CTEL Practice Questions (2026) — Free Sample Questions with Answers

Answer: C

The student has not yet learned that English words can begin with consonant blends: /ʃ/ and /tʃ/ are single phonemes, not blends; blends are not the issue here.

The student is confusing the letters s and c because both can represent the sound /s/: The substitution is of sounds (/ʃ/ to /tʃ/), not a letter confusion between s and c.

Spanish generally lacks /ʃ/ as a phoneme, so the student substitutes /tʃ/: Correct. Phonemes absent from the first language are often replaced with the closest L1 sound, a predictable transfer pattern.

The student has a speech disorder that should be referred for a language evaluation: A predictable L1-based substitution is a normal developmental pattern, not evidence of a disorder.

Compare L1 and English phoneme inventories: sounds missing in L1 are commonly replaced by the nearest L1 sound.

Answer: D

The teacher decides after one month of observation whether testing is needed: Testing is required by state policy and is not left to teacher discretion.

The student is classified as an English learner immediately without further testing: EL classification requires assessment; the survey alone only identifies who must be tested.

The student takes the Summative ELPAC at the end of the year to decide EL status: The Summative ELPAC measures annual progress of identified ELs; initial identification uses the Initial ELPAC.

The student must take the Initial ELPAC within 30 calendar days of enrollment: Correct. A non-English response on the Home Language Survey requires the Initial ELPAC within 30 calendar days to determine EL status.

Home Language Survey → Initial ELPAC within 30 calendar days → classification as EL or IFEP.

Answer: D

Brown v. Board of Education (1954): Brown addressed racial segregation in public schools, not language support.

Castañeda v. Pickard (1981): Castañeda, a federal appeals case, set a three-part test for evaluating EL programs, after Lau.

Plyler v. Doe (1982): Plyler addressed undocumented students' right to a free public education.

Lau v. Nichols (1974): Correct. Lau held that identical treatment without language support denied ELs meaningful participation, under the Civil Rights Act.

Lau v. Nichols (1974): equal treatment is not equal opportunity; schools must take affirmative steps for ELs.

Answer: C

Lecturing slowly and loudly so students can follow every word: Volume and slow speech alone do not make content comprehensible.

Assigning the textbook chapter to read independently at home: Independent reading of grade-level text without support is not comprehensible input for Emerging learners.

Using a labeled diagram, a demonstration, and a graphic organizer: Correct. Visuals, hands-on demonstration and graphic organizers make content comprehensible while building language.

Postponing the unit until students reach the Bridging level: Delaying content denies access; SDAIE exists to teach content now.

SDAIE = grade-level content made comprehensible through visuals, realia, hands-on tasks and graphic organizers.

Answer: A

Culture shock (hostility) stage, marked by frustration: Correct. After initial excitement, frustration, homesickness and criticism of the new culture typically follow.

Honeymoon stage, marked by fascination and enthusiasm: Enthusiasm described his early weeks; his current behavior is different.

Adjustment stage, marked by growing comfort and humor: Adjustment shows increasing comfort, not irritability.

Adaptation stage, marked by bicultural competence: Adaptation is the final stage of integration.

Typical adjustment: honeymoon → culture shock/hostility → humor/adjustment → adaptation (home).

Answer: C

Holding meetings only during school hours in English: This excludes working families and those with limited English.

Sending notices home with students, written only in English: English-only notices may not reach families who do not read English.

Offering interpreters, translations, and flexible times: Correct. Removing language and scheduling barriers increases family participation.

Inviting only families who already attend regularly: This does not expand participation to new families.

Remove barriers: language access, flexible scheduling and welcoming outreach.