through extensive research
classifies cultural groups as: ______________________, ___________________, and
______________.
4.26 The school district you work for is seeing an increase in various cultural and ethnic groups. The
district has decided to begin _______________________ __________________programs to aid
in the restructuring of curricula so students from diverse backgrounds can experience equal
educational opportunities.
4.27 According to Gay (2004), Tiedt & Tiedt (2006), and Banks (2008) there are four dimensions of
multicultural education that include: _______________________,
_____________________________, _______________________________, and
______________________________.
4.28 In developing a multicultural curriculum for your school you have discovered four approaches
you could use. After researching each you have chosen to use the
____________________________ approach because it adds content, concepts, themes, and
perspectives without changing much of the structure of the curriculum.
4.29 Bilingual education uses different approaches to help ELL students learn English. If the ELL
student is instructed initially in his or her native language and later transfer to instruction in
English he or she is using the _____________________________________________.
4.30 You have found, after working with your students, that there are several language differences in
some of the students in your classroom. Some of the students have
___________________________ as their language varies depending on the place they live, and
others have __________________ because of the social group they interact with on a daily basis.
4.31 Discuss why collecting information about students’ funds of knowledge is important. Describe
how you would modify a thematic unit you plan to teach based in the information you glean from
this information.
4.32 Discuss how cultural characteristics should be used by teachers to better understand individual
student behavior.
4.33 Define multicultural education and describe its different dimensions. Provide an example of how
you would build each dimension into the curriculum and school culture.
4.34 Describe the different approaches to multicultural education suggested by Banks. Select one
approach and describe how you would incorporate that approach into a thematic unit you plan to
teach.
4.35 Describe the silent or nonverbal period and how it relates to second language acquisition.
4.36 List and briefly describe the major events in the development of bilingual education.
4.37 List three general strategies that you could use to facilitate successful learning for students who
are culturally and linguistically diverse. For each strategy, describe how you would use this
strategy in a lesson you plan to teach.
4.38 Describe the differences between transitional bilingual education and maintenance bilingual
education.
4.39 Describe five guidelines for making input more comprehensible for second language learners. Of
these, select three strategies and discuss how you would use these guidelines to teach in a content
area classroom.
4.40 Describe the differences among English as a second language instruction, bilingual education,
two-way bilingual programs, and Sheltered English. Which of these programs do you believe best
meet the needs of second-language learners? Why? In which of these programs would you prefer
to teach?
CHAPTER 4
