GACE American Sign Language

GACE American Sign Language (150)

The GACE American Sign Language assessment is required of all candidates desiring to teach sign language to students in K–12 grades in the state of Georgia. There are two parts to this assessment. Test I consists of 80 selected-response questions. Test II: Assessment of Sign Communication – American Sign Language (ASC-ASL) (test code 151) is a 20 minute conversation between you and an interviewer which will be conducted entirely in American Sign Language. This is not a combined test so you will register for the two parts separately.

You will have a total of two hours and thirty minutes to complete Test I of the GACE American Sign Language Exam. There are six objectives of this test which will evaluate the skills and knowledge required of an entry-level educator to teach American Sign Language in Georgia public schools.

The ASL teacher candidate should understand communication processes and language acquisition. A knowledge of ASL research and the ability to apply this knowledge in assisting others in the acquisition and use of ASL is required. You will also need to distinguish similarities and differences between signed languages used in other countries and American Sign Language. The GACE American Sign Language Exam assesses knowledge of how language conveys culture and the part that culture plays in language acquisition. You will have to identify similarities and differences between the deaf and hearing communities in the transmission of culture. This objective also examines your understanding and application of concepts and theories related to the learning of a second language. You will need to display a knowledge of various methods for teaching ASL, advantages and disadvantages of various teaching techniques, and adapting teaching methods as necessary. The exam includes the history of American Sign Language and how it has evolved to its modern usage. An understanding of the major linguistic, phonological, grammatical, and morphological features of American Sign Language will be evaluated. You will be asked to compare and contrast characteristics of American Sign Language and English. This exam requires an understanding of sociological theories and how they relate to the Deaf community and culture. This includes comparing and contrasting the hearing and deaf cultures, identifying characteristics of people within the Deaf community and the diversity within that culture. The ASL teacher candidate will demonstrate knowledge of the evolution of American Deaf culture including state and federal legislation regarding people who are deaf, discrimination against them, educational issues, community services available to them, and their social interaction.

The GACE American Sign Language assessment covers a broad range of topics necessary to teach ASL. The GACE American Sign Language practice test developed by Mometrix covers the same content as the actual test and will prepare you for success on the test.

GACE American Sign Language Practice Questions

1. Basic Interpersonal Communication Skills (BICS)

A: are cognitively demanding
B: include new ideas and words
C: are used in informal social talk
D: apply to use in novel situations

2. According to Cummins’ Additive Model of language acquisition, which is correct?

A: Experience with a second language does not promote first-language proficiency
B: Experience with the first language does not promote second-language proficiency
C: Experience with either the first or second language promotes proficiency in both
D: Experience with the first language only promotes proficiency in a second language

3. The SUP approach to language acquisition proposes that

A: learning the first language facilitates learning the second
B: acquisitions of the first and second language are unrelated
C: learning a second language improves the first language
D: acquisitions of the first and second languages have synergy

4. In language acquisition theory, which is true about the “affective filter”?

A: Having a high affective filter promotes the best learning
B: Having a low affective filter facilitates optimum learning
C: Having an affective filter distorts the meanings of words
D: Having an affective filter promotes social language uses

5. In the PEPSI model of language development, the first “P” stands for which of the below?

A: Pre-production
B: Productive use
C: Proficient usage
D: Prior to fluency

6. In the PEPSI model of language development, the “EP” stands for “Early Production.” This stage is characterized by which of the following?

A: One- or two-word phrases
B: Use of simple sentences
C: Using complex sentences
D: Excellent comprehension

7. In the PEPSI model of language development, what does the “S” stand for?
A: Silent
B: Short
C: Simple
D: Speech

8. In the PEPSI model of language development, what does the final “I” represent?

A: Individual
B: Intelligent
C: Independent
D: Intermediate

9. The concept of “Input + 1” refers to which answer below?

A: Input slightly above the learner’s level
B: Input from one speaker plus one more
C: Input via speech plus one more medium
D: Input, plus one additional linguistic factor

10. Which theorist posited the existence of an innate Language Acquisition Device?

A: Krashen
B: Terrell
C: Chomsky
D: Galyean

Answer Key

1. C. BICS are the skills used in informal social conversation. They are not cognitively demanding, involving such simple cognitions as naming things, expressing negatives, et cetera. They do not include new ideas and words, but rely on known concepts, vocabulary, and syntax. They do not apply to novel situations, but to daily routines, such as dressing, eating, playing, bathing, et cetera.
2. C. Cummins proposed that experience with learning one’s first language, and/or with learning a second language, promotes underlying proficiency in both languages. Therefore experience with a second language does promote first-language proficiency, and experience with the first language does promote second-language proficiency. It is not true that only experience with the first language promotes second-language proficiency.
3. B. The SUP, or Separate Underlying Proficiency, approach posits that people learn their first language in a separate, unrelated process from learning a second language. This theory does not hold that learning one’s first language facilitates learning a second one, or that learning a second language improves the first one. It finds that there is no synergy or relation between the acquisition of first and second languages.
4. B. Language is learned best when the affective filter is low. The affective filter is a “screen of emotion” most related to embarrassment or self-consciousness, which can prevent the learner from communicative risk-taking and thus inhibit language acquisition. Having a high affective filter would interfere with learning. The affective filter does not distort word meanings; it influences one’s attitudes toward learning language. It does not promote using language socially, but can impede this if it is excessive.
5. A. The initial “P” in PEPSI stands for the “Pre-Production Stage” of language development, also called the “Silent Period” wherein there is no language production and minimal receptive language comprehension. This stage does not include productive or proficient use of language. It is a stage that exists prior to fluent language use, but the “P” does not stand for “Prior to Fluency.”
6. A. The Early Production stage in the PEPSI model of language development is characterized expressively by the production of one- or two-word phrases. Simple sentences are not produced until the next stage; complex sentences are not used until two stages later. Excellent comprehension characterizes only a fully fluent stage of language development.
7. D. In the PEPSI model, the “S” stands for “Speech” in the Speech Emergence Stage, wherein simple sentences are produced, and comprehension is better than in the previous stage. “Silent” is part of PEPSI’s first, Pre-Production stage, also called the Silent Period. “Short” is not a term used in PEPSI’s stage names. However, the one- and two-word utterances produced in the second stage are shorter than the simple sentences produced in the third stage. “Simple” relates to the simple sentences produced in the Speech Emergence Stage, but the “S” represents “Speech” rather than “Simple.”
8. D. In this model, the “I” in PEPSI represents “Intermediate” in the Intermediate Fluency Stage, wherein comprehension improves, and both sentences produced and errors made are more complex than before. This model and this initial in the acronym do not refer to anything individualized, to the learner’s intelligence, or to the learner’s independence of language production.
9. A. The concept of “input + 1” (Krashen) refers to the optimum linguistic input for language acquisition, which is just slightly higher in level than the learner’s present language level. It does not refer to input plus one more speakers, to speech plus one more medium, or to input plus one additional language variable. It relates to Vygotsky’s Zone of Proximal Development, wherein optimal learning occurs with exposure to someone at a level just slightly higher than that of the learner.
10. C. Noam Chomsky has theorized in his cognitive-Gestalt orientation that we are born with a Language Acquisition Device (LAD) enabling us to learn grammar unconsciously and generate rules from it. Krashen and Terrell are known for Language Acquisition Theory, positing that acquisition and learning are separate processes, that learning develops a monitor, and that language development progresses in a natural order. Both also subscribe to the Natural communicative approach. Galyean supports a Humanistic communicative approach treating the whole person, beginning with the individual, and extending to the group, and including physical activity, art, and music.