Early Childhood Field Experience Learning to Teach Well 2nd Edition By Kathryn W. Browne – Test Bank

Complete Test Bank With Answers

 

 

Sample Questions Posted Below

 

Chapter 5: Understanding Differences

TRUE/FALSE

1.Some curriculum developers believe the non-English-speaking preschool child should be educated in his native language and culture before English is introduced.

ANS: T PTS: 1 DIF: Easy

2.The earlier English is introduced, the greater the child’s linguistic advantage.

ANS: F PTS: 1 DIF: Easy

3.High achievement and academic accomplishment expectations are appropriate for non-English-speaking preschoolers.

ANS: T PTS: 1 DIF: Easy

4.Professional early childhood teacher training advocates suggest it is desirable that pre-service and in-service training support both knowledge and mastery of a language other than English.

ANS: T PTS: 1 DIF: Easy

5.Second-language learners may imitate the intonation of speech in the new language before trying to speak the words.

ANS: T PTS: 1 DIF: Easy

6.Second-language learners most often use words in the new language instead of trying gesturing.

ANS: F PTS: 1 DIF: Easy

7.The use of words such as hey or okay by second-language learners is a useful device.

ANS: T PTS: 1 DIF: Easy

8.Teachers should be aware of children excluded by others or ones unable to interact with others because of a language difficulty.

ANS: T PTS: 1 DIF: Easy

9.Children from diverse cultures and ethnic backgrounds have always been part of the American education system and are no more numerous today than in previous years.

ANS: F PTS: 1 DIF: Easy

10.Many young children come to early childhood programs with addictions, diseases, and disorders and come to school without sufficient sleep and food.

ANS: T PTS: 1 DIF: Easy

11.A southern United States way of speaking may be a dialect.

ANS: T PTS: 1 DIF: Easy

12.Black English is less complex than Standard English.

ANS: F PTS: 1 DIF: Easy

13.Hispanic children are the largest group of limited-English-proficient children in the United States.

ANS: T PTS: 1 DIF: Easy

14.There are roughly over 60 million preschoolers who are not native speakers of English attending U.S. preschool programs.

ANS: F PTS: 1 DIF: Easy

15.Many non-English-speaking preschoolers reside in low-income homes.

ANS: T PTS: 1 DIF: Easy

16.Non-English-speaking preschoolers develop phonemic sensitivity.

ANS: T PTS: 1 DIF: Easy

17.Teachers can group other-than-English-speaking preschoolers together to help each other when they speak the same language at certain times during the school day, for this is good practice.

ANS: T PTS: 1 DIF: Easy

18.Teachers openly encourage English-speaking children to approach and invite non-English speakers to play.

ANS: T PTS: 1 DIF: Easy

19.Nonwhite, nonnative speakers and poor children are considered just as likely to learn to read quickly and as well as other children.

ANS: F PTS: 1 DIF: Easy

20.There is consensus concerning what instructional programs and preschools are best for non-English learners.

ANS: F PTS: 1 DIF: Easy

21.Parents are encouraged to speak English rather than their native language at home during home literacy activities.

ANS: F PTS: 1 DIF: Easy

22.There is no urgency in identifying children with language difficulties during the preschool years.

ANS: F PTS: 1 DIF: Easy

23.Minority group children now compose about 60 percent of the school population in the United States.

ANS: F PTS: 1 DIF: Easy

24.Fortunately, the school achievement of affluent and poor children has narrowed in the past 10 years.

ANS: F PTS: 1 DIF: Easy

25.Most areas in the United States have no history of ethnic or racial diversity.

ANS: F PTS: 1 DIF: Easy

26.Early childhood programs are experiencing an increased enrollment of Spanish-speaking children.

ANS: T PTS: 1 DIF: Easy

27.Elementary school success usually depends on a child’s verbal and reading abilities.

ANS: T PTS: 1 DIF: Easy

28.Over fifty percent of preschoolers that are true stutterers have family members who stutter.

ANS: T PTS: 1 DIF: Easy

29.The majority of young children who stutter will experience a short-term stuttering disorder.

ANS: T PTS: 1 DIF: Easy

30. One of the characteristics of African-American English speakers is the elimination of the possessive.

      ANS: T PTS: 1 DIF: Easy

31. Preschoolers who display outstanding verbal talent may relate details in events that others

  ignore.

ANS: TPTS: 1DIF: Easy

32. Asking a preschool child with advanced language abilities to “Tell me how the lion at the zoo might feel” is a questionable teacher strategy.

ANS: FPTS: 1DIF: Easy.

33. In American schools children with poor verbal abilities are often headed for special education classes in their future if improvement doesn’t happen.

ANS: TPTS: 1DIF: Easy

34.  In the United States, Standard English is the common language of educated people.

ANS: TPTS: 1DIF: Easy

35. A dialect is unique to a social group or a geographic area.

ANS: TPTS: 1DIF: Easy

36. African-American English is also called Black English

ANS: TPTS: 1DIF: Easy

37. Accents and dialects are the same thing.

ANS: FPTS: 1DIF: Easy

38. Using accented speech indicates you are an educated person others admire.

ANS: FPTS: 1DIF: Easy

39. Young preschoolers are often concerned when a teacher speaks with an accent.

ANS: FPTS: 1DIF: Easy

40. Mandated standards are believed to fit all children or used as if they fit all children.

ANS: TPTS: 1DIF: Easy

41. Early childhood educators need to find out what gestures and/or speaking behaviors may offend multicultural families and children.

ANS: TPTS: 1DIF: Easy

42. It is not very important for a teacher to speak each child’s name correctly.

ANS: FPTS: 1DIF: Easy

43. In the world today it is natural to speak an additional language besides your native language.

ANS: TPTS: 1DIF: Easy

44. Most experts recommend that young second language learning children know their own language well before instruction in English begins.

ANS: TPTS: 1DIF: Easy.

45.Regional speech dialects in the United States are disappearing due to the influence of mass media.

ANS: F PTS: 2 DIF: Moderate

MULTIPLE CHOICE

1.A learning disability in language arts refers to significant difficulties in

a.	listening.
b.	speaking.

c.	reading or writing.
d.	all of these answers.

ANS: D PTS: 2 DIF: Moderate

2.Instruction in English in the U.S. public school system always begins

a.	during preschool attendance.
b.	in first grade.
c.	at some point during elementary school.
d.	none of these answers

ANS: C PTS: 2 DIF: Moderate

3.Early childhood educators rarely correct a young child’s language errors because they

a.	fear it will stop the child from speaking.
b.	are more concerned with meaning and intent.
c.	are poorly trained.
d.	are aware they will sound like they are focused on corrections.

ANS: B PTS: 2 DIF: Moderate

4. Having a child become bilingual may

a. improve the child’s self esteem.

b. stress family members who don’t speak English. 

c. weaken family relationships.

d. all the above.

ANS: DPTS: 2DIF: Moderate

5.Undetected hearing loss during preschool often results in 

a.	language delay
b.	diminished school achievement

c.	socialization difficulties in young children
d.	all of these answers

ANS: D PTS: 2 DIF: Moderate

6.Identification of hearing loss and subsequent help can significantly improve language and cognitive development if it takes place before

a.	three months of age.
b.	six months of age.

c.	twelve months of age.
d.	all of the above.

ANS: B PTS: 2 DIF: Moderate

7.Speech that is spoken rapidly and seems incomplete or jerky, slurred, spoken in bursts, and difficult to understand may be defined as

a.	accented speech.
b.	intoned speech.

c.	receptive speech.
d.	cluttered speech.

ANS: D PTS: 2 DIF: Moderate

8.Considering the long-term use of early childhood stuttering, children in the majority of cases

a.	will continue stuttering into adulthood.
b.	will improve, for it is temporary.
c.	require immediate intervention to improve.
d.	recover by age two.

ANS: B PTS: 2 DIF: Moderate

9.Otitis media may affect an infant’s ability to

a.	make social connections.
b.	make appropriate gestures.

c.	babble.
d.	explore the environment.

ANS: C PTS: 2 DIF: Moderate

10.Many children who are enrolled in special speech and language treatment programs in lower elementary school

a.	have a history of middle ear infections.
b.	come from middle-class neighborhoods.
c.	did not attend preschools.
d.	have parents who cannot read.

ANS: A PTS: 2 DIF: Moderate

 

11.Children at risk for reading difficulties include

a.	poor children.
b.	preschoolers with expressive language delay.
c.	preschoolers with receptive language delay.
d.	all of these answers.

ANS: D PTS: 2 DIF: Moderate

12.Federal legislation mandates that school district educators working with students with special needs must

a.	allow private tutoring.
b.	develop an Individualized Education Plan.
c.	urge parents to work as volunteers.
d.	provide developmentally appropriate materials.

ANS: B PTS: 2 DIF: Moderate

13.One characteristic found in a four-year-old who is talented or gifted in language arts might be

a.	attentive listening and ability to remember.
b.	enjoys composing poems.
c.	has a 2,000-word vocabulary.
d.	attentive listening and ability to remember and enjoys composing poems.

ANS: D PTS: 2 DIF: Moderate

14.Black English is

a.	systematic.
b.	rule-governed.

c.	often stereotyped.
d.	all of these answers.

ANS: D PTS: 2 DIF: Moderate

15.A truly bilingual child speaks

a.	two languages like a native.
b.	two languages with some degree of proficiency.
c.	two languages—one well and one without skill.
d.	two languages—one well and one with only a few words.

ANS: B PTS: 2 DIF: Moderate

16.The preschool program type that best suits the needs of other-than-English-speaking children

a.	is clearly researched.
b.	has been professionally identified.
c.	is a politicized issue.
d.	has been identified by the U.S. Department of Education.

ANS: C PTS: 2 DIF: Moderate

 

17.The “multiple literacies” that young children who live in cultures different from the American mainstream culture experience can

a.

be corrected at school if teachers are supplied with the right teaching aids.

b.

cause kindergarten teachers problems.

c.

make a child appear deficient in cognitive skills.

d.

prove to be advantageous and promote literacy skill development.

ANS: D PTS: 2 DIF: Moderate

18. A feature of African-American English speakers is

a. extreme reduction of final consonants.

b. adding extra vowel sounds to words.

c. emphasis placed on the letter “r” sound.

d. moving sentence subject to end of a sentence.

ANS: APTS: 2DIF: Moderate.

19. If you were searching for preschoolers with outstanding linguistic ability, you would watch for.

a. those with excellent auditory memory.

b. those who answer quickly.

c. those who learn signs and symbols in their native language early.

d. both a. and c.

ANS: DPTS: 2DIF: Moderate

20. The educator should be aware that

a. some families expect child silence after adults talk.

b. some children listen to learn rather than ask questions.

c. it isn’t appropriate to single out children in some cultures.

d. all the above.

ANS: DPTS: 2DIF: Moderate

21. The following is true

a. Children’s intent in speaking is more important than correctness.

b. Embarrassing a child is a good learning technique because child emotion is involved.

c. When learning English children think in English.

d. none of the above.

ANS: APTS: 2DIF: Moderate

22. Newer research suggests

a. learning most world languages is not easy.

b. bilinguals may gain an aptitude to learn a third language.

c. bilingual children are confused and set back at least a year in language and academic development.

d. all children should be bilingual.

ANS: BPTS: 2DIF: Moderate

23. Most educators estimate that learning a second language will take children

a. at least 3 years to learn it.

b. until adolescence to learn it.

c. 2 to 6 years to become competent users of English.

d. less time if they are forced to speak only English.

ANS: CPTS: 2DIF: Moderate

24. English language preschool learners need

a. lots of pretend play opportunities.

b. teachers who extend and promote the length of pretend play periods.

c. to hear read-alouds that lead naturally to pretend play.

d. all the above.

ANS: DPTS: 2DIF: Moderate.

25. There is no

a. wrong way to develop programs for English language learners.

b. comprehensive research that identifies the best program for second language learners.

c. educator consensus concerning the best program for English language learners.

d. none of the above.

ANS: BPTS: 2DIF: Moderate

MATCHING 

1. Find the indicators of advanced preschool language achievement in the following list.

1. Seeks out playmates with leadership abilities.

2. Persists in tasks.

3. Large speaking vocabulary.

4. Blocks out distractions when working.

5. Is curious about everything.

6. Prefers to act out ideas.

7. Makes comparisons others don’t notice.

8. Seeks to impress his teachers of his smartness.

9. Rarely speaks at circle.

10. Not too interested in other children.

11. Wants to stay at a task for long periods.

12. Understands and uses technology such as computers, etc.

13. Can imagine ‘way-out’ happenings.

14. Is quiet and slow to express feelings.

15. Is competitive.

16. Is compliant concerning rules.

17. Enjoys teasing others and name calling.

18. A highly attentive listener.

19. Remembers what he hears.

20. Reads some print.

ANS: 2,3,4,5,7,11,12,13,18,19,20.

PTS: 3 DIF: Difficult

2. Successful techniques for classrooms with second language learning children are listed below. Match one item in A Column to the best match in B. Column.

Column AColumn B

1. an accepting classroom1 “This table has puzzles, potato printing or a number game.

2. teacher who listens2. Teacher bends at the door to say hello

3. teacher who gives eye contact3. “That is right, you did come from outside.”

4. teacher who gives attention4. “Joshua, which magnet stuck to the metal pan?”

5. meaning is more important than 5. “You think you can jump from the third step?”

    correction.

6. interesting activities6. “Did you mean that puzzle was simple?”

7. risk taking is possible7. “Yes, the car went uphill-uphill then downhill.”

8 .teacher emphasizes key words8. :”Pedro is here with the play money for your store boys.”

9. helps child join groups9. “That block tower is six blocks high.”

10. provides children choices10. “Enrico has a new way to cut bananas

11. teacher uses running commentaries11. Children are recognized by name at circle time

12. makes child feel special12. “I’m putting play dough here with the cookie cutters.”

ANS:

1A-11B,  2A-6B,  3A-2B,  4A-9B,  5A-3B,  6A-4B,  7A-5B,  8A-7B,  9A-8B,  10A-1B,  11A-12B,  12A-10B.

SHORT ANSWER

1.What are some social and cognitive strategies that young second-language learners use in classrooms that may have helped their progress in the new language?

ANS:

Joining a group of peers, imitating, assuming peers are talking about the situation at hand, observing closely, guessing a lot, using a few well-chosen words that give the impression they know the language, making friends, faking it, looking for recurring words or formulas, not worrying about details. Other answers are possible.

PTS: 3 DIF: Difficult

2.What problems might non-English-speaking preschoolers encounter in their attempts to play with others?

ANS:

Rejection, being treated as babies, excessive mothering behavior by a peer, being spoken to in a “motherese” fashion by peers.

PTS: 3 DIF: Difficult

3.Define accent.

ANS:

A prominence or emphasis given to a word or syllable through one or more factors, including loudness, pitch, and duration.

PTS: 3 DIF: Difficult

4.Explain the double bind that young other-than-English-speaking preschoolers may face as they attempt to learn English in their classrooms.

ANS:

One needs to be socially accepted by peers, but this means that one needs to be able to speak the language of peers.

PTS: 3 DIF: Difficult

5.Four important factors that may affect the second-language-learning process and create individual differences in children’s learning and progress are

ANS:

motivation, personality, exposure to the new language, and the child’s age.

PTS: 3 DIF: Difficult

6.What kinds of problems may develop in children with language disorders who do not develop normal language at expected ages and are not referred to experts?

ANS:

Language, academic, social, and behavioral problems.

PTS: 3 DIF: Difficult

7.Name four child characteristics that might make a preschool child hard to identify as talented or gifted.

ANS:

Is quiet, noncompetitive, nonassertive, and slow to express feelings; is other than English speaking; avoids eye contact; rarely challenges something he knows is incorrect; acts in accordance with his home culture; and lives in a poor community.

PTS: 3 DIF: Difficult

8.If an early childhood teacher were to learn a second language along with learning Standard English, what language should it be? Explain why.

ANS:

1. Spanish. Spanish-speaking children make up the largest group of preschoolers with limited English in the United States today. 2. The language of the largest other-than-English-speaking group of children attending the teacher’s program so that the teacher can be more aware and helpful in planning and interacting to promote language and literacy growth. An Asian language might also be best if teacher works with primarily Asian children.

PTS: 3 DIF: Difficult

9.What nonverbal behaviors might young English language learners adopt to communicate their needs and desires?

ANS:

Crying, whimpering, pulling, pointing, using hand gestures, mimicking, watching, listening, guessing, making faces, drawing, and experimenting or trying to find out what works.

PTS: 3 DIF: Difficult

10.What factors may influence how quickly a young child acquires a second language?

ANS:

Motivation, exposure, age, personality, aptitude, consistency, learning style, opportunity, support, and home and family.

PTS: 3 DIF: Difficult

11.What accomplishment milestones (steps, stages) were recognized for second-language learners in the text?

ANS:

The silent period, the mixing of languages, code-switching stage, the separation of languages stage, the dominance of one language over another stage, and the rapid shift in balance when input in the environment changes.

PTS: 3 DIF: Difficult

12.If you were to propose that all children in a school learn a second language, what would prompt you to make that recommendation?

ANS:

Many experts believe that being bilingual enhances cognitive development.

PTS: 3 DIF: Difficult

13.Native-born Hispanic children sometimes are slow to reach the same level of English competence as children from some other ethnic groups. Why?

ANS:

It is believed to be their family status as temporary workers, family determination to keep their own language, and the lack of enthusiasm parents have about learning English.

PTS: 3 DIF: Difficult

14.Name four elements of successful English-language learner programs for preschoolers.

ANS:

Ongoing parental involvement, professional teachers, promotion of proficiency in the first and second language, assessment linked to program goals, developmentally appropriate programs, high standards, staff leadership, instruction integrating language and content, academic instruction in English, and meaningful and comprehensive program content.  Recognition that families participate in many home and community literacy developing activities which may differ from literacy activities offered in American schools.

PTS: 3 DIF: Difficult

15.Language delay may occur in what areas of language development?

ANS:

Syntax, semantics, morphology, pragmatics, sequencing, and vocabulary.

PTS: 3 DIF: Difficult

16. Spotting the linguistic talent of second language learners in preschool may be difficult. Discuss what behaviors or verbal abilities might be indicators of outstanding ability.

ANS: 

1. Earlier learning of the signs and symbols in native language.

2. Excellent recall of cultural stories.

3. Great auditory memory.

4. Sees and remembers details in everyday events

5. Creates elaborate stories, songs, poems, dances etc.

6. Is well aware of the cultural norms and standards of his native culture at an earlier age than the average child. 

7. Learns English quickly

PTS: 3DIF: Difficult

17. What has to happen before educators should label a child a true bilingual?

 

ANS: He has attained some degree of proficiency in English and his own native language.

PTS: 2DIF: Moderate

18. Describe 5 strategies non English speaking children might use in a classroom to help them communicate. (Either positive or not so positive strategies are okay.)

ANS: Crying, pointing, observing others closely, listening, rehearsing sounds, using gestures, inviting others to play, using telegraphic speech, only sticking with like-speaking children, saying “Hey” or “Lookit” to get attention, sticking by teacher a lot, using stock phrases repeatedly, giving up.

PTS: 2DIF: Moderate

19. Discuss your opinion concerning whether young second language learners should wait until their home language is well developed before learning English.

ANS: Opinions will differ. (This question can lead to an after exam graph for discussion).

PTS: 2DIF: Moderate

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