Which accommodation is appropriate for an ELL at the advanced listening stage according to TELPAS descriptors?

Which accommodation is appropriate for an ELL at the advanced listening stage according to TELPAS descriptors?

• A. Provide definitions and examples of complex vocabulary before reading
• B. Use only simple words
• C. Avoid any vocabulary instruction
• D. Rely exclusively on pictures

Answer: (A)

Scaffolding for an advanced listening ELL involves pre-teaching complex vocabulary with clear definitions and concrete examples before listening. This sets up a framework the student can attach new information to, making it easier to grasp main ideas and details when the audio or lecture is heard. By front-loading key terms, the student is less likely to miss or misinterpret important concepts, which supports deeper comprehension during the listening task. TELPAS descriptors expect advanced listeners to handle authentic academic language, and giving definitions and examples of tougher vocabulary helps meet that goal without diluting the content. Using only simple words narrows access to meaning and can strip away the precision needed for complex topics. Avoiding vocabulary instruction altogether leaves gaps in understanding when students encounter unfamiliar terms. Relying exclusively on pictures doesn’t equip them to process advanced listening passages that rely on precise terminology or abstract language.

Scaffolding for an advanced listening ELL involves pre-teaching complex vocabulary with clear definitions and concrete examples before listening. This sets up a framework the student can attach new information to, making it easier to grasp main ideas and details when the audio or lecture is heard. By front-loading key terms, the student is less likely to miss or misinterpret important concepts, which supports deeper comprehension during the listening task. TELPAS descriptors expect advanced listeners to handle authentic academic language, and giving definitions and examples of tougher vocabulary helps meet that goal without diluting the content.

Using only simple words narrows access to meaning and can strip away the precision needed for complex topics. Avoiding vocabulary instruction altogether leaves gaps in understanding when students encounter unfamiliar terms. Relying exclusively on pictures doesn’t equip them to process advanced listening passages that rely on precise terminology or abstract language.