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 80 selected-response questions. The content areas covered by the first test are language, culture, and professionalism. Some of the topics covered by the language subarea are: the communicative nature of language and the importance of developing language skills at the word, sentence, and discourse levels; instructional approaches to support both spoken and written literacy development of English-language learners; and the influence of first-language literacy on the development of English literacy. Some of the topics covered by the culture subarea are: the role of home culture in language development, academic achievement, and individual learning; the deleterious nature of prejudice, stereotyping, and discrimination, specifically with respect to how those factors compromise the educational success of English-language learners; and the role of subcultures and group identity within a multilingual/multicultural classroom setting. Some of the topics covered by the culture subarea are: relevant state and federal laws that affect the education of English-language learners; ways in which ESOL teachers are affected by local, state, and national standards; state-mandated policies and procedures for identifying and screening English-language learners; and the need to advocate for English-language learners within the school system and in the community.

The second test consists of 80 selected-response questions. The content area covered by the second test is planning, implementing, and managing classroom instruction and assessment. Some of the topics covered by the planning, implementing, and managing classroom instruction and assessment subarea are: the instructional theories and methodologies for teaching English-language learners; how to use a variety of teaching techniques and instructional materials with English-language learners; the connection between classroom management and student learning; and
the use of assessments with English-language learners.

The examination must be completed within four hours. Test-takers will 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.