Deck 3: First- and Second-Language Development Related to Academic Achievement

Question 1

What is limited (subtractive) bilingualism?

A) A learner has lower proficiency in their second language than in their native language.
B) A learner's first language is gradually replaced by a more dominant and prestigious language.
C) A learner doesn't have the opportunity to learn the language of the dominant culture.
D) A learner has limited resources to learn either their first or their second languages.

Answer 1

B

Question 2

How does limited (subtractive) bilingualism affect children?

A) They may develop low levels of academic proficiency in both languages.
B) They often develop high levels of academic proficiency in both languages.
C) They acquire a nativelike level of academic proficiency in one of their languages.
D) They acquire higher levels of academic proficiency than monolingual children.

Answer 2

A

Question 3

What are the generally accepted stages of second-language acquisition, in order?

A) early production, preproduction, speech emergence, intermediate fluency
B) early production, speech emergence, preproduction, intermediate fluency
C) speech emergence, preproduction, early production, intermediate fluency
D) preproduction, early production, speech emergence, intermediate fluency

Answer 3

D

Question 4

Which of the following language teaching methods is based on behaviorism?

A) transformational grammar
B) communicative language teaching
C) the interactionist model
D) the audiolingual method

Question 5

In which method do students respond to oral commands by performing an action?

A) the audiolingual method
B) total physical response (TPR)
C) direct teaching
D) mastery learning

Question 6

Which of the following is associated with direct teaching?

A) pattern drills
B) immediate correction of errors
C) explicit instructional objectives
D) students set their own goals

Question 7

Which theory is associated with meaning-centered approaches to language learning?

A) contrastive analysis
B) behaviorism
C) whole language
D) cognitivism

Question 8

What is a premise of the cognitive approach to language learning?

A) Knowledge of the first language provides a foundation for second-language acquisition.
B) Second language is learned by habit formation and training in correct pronunciation.
C) Students who are exposed to a language have an innate ability to internalize the rules of that language.
D) Second languages can be taught through social interactions for communicative competence.

Question 9

What is task-based learning?

A) Students practice grammar, vocabulary, and pronunciation in a controlled environment.
B) Students use real-life language as they perform authentic activities to accomplish language objectives.
C) Students role-play situations using common phrases and expressions.
D) Students use their first language to achieve specific tasks in the English-language classroom.

Question 10

Which communication strategy is used by students who alternate between two languages on the word, phrase, clause, or sentence level?

A) code-switching
B) answering in unison
C) talking to self
D) anticipatory answers

Question 11

Which of the following is an example of a constructivist activity?

A) independent research
B) pronunciation drills
C) task-based learning
D) project-based learning

Question 12

Which of the following is a social-emotional psychological factor in second-language acquisition?

A) family values
B) stage of L2 acquisition
C) self-esteem
D) previous L2 experience

Question 13

Which of the following is a cognitive psychological factor in second-language acquisition?

A) family values
B) stage of L2 acquisition
C) self-esteem
D) previous L2 experience

Question 14

Which of the following is a sociocultural factor in second-language acquisition?

A) family values
B) stage of L2 acquisition
C) self-esteem
D) previous L2 experience

Question 15

What is acculturation?

A) the attitudes of the learner toward a new culture
B) the experiences of learning in a new culture
C) the process of adapting to a new culture
D) the problems associated with communicating in a new culture

Question 16

Why do so many students fail to master cognitive academic language?

A) poor attitudes toward school
B) family values
C) sociocultural issues
D) lack of cognition

Question 17

What is one way that teachers can help students feel less inhibited?

A) give regular tests in order to measure achievement
B) give regular oral presentation assignments
C) emphasize accuracy over fluency
D) emphasize fluency over accuracy

Question 18

Which of the following is true about learners who are fluent English proficient?

A) They no longer need English-development classes outside of regular class.
B) They no longer attend English-development classes outside of regular class.
C) They have the same proficiency as native English speakers.
D) They need even more support as they begin to learn with native English speakers.

Question 19

Which of the following is a strategy that teachers can take to support students' cultures?

A) model positive attitudes toward learning
B) use translanguaging in the classroom
C) present literature that is from the dominant culture
D) display pictures and photographs of one culture

Question 20

Curriculum design is often at odds with the needs of English learners in what way?

A) It does not consider the knowledge English learners bring from their communities.
B) It presents information in two languages, leading to confusion.
C) It does not address psychological factors that affect second-language acquisition.
D) There is too much scaffolding for English learners.

Question 21

How do the stages of first- and second-language acquisition differ?

Question 22

Which contemporary teaching methods have been influenced by behaviorism? Be specific and give at least two examples of teaching methods and activities that are associated with this theory.

Question 23

In what ways can social-emotional psychological factors affect second-language acquisition? Be specific and give at least three examples of social-emotional factors, and how they can affect second-language acquisition.