5 FREE Sample LOTE Pedagogy/Instruction and Assessment Questions

5 FREE sample pedagogy/instruction and assessment questions for the LOTE:

1. Jorge is a new student in Ms. Cantú's class, and Spanish is his first language. However, he has lived in the US for several years and prefers to speak English. He is reluctant to speak Spanish in Ms. Cantú's Spanish III class, and does not want to do class work or participate. What are some strategies she can use to encourage him to complete his assignments?
A. Ms. Cantú should require Jorge to participate and complete assignments, and plan consequences (verbal warning, extra assignment, call home, referral) if he does not comply.
B. Ms. Cantú should not force Jorge to participate, but should plan learner-centered activities and give students choices so they can do assignments that interest them.
C. Ms. Cantú should differentiate instruction so that Jorge is not bored with assignments, and allow him to choose from a variety of assignments so that he can do coursework on topics that interest him.
D. Ms. Cantú should request that he be placed in another world language program.
2. Jaime is in fifth grade, and he is learning Spanish three days a week. In his Spanish class, they learn vocabulary, grammar, and are expected to participate in conversations. He is most likely in:
A. A bilingual education program.
B. An immersion program.
C. A newcomer center program.
D. A FLES (Foreign Language in Elementary School) Program.
3. How are cognitive processes different in first and second language acquisition?
A. People naturally acquire their first language, but can never achieve near native proficiency in a second language due to cognitive processing limitations.
B. Children acquire their first language naturally from interaction with caregivers at a young age while their brain is quickly developing, whereas usually a second language is learned/acquired when a person is older, has an understanding of language, grammar, and structure, and has a longer attention span.
C. Children are born with a language acquisition device allowing them to learn L1 almost effortlessly, but these language skills do not easily transfer to L2, and direct instruction and correction must be used to teach L2.
D. Cognitive processes in L1 and L2 acquisition are largely the same, except that people usually learn L2 when their brain is more developed.
4. A third grade teacher is planning a unit for Hispanic Heritage month. What are some ways she can plan an interdisciplinary unit?
A. She can plan a unit about famous Hispanic figures from several Latin American countries, provide various texts about the famous people, and assign students an essay about their favorite figure.
B. She can collaborate with the Social Studies teacher to ask to do a unit together about important Hispanic figures throughout history, and ask the English Language Arts teacher to also include a reading assignment about Hispanic Heritage month. She can allow students to choose their favorite figure, do some research, and present their findings to the class in the target language.
C. She can plan a semester long unit involving Hispanic Heritage month and tie it in with other cultural months to compare and contrast those cultures. Students should choose two cultures and present the similarities and differences between those cultures.
D. She should allow students to choose their own topic related to Hispanic Heritage month and have them create a PowerPoint presentation.

5. Mrs. Johnson teaches Spanish II, and plans real-world lessons based on subject material (math, science, social studies, etc). She is most likely influenced by:
A. Content-based approaches.
B. Lev Vygotsky's interactionist theory.
C. Noam Chomsky's universal grammar theory.
D. The audiolingual method.

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The answers and explanations to the answers are in the LOTE Pedagogy/Instruction and Assessment Guide.  I recently updated it to include these sample questions.  If you previously purchased the guide, check your email with information about downloading the new guide.