Language Programs and Policies in Multilingual Settings Practice Test

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Question 1 of 20
1. Question
If a student is an emergent bilingual, what does that mean?
- The student is learning English as a second language while still maintaining proficiency in their home language
- The student's first language is not the dominant language in the community
- The student has the ability to speak or use more than two languages
- The student's family or ancestors speak a language that is not the dominant language in the community
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Question 2 of 20
2. Question
A school board is planning to implement a bilingual education program in a school with a high percentage of heritage language speakers. They want to know what the best approach is to ensure that all students can fully participate in the program. How can the school board ensure that all students can fully participate in the bilingual education program?
- By only allowing students who speak the dominant language of the community to enroll in the program.
- By providing language access services to limited English proficient students.
- By requiring all students to become fluent in the dominant language before enrolling in the program.
- By having only English-speaking teachers teach the program.
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Question 3 of 20
3. Question
Teacher Joar is designing a lesson plan on linguistic landscape for a class of heritage language speakers. They want to know why this topic is important for language teaching and learning. Why is the topic of linguistic landscape important for language teaching and learning?
- To encourage students to abandon their heritage language and adopt the dominant language.
- To provide students with the opportunity to learn a new language from a young age.
- To help students understand the interactions, coexistence, and competition between languages in their community.
- To promote monolingualism and discourage the use of more than one language in public spaces.
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Question 4 of 20
4. Question
A language school is developing a curriculum for a multilingual class of emergent bilinguals. They want to know how to incorporate translanguaging in their language teaching and learning. How can the language school incorporate translanguaging in their language teaching and learning?
- By only allowing students to use their dominant language in the classroom.
- By discouraging students from using their home language in the classroom.
- By encouraging students to use all of their home language and dominant language.
- By providing students with-language proficiency tests to determine which language they should use in the classroom.
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Question 5 of 20
5. Question
A school district wants to provide instruction in English while also maintaining students first language skills. Which of the following programs would be most appropriate?
- Dual Language Programs
- Heritage Language Programs
- Content and Language Integrated Learning (CLIL) Programs
- English as a Second Language (ESL) Programs
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Question 6 of 20
6. Question
How does identifying the target audience and their language needs help in designing language programs?
- It helps in determining the teaching methods
- It helps in selecting the assessment strategies
- It helps in creating detailed lesson plans
- It helps in guiding the development of the program and ensuring that it is relevant and useful to its intended users
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Question 7 of 20
7. Question
Why is it important to identify the target audience and their language needs when designing language programs in multilingual and multicultural societies?
- To make the program more expensive
- To limit the number of people who can access the program
- To ensure that the program is relevant and useful to its intended users
- To exclude certain groups of people from accessing the program
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Question 8 of 20
8. Question
How does the Dual Language Program (DLP) differ from the Mother Tongue-Based Multilingual Education (MTB-MLE) program?
- DLP focuses on developin8 proficiency in English and Filipino, while MTB-MLE uses the mother tongue as a medium of instruction.
- DLP uses English and Filipino as the medium of instruction, while MTB-MLE uses only the mother tongue.
- DLP promotes the use of multiple languages in the-classroom, while MTB-MLE only uses the mother tongue.
- DLP is a program for higher education, while MTB-MLE is for the early years of schooling.
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Question 9 of 20
9. Question
If a school wants to provide opportunities for learners to immerse themselves in the target language and culture, which program should they consider?
- Mother Tongue-Based Multilingual Education (MTB-MLE)
- Dual Language Program (DLP)
- Language Immersion Program (LIP)
- Communicative Language Teaching (CLT)
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Question 10 of 20
10. Question
How does the Mother Tongue-Based Multilingual Education (MTB-MLE program promote language learning?
- By teaching only English in the early years of schooling
- By recognizing the importance of a child's first language as the foundation for learning additional languages
- By offering instruction in foreign languages such as Spanish, French, German, and Mandarin
- By teaching both English and Filipino as the medium of instruction
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Question 11 of 20
11. Question
What is the main focus of CLIL Programs?
- Integrating language learning with subject-matter instruction.
- Providing students with proficiency in three languages.
- Providing students with proficiency in four languages.
- Providing students with proficiency in two languages.
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Question 12 of 20
12. Question
What is the main goal of Sheltered Instruction Programs?
- To modify content areas to support language learners.
- To modify language Instruction to support language learners in content areas.
- To modify cultural activities to support language learners.
- To modify academic skills to support language learners.
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Question 13 of 20
13. Question
What is the focus of ESL programs?
- Providing math instruction to non-native speakers.
- Providing English language instruction to non-native speakers.
- Providing science instruction to non-native speakers.
- Providing social studies instruction to non-native speakers.
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Question 14 of 20
14. Question
What is the aim of Dual Language Programs?
- To provide students with proficiency in one language.
- To provide students with proficiency in two languages.
- To provide students with proficiency in three languages.
- To provide students with proficiency in four languages.
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Question 15 of 20
15. Question
If a school in the Philippines follows the Enhanced Basic Education Act of 2013, which language(s) will be used as the medium of instruction in Grade 4 onwards?
- Filipino only
- English only
- Filipino and English
- Mother tongue only
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Question 16 of 20
16. Question
If the K-12 Law is fully implemented, what will be the medium of instruction from Grade 4 onwards?
- English only
- Filipino and English
- The mother tongue only
- Spanish and English
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Question 17 of 20
17. Question
If education authorities do not enable children of migrants to access teaching and learning quickly, what could be the consequences?
- The children may struggle to reach their potential
- The children may become bilingual
- The children may develop language ideologies
- The children may not want to continue their education
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Question 18 of 20
18. Question
Which of the following processes are involved in language planning policies?
- Status, corpus, and acquisition
- Curriculum, assessment, and instruction
- Cultural, social, and political
- Ideology, inclusion, and access
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Question 19 of 20
19. Question
What is the focus of Ofelia Garcia’s research?
- The sociolinguistic aspects of bilingualism, language policy, and language education
- The promotion of a single dominant language
- The restriction of minority languages in certain contexts
- The importance of monolingualism
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Question 20 of 20
20. Question
Why is promoting community engagement important in a language program?
- To create more work for teachers
- To decrease parental Involvement
- To increase student engagement
- To build support for the program and encourage language use outside the classroom
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Language Programs and Policies in Multilingual Settings Practice Test

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