Preparation Manual

Instructional Practices

Competency 002—The LOTE teacher understands and applies theories, strategies and practices of second-language instruction and assessment to promote students' progress in all areas of language learning as defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE.

1. A foreign-language teacher wants to design lessons that will require students to use critical-thinking skills. Which of the following activities will be most effective for beginning-level students?

1. After watching a video about the target culture, students write to their pen pal in a target country.
2. After watching a video about the target culture, students turn and talk to their shoulder partner, summarizing the video.
3. After watching a video about the target culture, students reflect on their own cultural practices and share their experiences in English.
4. After watching a video about the target culture, students conduct a simulated phone conversation with a peer.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because reflecting on one's own cultural practices is an activity that involves critical thinking, and it is appropriate for beginning-level students to complete the task in English. Options A, B and D are incorrect because writing to a pen pal, summarizing the video and conducting a simulated phone conversation are all tasks that are too difficult for beginning-level students and that do not involve critical-thinking skills.

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Competency 001—The LOTE teacher knows and understands language-learning theories and theories of second-language acquisition and their application to LOTE instruction and assessment to promote the learning goals defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE and promote all students' success as language learners.

2. Mr. Johnson teaches a class that includes students of multiple language levels. He has noticed that some of his students who are native speakers are reluctant to speak in class. He feels that he can connect with these students by conducting home visits and learning about their home language. He hopes that his efforts will lead students to take risks and participate more in class. Which of the following best describes the strategy that Mr. Johnson is implementing? Select all that apply.

1. Establishing a culture of learning
2. Connecting with families and communities
3. Organizing a safe classroom space
4. Creating an environment of respect

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Option B is correct because by taking the time to reach out to families and to tap community resources, teachers can increase their connections to students exponentially and enhance the impact on students' learning. Option D is correct because the teacher is acknowledging the value of the heritage speakers' home language and showing respect for the students' culture. Option A is incorrect because the main focus of the teacher's action is not to help students understand the importance of what they are learning, how it will affect their education and lives, and how to apply what they are learning in authentic situations. Option C is incorrect because the main focus of the teacher's action is not on creating a safe classroom environment that will support learning.

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Competency 003—The LOTE teacher understands and applies strategies and approaches for implementing the TEKS for LOTE to promote students' ability to communicate in the target language, gain knowledge and understanding of other cultures, connect with other disciplines and acquire information, make comparisons that develop insight into the nature of language and culture and participate in multilingual communities at home and around the world.

3. After explaining present-tense forms of selected verbs to students, a foreign-language teacher in a first-year high school class wants to reinforce the recognition of these verb forms in context. Which of the following activities will best achieve this goal?

1. Asking students to talk about personal experiences using the present-tense verb forms they are studying
2. Having students fill out a verb chart that includes the singular and plural forms of the verbs they are studying
3. Leading students in reading a paragraph written in first person and then asking students to rewrite it using third person
4. Asking students to highlight the present-tense forms in a text they are reading as part of a class assignment

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because the activity teaches students to read and identify the verb forms they are studying by recognizing them in the context of a text they are reading. Option A is incorrect because the activity focuses on speaking skills that do not specifically involve recognition of particular verb forms. Option B is incorrect because although the activity promotes writing the verbs and will help students write them accurately, it does not focus on the verbs in context. Option C is incorrect because it is an activity that promotes manipulating forms, which requires skills beyond recognition.

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Competency 001—The LOTE teacher knows and understands language-learning theories and theories of second-language acquisition and their application to LOTE instruction and assessment to promote the learning goals defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE and promote all students' success as language learners.

4. Total Physical Response (TPR) is one method that can be used in teaching a foreign language. Which of the following is the best example of a TPR activity?

1. To have students review the vocabulary studied in the previous lesson, the teacher asks the class to stand and recite the words they learned.
2. To test students' understanding, the teacher gives each student a command that should be carried out.
3. As a review for a test, the teacher shows students flash cards with words and asks the meanings of the words.
4. The teacher brings several items to class and asks students to respond with the correct name of the item in the target language.

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the activity is based on the understanding of language combined with the demonstration of physical movement. Option A is incorrect because although the class is being asked to participate by standing and reciting vocabulary, this activity is not the true definition of TPR. Option C is incorrect because holding up vocabulary words and asking the class to identify them is not an example of TPR. Option D is incorrect because there is no physical action taken by the students by simply responding with the appropriate vocabulary word for an item held up by the teacher.

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5. A foreign-language teacher of a novice-level class wants to successfully group students so they can orally present a dialogue from their textbook. Which one of the following types of learners should the teacher make sure to include in each group to reinforce oral communication skills?

1. Visual spatial
2. Kinesthetic
3. Logical reasoning
4. Verbal linguistic

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Option D is correct because verbal linguistic learners are naturally skilled in oral communication. Options A and B are incorrect because visual spatial and kinesthetic learners may be helpful in staging the dialogue but will not necessarily contribute oral communication skills. Option C is incorrect because logical reasoning learners may be better contributors when planning and organizing but not directly help with oral communication skills.

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Competency 003—The LOTE teacher understands and applies strategies and approaches for implementing the TEKS for LOTE to promote students' ability to communicate in the target language, gain knowledge and understanding of other cultures, connect with other disciplines and acquire information, make comparisons that develop insight into the nature of language and culture and participate in multilingual communities at home and around the world.

6. A foreign-language teacher of an advanced-level class would like to incorporate viewpoints from the target culture that might contrast with viewpoints in the students' own country. Which of the following activities should the teacher include in the instructional unit in order to meet this goal?�

1. Have students explain the different opinions on the same topic as expressed in an article from a target-country newspaper and an article from their native country
2. Play a foreign language newscast for the class and have individual students describe what they heard
3. Have a native speaker explain to the class the differences between the political system in the target country and that of the students' own country
4. Allow students to use the Internet to explore various historical sites in preparation for a written report

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because the described activity includes a comparison of the distinct viewpoints in the two cultures. Option B is incorrect because the activity does not ask students to compare; they are only listening to a foreign newscast. Option C is incorrect because a native speaker may not be able to adequately explain to the class the differences between the political system in the target country and that of the United States. Option D is incorrect because students are not comparing different viewpoints when doing the research.

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Competency 001—The LOTE teacher knows and understands language-learning theories and theories of second-language acquisition and their application to LOTE instruction and assessment to promote the learning goals defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE and promote all students' success as language learners.

7. A world-language teacher has designed lessons in which students are asked to read silently, listen to explanations, memorize words and rules, and prepare written translations of texts. Which of the following best describes the language approach taken by the teacher?

1. Direct method
2. Grammar translation
3. Proficiency-oriented
4. Project-based

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the grammar translation approach focuses on learning rules and structure versus building proficiency and communication. Option A is incorrect because the Direct Method emphasizes using concrete objects and actions to communicate rather than using translation, and it advocates teaching grammar through practice and induction rather than through explicit lessons. Option C is incorrect because proficiency-oriented instruction aims to provide students with opportunities to develop and demonstrate their language competencies, balancing content, function, and accuracy. Option D is incorrect because project-based learning asks students to negotiate meaning to understand others and use language to complete tasks.

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Competency 003—The LOTE teacher understands and applies strategies and approaches for implementing the TEKS for LOTE to promote students' ability to communicate in the target language, gain knowledge and understanding of other cultures, connect with other disciplines and acquire information, make comparisons that develop insight into the nature of language and culture and participate in multilingual communities at home and around the world.

8. A school wants to incorporate into its curriculum new activities that meet the standards for foreign language learning. Which of the following activities might be incorporated in order to best address Comparisons Standard 4.1?

1. Students take target-language courses in other schools and compare them to the courses they take in their own school and present a final oral report in class.
2. Students read self-selected articles on cultural changes that have taken place in other countries owing to globalization, evaluate them, and submit a written report.
3. Students interview people from target-language countries about specific aspects of their languages to determine how they differ from English and submit a written report.
4. Students visit local cultural centers, obtain information about events from different countries, and create a year-round calendar for the school so that teachers can take their students to different events.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because the focus of the interviews is to compare the target language with the students' native language. Option A is incorrect because although the students are making comparisons, the comparisons are not centered on the nature of the languages themselves. Options B and D are incorrect because reading articles on cultural changes and creating a calendar of events do not involve making language comparisons.

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9. Students in an advanced-level foreign-language class are studying in the target language the newest trends in international business. They will follow the unit up with a visit to the local branch of a company headquartered in the target country, so that they can interview native speakers and gain field experience in the topic. The visit to the company will enable the class to meet which of the following foreign-language learning standards?

1. Comparisons Standard 4.1
2. Comparisons Standard 4.2
3. Communities Standard 5.1
4. Communities Standard 5.2

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because students are using the target language both within and beyond the school setting. Option A is incorrect because making comparisons between the target language and the students' own language is not the primary focus of the activity. Option B is incorrect because making comparisons between the target culture and the students' own culture is not the primary focus of the activity. Option D is incorrect because the visit to the local company is a class requirement rather than an activity undertaken for personal enjoyment.

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10. A foreign-language teacher is preparing a lesson to determine if students comprehend and can correctly apply the future-tense forms of verbs during a classroom assignment. Which of the following is the best activity for meeting the Communication standard?

1. Students work in groups to talk about their family's upcoming trip.
2. Students circle the verb forms in future tense they find in an article.
3. Students read a paragraph that uses the future tense of the verbs.
4. Students translate a short text from English into the target language.

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because the described activity involves using interpersonal communication and applying the verb forms in an authentic situation. Options B and C are incorrect because the described activities include only identifying the future tense but not using it within a communicative speech act. Option D is incorrect because the described activity does not require students to use their knowledge and demonstrate that they can apply it in real communication.

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11. A teacher of a second-year foreign language class explains to students that they will read a blog post on the Internet written by a student their age who lives in the target culture. He tells his class that the purpose of the blog is to explain where the student and her family go to buy food, clothing and household items, the same necessities that the students in the class buy. Which standard is met with this reading activity?

1. Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.
2. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
3. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the activity focuses on the connections (standard 3.2) that students can discover between their own culture and the culture of another person who is of the same age and has the same needs as they do. Option A is incorrect because standard 1.3 focuses only on presentation of information not on drawing connections between pieces of information that have been acquired. Option C is incorrect because standard 4.1 focuses only on language comparisons. Option D is incorrect because standard 5.2 relates to using the language for personal enjoyment outside of the classroom.

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12. A foreign-language teacher asks intermediate-level students to find an authentic recipe from the target culture to prepare a dish for an upcoming school festival. After choosing a recipe written in English, the students discuss the ingredients in class, noting the similarities and differences between the purchases made in the target culture and in their own culture. Which of the following standards is being met in the class discussion?

1. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
2. Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
4. Standard 5.2: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because the class discussion focuses on students' comparison between what they usually buy in their own households and what someone living in the target culture would need to buy (standard 4.2). Options A and B are incorrect because the described standards (1.2 and 3.1) focus on students' understanding of the recipe written in the foreign language, whereas the class activity focuses on discussing differences and similarities in English. Option D is incorrect because although students may use language for personal enjoyment and enrichment in preparing authentic dishes, the described scenario and class discussion pertain to students making comparisons between the buying practices of two cultures.

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Competency 002—The LOTE teacher understands and applies theories, strategies and practices of second-language instruction and assessment to promote students' progress in all areas of language learning as defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE.

13. Which of the following assessment types best measures oral communication?

1. A spoken presentation on a topic of the student's choice given in the target language
2. A portfolio with a collection of a student's final drafts of class reports
3. A recording of a speech that the student has prepared at home
4. A journal entry with the student's self-assessment of his or her oral proficiency

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because the task of developing and making a presentation gives each student the opportunity to provide evidence of speaking proficiency. Option B is incorrect because a portfolio of written work does not provide evidence of the student's ability to speak. Option C is incorrect because a recording developed at home will not show reliable and accurate evidence of a student's oral expression. Option D is incorrect because self-assessment may give a distorted picture of the true speaking ability of the student.

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14. As part of its efforts to make its heritage program more effective, a school district wants to focus more on improving students' writing skills. By the end of the year, Ms. Cummins' students must meet the advanced-level writing proficiency requirements as described by the ACTFL Proficiency Guidelines. Which of the following assessment activities is best suited to help her to determine that the objective has been obtained?

1. Students are asked to compose brief e-mails to family members.
2. Students are given a scenario about which they must write a description with significant precision and detail.
3. Students work in pairs in class to compose questionnaires that they will later use to interview target-language speakers.
4. Students attend a target-language film screening and write responses to comprehension questions.

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Option B is correct because writing a detailed description is an appropriate assessment task for measuring advanced-level writing proficiency. Options A and D are incorrect because the tasks of composing brief e-mails and writing responses to comprehension questions are not complex enough to measure advanced-level writing proficiency. Option C is incorrect because composing questionnaires is not a task complex enough to measure advanced-level writing proficiency, and the interview activity assesses speaking proficiency rather than writing proficiency.

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15. A foreign-language teacher of students at the novice level always encourages the students to read the questions on their test before playing the audio of a listening comprehension test. Which of the following is the most pedagogically sound explanation for the teacher's recommendation for promoting student success on a foreign language listening assessment?

1. The teacher is setting up listening with a purpose so that students will attempt to identify answers as they listen.
2. The teacher is familiarizing students with the test content before the exam administration.
3. The teacher is teaching time-management skills by directing students to the questions.
4. The teacher knows that many students lack the necessary reading skills and need extra time.

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because the teacher's recommendation focuses on identifying information gaps that students will try to fill in as they listen. Option B is incorrect because although familiarizing students with test content before an exam may affect student performance positively, the recommended activity pertains to an actual testing situation, the content of which cannot be predicted. Options C and D are incorrect because while time-management and reading skills may be beneficial for student success on a test, directing the students to read the written questions prior to listening to the audio is the action most likely to positively affect their listening comprehension.

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16. Which of the following types of assessment is a process-oriented assessment approach, often incorporating phases for drafting, peer editing, revising, and rewriting?

1. Summative assessment
2. Informal assessment
3. Standardized assessment
4. Diagnostic assessment

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Option B is correct because an informal assessment tends to be performance based, integrated into class time, and flexible in format. Option A is incorrect because a summative assessment evaluates the final result and is often given at the end of a course of study to determine if an objective has been met. Option C is incorrect because a standardized assessment requires all test takers to answer the same questions or questions that are comparable in difficulty under the same conditions. Option D is incorrect because a diagnostic assessment is often undertaken at the beginning of a unit of study to assess the skills, abilities, interests, experiences, levels of achievement, or difficulties of an individual student or a whole class.

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17. Ms. Baum's goal is to ensure that students in her foreign-language class achieve intermediate-level writing proficiency by the end of the course. Which of the following tasks will best help her assess whether or not her students have achieved this goal?

1. Students will memorize target-language poems and recite them for the class.
2. Students will work in pairs to compose interviews and then videotape themselves while interviewing each other.
3. Students will read short stories in the target language and then write analysis papers in English.
4. Students will write a letter to a target-language friend, including details about their daily routines.

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Option D is correct because students are demonstrating the desired intermediate-level writing proficiency by narrating in the present tense, a fundamental skill at the intermediate level. Options A, B and C are incorrect because reciting memorized poems, conducting target-language interviews, and writing analyses in English will not provide any direct evidence of writing proficiency skills in the target language.

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