Questions
Chapter 1
#1 List and explain the four language functions that are part of illocutionary competence.
#2 A child who can understand the delivery of the curriculum in school in either language, and
operate in classroom activity in either language would be an example of a _________________.
Chapter 10
#3 True or False. Transitional bilingual education aims to shift the child from the home, minority
language to the dominant, majority language.
#4 Match.
ESL
Second Language
L2
Foreign Language
L1
English as a Second Language
FL
Special Instruction
LEP
English Language Learners
ELL
First Language
SDAIE
Limited English Proficient
SI
Specially designed academic instruction in English
Chapter 9
#5 Under the NCLB-Title III, where there is assessment failure, the blame is likely to be placed
on:
A.
B.
C.
D.
The school
The teacher
The system
A and B
#6 What are the seven explanations of underachievement in bilinguals listed in the book?
Chapter 5
#7 Explain the difference between simultaneous childhood bilingualism and sequential childhood
bilingualism.
#8 Fill in the blanks using the word bank provided.
-substitute
-reinforce
-tension
-clarify
-attitude
-emphasize
-exclude
-humor
May be used to
__________ a
particular point in a
conversation.
If a person does not
know a word or a
phrase in a language,
that person may
________ a word in
another language.
Often relates to a
change of ________
or relationship.
Repetition of a phrase
or passage in another
language may also be
used to ________ a
point.
purposes of
codeswitching
May be used to
_________ a request.
Can be used to
________ people
from a conversation.
May be used to ease
________ and inject
________ into a
conversation.
Chapter 6
#9 Name three societal and individual reasons why second or third languages are taught.
#10 True or False. If False, correct the statement to make it true.
Children who learn a second language in childhood tend to achieve lower levels of proficiency
than those who begin after childhood.
Chapter 7
#11 Briefly explain the Iceberg Analogy.
#12 The more developed the _____ language, the _______ it will be to develop the second
language.
Chapter 8
#13 It takes approximately __________ years for the second language learner to reach the same
level of proficiency as a monolingual in context embedded language proficiency.
A.
B.
C.
D.
5
7
10
2
#14 Explain one of the criticisms of Cummins’ theory of relationship between language and
cognition.
Chapter 2
#15 True or False. A recent shift in testing has been away from norm-referenced tests to
criterion-referenced tests.
#16 What do we need to know to collect realistic and representative data?
Chapter 11
#17 ‘Strong’ forms of bilingual education have
outcomes.
,
, and
as intended
#18 What is the difference between immersion bilingual education and dual language bilingual
schools.
Chapter 14
#19 Explain the difference between separation and transfer views.
#20 What are the three models of parental involvement outlined by Delgado-Gaitan (1990)?
Chapter 12
#21 List some factors that influence the effectiveness of bilingual education other than individual
classroom and school characteristics.
#22 The results of some evaluations suggest that heritage language programs can be effective in
four different ways. Briefly highlight what these ways are.
Chapter 13
#23 All these are true about translanguaging, except:
A.
B.
C.
D.
Promotes a deeper and fuller understanding of the subject matter.
Helps students develop oral communication and literacy in their stronger language.
The dual use of both languages can facilitate home-school cooperation.
Helps the integration of fluent English speakers and English learners of various levels of
attainment.
#24 What are the three ways oral proficiency increases according to Genesee et al. (2005b)?
Answers
Chapter 1
#1
A. Ideational (the way we convey meaning and experiences)
B. Manipulative (using language in an instrumental way to achieve ends)
C. Heuristic (the use of language to discover new things about our world and solving
problems)
D. Imaginative Function (using language beyond the ‘here and now’)
#2
balanced bilingual.
Chapter 10
#3
True
#4
ESL
Second Language
L2
Foreign Language
L1
English as a Second Language
FL
Special Instruction
LEP
English Language Learners
ELL
First Language
SDAIE
Limited English Proficient
SI
Specially designed academic instruction in English
Chapter 9
#5
D. A and B
#6
A. Being bilingual
B. Lack of exposure to the majority language
C. Mismatch between home and school
D. Socioeconomic factors
E. Type of school
F. Quality of education
G. Real learning difficulties
Chapter 5
#7
Simultaneous childhood bilingualism refers to a child acquiring two languages at the
same time from birth and sequential childhood bilingualism is when a child learns one
language in the home, then goes to another environment and learns a second language.
(p.94)
#8
May be used to
emphasize a
particular point in a
conversation.
If a person does not
know a word or a
phrase in a language,
that person may
substitute a word
in another language.
Often relates to a
change of attitude
or relationship.
Repetition of a phrase
or passage in another
language may also be
used to clarify a
point.
purposes of
codeswitching
May be used to
request a request.
May be used to ease
tension and inject
humor into a
conversation.
Can be used to
exclude people
from a conversation.
Chapter 6
#9 Answers must include at least three from each.
Societal: assimilationists, preserve, additive, harmony, economic and trade, interaction across
continents, information and hence power, intercultural understanding and peace, and/or foreign
language expertise.
Individual: cultural awareness, cognitive development, affective goals, careers and development,
marketplace, invests self-confidence, and/or self-esteem.
#10 Children who learn a second language in childhood tend to achieve lower levels of
proficiency than those who begin after childhood.
higher
Chapter 7
#11 Two icebergs are separate above the icebergs (two languages are visibly different in outward
conversation). Underneath the surface, the two icebergs are fused so that the two languages do
not function separately (both languages operate through the same central processing system).
(pg. 165)
#12 The more developed the first language, the easier it will be to develop the second language.
(pg. 169)
Chapter 8
#13 D. 2
#14 Answers may vary, but should be in between these:
1. It may artificially isolate certain ingredients in a bilingual’s cognitive or classroom
experience.
2. Tended to center on dominant, middle-class indices of achievement.
3. The two dimensions are not necessarily distinct, and may not best be represented by two
maximally separated axes.
4. The dichotomy between de-contextualized and contextualized communication may be too
simple.
5. By making the task context-reduced, the learning may become more difficult rather than
easier.
6. Attempting to achieve context embeddedness in any curriculum situation requires
empathetic understanding of a child’s cultural background which itself is dynamic and
ever evolving.
7. The theory needs to sit alongside an individual child’s cognitive strategies and style in
learning.
Chapter 2
#15 True (page 21)
#16 We need to know how situations (domains) relate to one another and the sample of language
performance that relate adequately to all round language competence. (page 26)
Chapter 11
#17
Bilingualism, biliteracy and biculturalism (page 222)
#18
Immersion schools usually contain only one language majority children learning much
or part of the curriculum through a second language.
Dual language bilingual schools aim to contain a balanced mixture of children from two
(or more) different language backgrounds. (Page 244)
Chapter 14
#19 A separation view is that reading in the second language depends on the level of proficiency
in the second language and not on first language ability. A transfer view argues for an initial
mastery of literacy in the minority language so that the cognitive skills and strategies needed for
reading can be fully developed. (page 323)
#20 The three models are (1) Family Influence Model (2) School Reform Model and (3)
Cooperative Systems Model.
Chapter 12
#21 –Social
-Economic
-Political
-Cultural (Page 255)
#22 (1) First, the students maintain their home language.
(2) Second, children tend to perform well as comparable mainstream children in curriculum
areas such as mathematics, science, history and geography.
(3) Third, children’s attitudes are particularly positive when placed in heritage language
education.
(4) Fourth, it tends to go against ‘common sense’.
(pages 271-272)
Chapter 13
#23 B. Helps students develop oral communication and literacy in their stronger language.
(Page 289-290)
#24 A. Use of English outside school
B. Friendship with fluent or native English speakers
C. Paired work with native or fluent speakers so long as the task is well designed.
(Page 293)