IL157ILTS LBS II Bilingual Special Education
Specialist Practice Exam
**Question 1. Which theory distinguishes between Basic Interpersonal
Communicative Skills (BICS) and Cognitive Academic Language Proficiency
(CALP)?**
A) Krashen’s Monitor Model
B) Cummins’ BICS/CALP Theory
C) Vygotsky’s Sociocultural Theory
D) Piaget’s Stages of Development
Answer: B
Explanation: Cummins introduced BICS (social language) and CALP (academic
language) to explain why ELs may appear fluent socially yet struggle academically.
**Question 2. Under IDEA, what is the primary purpose of a “non‑discriminatory
evaluation” for English learners?**
A) To confirm that the student’s primary language is English
B) To determine whether language differences, not disabilities, explain academic
difficulties
C) To assess only the student’s English proficiency
D) To assign the student to a bilingual program automatically
Answer: B
Explanation: IDEA requires evaluations that separate language acquisition issues
from genuine disabilities to avoid misidentification.
, IL157ILTS LBS II Bilingual Special Education
Specialist Practice Exam
**Question 3. Which bilingual program model aims to develop proficiency in both
languages while maintaining the student’s native language?**
A) Transitional bilingual education
B) Maintenance/developmental bilingual education
C) English‑only pull‑out program
D) Sheltered instruction only
Answer: B
Explanation: Maintenance or developmental models support continued
development of L1 alongside L2 acquisition.
**Question 4. In the context of code‑switching, which statement is most
accurate?**
A) Code‑switching indicates a language deficit.
B) It is a normal linguistic strategy that reflects bilingual competence.
C) It should be eliminated in classroom instruction.
D) It only occurs when students do not understand the teacher.
Answer: B
Explanation: Code‑switching is a natural bilingual behavior used for
communication efficiency and does not signal a deficit.
**Question 5. Which federal statute specifically requires that ELs with disabilities
receive a “meaningful” opportunity to participate in state assessments?**
, IL157ILTS LBS II Bilingual Special Education
Specialist Practice Exam
A) IDEA
B) ESSA
C) Section 504 of the Rehabilitation Act
D) ADA
Answer: B
Explanation: ESSA mandates accommodations and alternate assessments for ELs
with disabilities to ensure meaningful participation.
**Question 6. Illinois law requires that all IEP documents be provided to parents
in their native language. This requirement exemplifies which principle?**
A) Least Restrictive Environment (LRE)
B) Procedural Safeguards
Procedural Safeguards
C) FAPE (Free Appropriate Public Education)
D) Parent Participation
Answer: D
Explanation: Providing translated documents ensures parents can meaningfully
participate in the IEP process.
**Question 7. Which of the following is an example of a dynamic assessment
technique appropriate for ELs?**
A) Standardized reading comprehension test in English only
, IL157ILTS LBS II Bilingual Special Education
Specialist Practice Exam
B) Pre‑test, mediated learning trial, post‑test sequence
C) Teacher‑created multiple‑choice quiz in the student’s L1
D) Observational checklist of classroom behavior
Answer: B
Explanation: Dynamic assessment evaluates learning potential by providing
mediation and measuring change, reducing cultural bias.
**Question 8. When differentiating language difference from disability, which data
source is LEAST useful?**
A) Language proficiency scores in L1 and L2
B) Teacher’s anecdotal notes on classroom behavior
C) Standardized cognitive test normed on monolingual English speakers
D) Parent interview about home language use
Answer: C
Explanation: Standardized cognitive tests normed on monolinguals may conflate
language proficiency with ability, making them less reliable for this purpose.
**Question 9. In a Multi‑Tiered System of Supports (MTSS) framework, Tier 2
interventions for an EL with suspected disability should be delivered:**
A) Only in the general education classroom
B) In the student’s L1 whenever possible
C) Using evidence‑based, linguistically appropriate strategies
Specialist Practice Exam
**Question 1. Which theory distinguishes between Basic Interpersonal
Communicative Skills (BICS) and Cognitive Academic Language Proficiency
(CALP)?**
A) Krashen’s Monitor Model
B) Cummins’ BICS/CALP Theory
C) Vygotsky’s Sociocultural Theory
D) Piaget’s Stages of Development
Answer: B
Explanation: Cummins introduced BICS (social language) and CALP (academic
language) to explain why ELs may appear fluent socially yet struggle academically.
**Question 2. Under IDEA, what is the primary purpose of a “non‑discriminatory
evaluation” for English learners?**
A) To confirm that the student’s primary language is English
B) To determine whether language differences, not disabilities, explain academic
difficulties
C) To assess only the student’s English proficiency
D) To assign the student to a bilingual program automatically
Answer: B
Explanation: IDEA requires evaluations that separate language acquisition issues
from genuine disabilities to avoid misidentification.
, IL157ILTS LBS II Bilingual Special Education
Specialist Practice Exam
**Question 3. Which bilingual program model aims to develop proficiency in both
languages while maintaining the student’s native language?**
A) Transitional bilingual education
B) Maintenance/developmental bilingual education
C) English‑only pull‑out program
D) Sheltered instruction only
Answer: B
Explanation: Maintenance or developmental models support continued
development of L1 alongside L2 acquisition.
**Question 4. In the context of code‑switching, which statement is most
accurate?**
A) Code‑switching indicates a language deficit.
B) It is a normal linguistic strategy that reflects bilingual competence.
C) It should be eliminated in classroom instruction.
D) It only occurs when students do not understand the teacher.
Answer: B
Explanation: Code‑switching is a natural bilingual behavior used for
communication efficiency and does not signal a deficit.
**Question 5. Which federal statute specifically requires that ELs with disabilities
receive a “meaningful” opportunity to participate in state assessments?**
, IL157ILTS LBS II Bilingual Special Education
Specialist Practice Exam
A) IDEA
B) ESSA
C) Section 504 of the Rehabilitation Act
D) ADA
Answer: B
Explanation: ESSA mandates accommodations and alternate assessments for ELs
with disabilities to ensure meaningful participation.
**Question 6. Illinois law requires that all IEP documents be provided to parents
in their native language. This requirement exemplifies which principle?**
A) Least Restrictive Environment (LRE)
B) Procedural Safeguards
Procedural Safeguards
C) FAPE (Free Appropriate Public Education)
D) Parent Participation
Answer: D
Explanation: Providing translated documents ensures parents can meaningfully
participate in the IEP process.
**Question 7. Which of the following is an example of a dynamic assessment
technique appropriate for ELs?**
A) Standardized reading comprehension test in English only
, IL157ILTS LBS II Bilingual Special Education
Specialist Practice Exam
B) Pre‑test, mediated learning trial, post‑test sequence
C) Teacher‑created multiple‑choice quiz in the student’s L1
D) Observational checklist of classroom behavior
Answer: B
Explanation: Dynamic assessment evaluates learning potential by providing
mediation and measuring change, reducing cultural bias.
**Question 8. When differentiating language difference from disability, which data
source is LEAST useful?**
A) Language proficiency scores in L1 and L2
B) Teacher’s anecdotal notes on classroom behavior
C) Standardized cognitive test normed on monolingual English speakers
D) Parent interview about home language use
Answer: C
Explanation: Standardized cognitive tests normed on monolinguals may conflate
language proficiency with ability, making them less reliable for this purpose.
**Question 9. In a Multi‑Tiered System of Supports (MTSS) framework, Tier 2
interventions for an EL with suspected disability should be delivered:**
A) Only in the general education classroom
B) In the student’s L1 whenever possible
C) Using evidence‑based, linguistically appropriate strategies
