Multicultural Exam 3

Question 1

Separate underlying proficiency

Answer 1

Teaching L1 and L2 separately

Question 2

Common Underlying Proficiency

Answer 2

L1 input mixed with L2 input

Question 3

First Floor Threshold 1

Answer 3

Limited Bilingualism. Low competence in L1 and L2. Negative cognitive-linguistic effects

Question 4

Second Floor Threshold 2

Answer 4

Non-balanced bilingualism. Appropriate development and competence in one language, but not both. Neither negative nor positive cognitive-linguistic effects

Question 5

Top Floor Threshold 3

Answer 5

Balanced Bilingual Proficiency. Additive bilingualism. Positive cognitive-linguistic effects

Question 6

Conversational informal language fluency (CFLF)

Answer 6

Oral language
Facilitates social interactions
Context-embedded
Shared reality between speakers
Para-linguistic cues
Learned naturally
Used casually

Question 7

Formal Academic Language Fluency (FALF)

Answer 7

Oral and written
gained through schooling
Taught in academic settings
Context reduced
listener knowledge
Not supported by facial expressions, and intonation
used in reading, writing formal oral communication

Question 8

L2 Stage 1 Preproduction

Answer 8

10 hours-6 months english exposure
300 english words
Primary listening-yes-no english
Silent period
Response to commands
Points and gives other nonverbal response

Question 9

L2 Stage 2 Production

Answer 9

6 mos- 1 year english exposure
1000  words
Primary listening, formuliac language
1-2 word responses
Uses present tense verbs
Followed basic rules

Question 10

L2 Stage 3 Emergence

Answer 10

1-3 years english exposure
7000 english words
Speaks in short phrases and sentences, describes
Good comprehension
Some grammatical errors
Basic communication skills

Question 11

L2 Stage 4 Intermediate Fluency

Answer 11

3-4 English exposure
12000 English words
 engages regularly in dialogue, explains, summarizes, gives opinions debates
Excellent comprehension
Stable, CILF, FALF develops steadily
Few grammatical errors

Question 12

Typical Language Learning Ability 1

Answer 12

Adequate background

May need: bilingual education, sheltered english, instruction in english as a L2

Question 13

Typical Language Learning Ability 2

Answer 13

Limitations of linguistic exposure and enviornment experience
May need: bilingual education, sheltered english, instruction in english as a L2, Additional enrichment experience

Question 14

Language Impairment 3

Answer 14

Adequate background
May need: bilingual special education, english special education with as much primary language input and teaching as possible

Question 15

Language impairment 4

Answer 15

Limitation of linguistic experience and enviornment exposure
May need: bilingual special education, english special education with primary language support, additional enrichment experience

Question 16

Silent period

Answer 16

Student focus on comprehension and do little speaking

Younger the ch the longer the silent period

Question 17

Interlanguage

Answer 17

System that has structurally intermediate status between L1 and L2
errors are inconsistent

Question 18

Codeswitching

Answer 18

Alternating between 2 languages within a single phrase, sentence or discourse
Normal

Question 19

Avoidance

Answer 19

Students will avoid communicating in L2 for fear of being laughed at or made fun of
self-conscious

Question 20

Integrative variable

Answer 20

want to be part of mainstream culture

Question 21

Instrumental variable

Answer 21

do not want to be part of mainstream culture. just want to learn english for a specific purpose bu not integrate it

Question 22

Simultaneous Acquisition

Answer 22

child is exposed to 2 languages from infancy in natural situations