| 1.
|
Trace the historical background of bilingual, English as a second
language (ESL), and multicultural education programs. (I)
|
| 2.
|
Distinguish among the three programs for the limited English
proficiency (LEP) student. (I)
|
| 3.
|
Identify the scope of diverse school populations and the shortage of
teachers with a second language knowledge. (I)
|
| 4.
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Describe the political implications of funding for these programs. (I)
|
| 5.
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Cite data relating to the critical need for teacher assistants to work
with students from non-English speaking backgrounds. (II)
|
| 6.
|
Refer to research to identify the need for appropriate teaching
materials for English deficient students. (II)
|
| 7.
|
Evaluate teaching materials as to the appropriate level of difficulty,
adequacy of variety, attention to gender interests, enhancement of
students' cultural heritage, and integration of materials into the
mainstream curriculum. (II, IV, V)
|
| 8.
|
Explain why the teacher aide should be proficient in classroom
strategies of group process, cooperative learning, team projects, and
expository teaching. (III)
|
| 9.
|
List the eight variables that convey enthusiasm. (III)
|
| 10.
|
State the response that would be expected with Spanish- speaking
children with the presentation of "La ensenanza como juego." (III)
|
| 11.
|
Exemplify the use of behavior modification. (IV)
|
| 12.
|
Using case studies, illustrate conclusions from case studies and data
collection. (IV)
|
| 13.
|
Cite examples of student behaviors that illustrate a positive change
in self- esteem. (V)
|
| 14.
|
Cite and explain the six types of bias. (V)
|
| 15.
|
List four characteristics of a well-constructed criterion referenced
test. (V)
|
| 16.
|
Assess one's own progress in conference with the supervising
teacher/supervisor in relation to previously established goals and
objectives. (V, VI)
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|