GACE English to Speakers of Other Languages (ESOL)
The English to Speakers of Other Languages (ESOL) assessment, offered as part of the Georgia Assessments for the Certification of Educators, is divided into two tests.
The first test consists of 60 selected-response questions (80% of the test score) and 2 constructed-response assignments (20% of the test score). The content areas covered by the first test are language, language acquisition, and ESOL cultural and professional environments. The topics covered by the language and language acquisition subarea are: the nature of language and language varieties; the phonology, morphology, syntax, semantics, and discourse of the English language as it relates to social and academic speaking, listening, reading, writing, and viewing; first and second language acquisition; and the cognitive, affective, and socio-cultural variables that affect second language learning. The topics covered by the ESOL cultural and professional environments subarea are: the major concepts, theories, and research related to the nature of culture, socio-cultural systems, and the role of culture in language development; the basic features of cultures, the effect of cultural identity on language development, and instructional strategies that are appropriate to a multicultural audience; the historical and research foundation of ESOL programs as well as the current educational trends, issues, policies, and professional practices in ESOL instruction; and the techniques involved in serving as a resource liaison for ELL students and building effective partnerships with families and the community.
The second test consists of 60 selected-response questions (80% of the test score) and 2 constructed-response questions (20% of the test score). The content areas covered by the second test are ESOL planning, implementation, assessment, and instruction. The topics covered by the ESOL planning, implementation, and assessment subarea are: standards-based ESOL curriculum planning and implementation; the means of finding, developing, and using resources effectively in ESOL instruction; the current concepts, issues, and policies related to ELL assessment; and the means of selecting and implementing multiple assessment strategies, techniques, and instruments, including analyzing and interpreting assessment results to modify instruction. The topics covered by the ESOL instruction subarea are: the current trends, issues, and research related to promoting oral language development among ELL students; the foundations of literacy development in ESOL; the approaches for promoting literacy development among ELL students; and the current trends and research related to promoting content area knowledge and skills among ELL students.
The examination must be completed within four hours. The total test score is placed on a scale of 100 to 300, with 220 as the lowest passing score. Scores are based on the number of selected-response questions answered correctly and the scores assigned by judges to the constructed responses. Test-takers will also receive performance indices indicating their success in each subarea of the examination. Scores will be available approximately a month after the date of the examination; unofficial results are posted on the internet, and an official score report is mailed to the test-taker, the Professional Standards Commission, and the institution specified by the test-taker during registration.
GACE English to Speakers of Other Languages (ESOL) Practice Questions
1. Teachers determine that Juan is having a hard time learning English because of persistent anxiety and low self-esteem. This finding underscores which hypothesis about second-language learning?
A: natural order hypothesis
B: input hypothesis
C: monitor hypothesis
D: affective filter hypothesis
2. Which of the following is NOT a characteristic of sheltered English instruction?
A: all class information is comprehensible to students
B: focus on development of English skills rather than mastery of the content area
C: frequent hands-on activities
D: frequent student interaction
3. A teacher is trying to show his students how to follow a simple command in English. First, he gives the command and performs the action himself. Then, he gives the command and performs the action along with the students. He then gives the command and watches the students perform the action. Finally, students give one another the command and perform the action in turn. What style of instruction is the teacher using?
A: audiolingual method
B: total physical response
C: communicative method
D: affective method
4. Which theory of language acquisition emphasizes the relationship of the infant with his or her caregivers?
A: nativist
B: cognitive
C: social interactionist
D: behaviorist
5. In Mr. Hernandez' classroom, native English-speaking and native Spanish-speaking students are combined and encouraged to interact frequently. Mr. Hernandez monitors their interactions and tries to facilitate second-language acquisition. What model of bilingual education is Mr. Hernandez using?
A: acculturation
B: English language development
C: dual immersion
D: transitional
Answer Key
1. D. According to the affective filter hypothesis, students with high anxiety and low self-esteem have trouble assimilating new information.
2. B. On the contrary, sheltered instruction emphasizes mastery of content information over improvement of English skills.
3. B. The total physical response method is useful for kinesthetic learners.
4. C. The social interactionist theory of language acquisition asserts that individuals will model their syntax after the people they observe early in life.
5. C. Dual immersion programs are found to work especially well with young students.
