Chapter 8 Quiz PDF

Multiple-Choice Questions Section 8.1: Varieties of Bilingualism 1. Which of the following would NOT be considered a form of bilingualism? a) A person fluent in spoken English and written Sanskrit b) A person fluent in American Sign Language and spoken German c) A person fluen...

Multiple-Choice Questions Section 8.1: Varieties of Bilingualism 1. Which of the following would NOT be considered a form of bilingualism? a) A person fluent in spoken English and written Sanskrit b) A person fluent in American Sign Language and spoken German c) A person fluent in spoken French and spoken German d) A person fluent in spoken Chinese and gestures but not a formal sign language Answer: d) A person fluent in spoken Chinese and gestures but not a formal sign language 2. What criteria define a bilingual individual? a) Knowing two languages in the same modality only b) Knowing two languages in different modalities only c) Knowing two languages in the same or different modalities d) Knowing a minimum of three languages Answer: c) Knowing two languages in the same or different modalities 3. A bilingual individual who can read and write fluently in a second language but cannot speak it falls under which category? a) Sign-based bilingualism b) Written bilingualism c) Oral bilingualism d) Multilingualism Answer: b) Written bilingualism Section 8.2: Is Bilingualism Beneficial or Detrimental? 4. Which country has four official languages? a) Canada b) Switzerland c) Finland d) India Answer: b) Switzerland 5. What were the two main criticisms of early childhood bilingualism in the early 20th century? a) Harm to cultural values and poor academic performance b) Delay in native language development and cognitive retardation c) Poor social skills and loss of native language d) Difficulty in pronunciation and spelling Answer: b) Delay in native language development and cognitive retardation 6. Why did attitudes toward bilingualism become more positive in the 1960s? a) More research showed its benefits b) Increased global travel and ethnic pride movements c) Bilingual education became mandatory d) Bilingualism was linked to higher IQ Answer: b) Increased global travel and ethnic pride movements Section 8.3: Effects of Early Bilingualism on First-Language Development and Intelligence 7. What is the primary concern regarding early bilingualism and first-language development? a) Difficulty learning both languages fully b) Overreliance on the second language c) Decreased interest in the native language d) Social isolation Answer: a) Difficulty learning both languages fully 8. Which of the following statements best reflects the criticism of bilingualism in young children? a) Learning two languages enhances cognitive abilities. b) It negatively influences cultural identity. c) Early bilingualism can cause language confusion and delay. d) It promotes better language retention in adulthood. Answer: c) Early bilingualism can cause language confusion and delay. True-or-False Questions Section 8.1: Varieties of Bilingualism 1. Bilingualism can include fluency in two sign-based languages. Answer: True 2. A person must be able to speak both languages fluently to be considered bilingual. Answer: False 3. A bilingual individual can use two languages in different modalities, such as spoken and sign language. Answer: True Section 8.2: Is Bilingualism Beneficial or Detrimental?  4. Early 20th-century criticism of bilingualism was influenced by isolationist attitudes in the USA. Answer: True 5. Bilingualism is always detrimental to children’s native language development. Answer: False 6. Cultural pride movements in the 1960s contributed to a more positive view of bilingualism. Answer: True Section 8.3: Effects of Early Bilingualism on First-Language Development and Intelligence 7. Empirical research has conclusively proven that bilingualism harms first-language development. Answer: False 8. Early bilingualism can lead to cognitive benefits, such as enhanced problem-solving skills. Answer: True 9. Concerns about bilingualism causing intellectual retardation in children are outdated and based on flawed methodologies. Answer: True Negative Reports 1. What was the primary conclusion of Smith's (1939) study on bilingual children in Hawaii? a) Bilingual children excelled in both languages b) Bilingualism caused retardation in language development c) Bilingual children had higher cognitive abilities d) Bilingualism had no impact on language development Answer: b) Bilingualism caused retardation in language development 2. Why was Smith's conclusion about Hawaiian children's language skills considered biased? a) She focused only on vocabulary size b) She ignored the prevalence of dialects like 'pigeon' English in Hawaii c) She compared bilingual children to multilingual adults d) She evaluated the children only on their native language Answer: b) She ignored the prevalence of dialects like 'pigeon' English in Hawaii  3. Which linguistic researchers demonstrated that non-standard English dialects are as complex as standard dialects? a) Bereiter and Engelman b) Basil Bernstein c) Labov and other researchers in the 1960s and 1970s d) Smith and Lambert Answer: c) Labov and other researchers in the 1960s and 1970s 4. What mistake did Smith make in evaluating the Hawaiian children's English skills? a) She only evaluated their writing skills b) She penalized them for not using standard English c) She used outdated linguistic tests d) She compared them to multilingual European children Answer: b) She penalized them for not using standard English Positive Reports 5. What were the findings of Bruck et al.’s (1976) study on children in a French immersion program? a) They had lower skills in both languages b) Their French skills were comparable to native speakers by fourth or fifth grade c) They excelled only in reading but not in writing d) Their French skills surpassed their native English skills Answer: b) Their French skills were comparable to native speakers by fourth or fifth grade 6. According to Bruck et al.’s study, what was the impact of bilingualism on the native English skills of the immersion group? a) A significant decline in English skills b) No loss in native English language development c) Loss in English writing skills only d) Bilingual students surpassed monolinguals in English proficiency Answer: b) No loss in native English language development 7. What additional benefits were observed in bilingual children in the French immersion program? a) Higher creativity scores b) Improved native-like French accent c) Better athletic abilities d) Enhanced leadership skills Answer: a) Higher creativity scores  8. Why might some bilingual students fail to achieve native-like proficiency in speaking and writing? a) Lack of interaction with native speakers b) Poor classroom instruction c) Low motivation to learn a second language d) Cognitive overload Answer: a) Lack of interaction with native speakers True-or-False Questions Negative Reports 1. Smith’s (1939) study demonstrated that bilingual children in Hawaii had fewer errors in their English than monolingual children in Iowa. Answer: False 2. The term ‘pidgeon’ refers to a dialect of English spoken by some children in Hawaii during Smith’s study. Answer: True 3. Labov’s research in the 1960s and 1970s showed that non-standard English dialects are linguistically complex. Answer: True 4. Researchers like Bereiter and Engelman believed that non-standard English speakers had better linguistic knowledge than standard English speakers. Answer: False Positive Reports 5. The French immersion group in Bruck et al.’s study performed worse than monolinguals in mathematics and science. Answer: False 6. Exposure to classroom language alone may not lead to native-like proficiency in speaking and writing. Answer: True 7. Bilingual children in immersion programs showed no improvement in creativity tests compared to monolinguals. Answer: False  8. Achieving native-like proficiency in a second language requires significant interaction with native speakers. Answer: True Positive Effects with Very Different Languages 1. Which of the following pairs of languages exemplifies two very different languages discussed in the text? a) English and German b) English and Spanish c) English and Japanese d) French and Italian Answer: c) English and Japanese 2. What is a key syntactic difference between English and Japanese? a) English uses postpositions, while Japanese uses prepositions b) English uses a Subject-Object-Verb structure, while Japanese uses Subject-Verb-Object c) Japanese uses a Subject-Object-Verb structure, while English uses Subject-Verb-Object d) Japanese and English both use a Subject-Verb-Object structure Answer: c) Japanese uses a Subject-Object-Verb structure, while English uses Subject-Verb- Object 3. What is a significant difference in the writing systems of English and Japanese? a) English uses two syllabaries, while Japanese uses the Roman alphabet b) Japanese uses a simple Roman alphabet, while English uses complex symbols c) Japanese uses Chinese characters and two syllabaries, while English uses the Roman alphabet d) Both English and Japanese use syllabaries exclusively Answer: c) Japanese uses Chinese characters and two syllabaries, while English uses the Roman alphabet 4. In the study of the first English immersion program in Japan, what was the control group? a) Students learning the curriculum through English b) Students learning the curriculum through Japanese c) Students learning the curriculum through a mix of English and Japanese d) Students learning the curriculum through sign language Answer: b) Students learning the curriculum through Japanese 5. What were the results of the English immersion program in Japan? a) Immersion students performed worse in academic achievement than the control group b) Immersion students excelled in first-language acquisition but struggled in English  c) Immersion students scored better in English and performed equally in first-language acquisition and academic achievement d) Immersion students showed no improvement in English compared to the control group Answer: c) Immersion students scored better in English and performed equally in first-language acquisition and academic achievement True-or-False Questions Positive Effects with Very Different Languages 1. English and Japanese have completely different syntactic structures and writing systems. Answer: True 2. Japanese is a right-branching language where relative clauses follow the noun they modify, similar to English. Answer: False 3. In Japanese writing, Chinese characters are used along with two syllabaries. Answer: True 4. The English immersion program in Japan had a negative impact on the first-language acquisition of Japanese students. Answer: False 5. Both the immersion group and the control group in the Japanese study performed equally well in academic achievement. Answer: True 6. The English immersion program led to the immersion students outperforming the control group in their native language skills. Answer: False Negative Reports 1. What was a major flaw in Goddard's (1917) study of immigrants' intelligence at Ellis Island? a) The participants were too young to be tested b) The intelligence test was culturally and linguistically biased c) The participants were bilingual children, not adults d) The sample size was too large Answer: b) The intelligence test was culturally and linguistically biased  2. According to Saer’s studies in Wales, what was the reason given for bilingual children scoring lower on IQ tests? a) Poor academic skills b) Confusion caused by using two languages c) Lack of exposure to bilingual education d) Inadequate test preparation Answer: b) Confusion caused by using two languages 3. Why did immigrants and non-standard English speakers fare poorly on early intelligence tests? a) They had lower cognitive abilities b) The tests failed to account for language proficiency c) The tests were administered incorrectly d) The participants refused to cooperate Answer: b) The tests failed to account for language proficiency Positive Reports 4. What did Peal and Lambert (1962) conclude about bilingualism? a) It negatively affects cognitive abilities b) It results in greater mental flexibility and abstract thinking c) It has no impact on intelligence d) It causes language confusion Answer: b) It results in greater mental flexibility and abstract thinking 5. How does analyzing more than one language benefit bilingual children? a) It improves their vocabulary only b) It hinders their cognitive growth but improves memory c) It enhances their attention to structural patterns and word functions d) It confuses their understanding of grammar Answer: c) It enhances their attention to structural patterns and word functions 6. What was a key finding of Bain and Yu’s (1980) study on bilingual and monolingual children? a) Bilinguals performed worse on verbal instructions b) Bilinguals performed better on cognitive tasks and acquired two languages c) Monolinguals had better language retention d) Monolinguals outperformed bilinguals on puzzles Answer: b) Bilinguals performed better on cognitive tasks and acquired two languages  7. What did Ellen Bialystok's study reveal about bilingual adults? a) They were less intelligent than monolinguals b) Older bilinguals performed better on the Simon Test than their monolingual counterparts c) Bilingual adults struggled with fluid intelligence tasks d) Younger monolinguals outperformed older bilinguals on all tasks Answer: b) Older bilinguals performed better on the Simon Test than their monolingual counterparts Conclusion 8. What is the overall conclusion about the effect of bilingualism on intelligence? a) Bilingualism permanently harms intelligence b) Bilingualism has no significant effects on intelligence c) Bilingualism has beneficial effects on intelligence and cognitive abilities d) Bilingualism only benefits academic achievement, not intelligence Answer: c) Bilingualism has beneficial effects on intelligence and cognitive abilities True-or-False Questions Negative Reports 1. Goddard's study used a culturally fair intelligence test for immigrants at Ellis Island. Answer: False 2. Saer concluded that bilingualism confuses thinking processes. Answer: True 3. Early intelligence tests were biased because they did not account for participants' language proficiency. Answer: True Positive Reports 4. Peal and Lambert (1962) were among the first to suggest that bilingualism enhances mental flexibility. Answer: True 5. Bain and Yu’s study found that monolingual children excelled in cognitive tasks compared to bilingual children. Answer: False  6. Ellen Bialystok’s research demonstrated that older bilinguals could perform as well as younger monolinguals in fluid intelligence tasks. Answer: True Conclusion 7. Learning a second language at an early age permanently harms a child’s intelligence. Answer: False 8. Early bilingualism is supported by research due to its cognitive and linguistic benefits. Answer: True Sequential and Simultaneous Learning Situations 1. What is the main distinction between sequential and simultaneous bilingualism? a) Sequential involves formal education, while simultaneous does not b) Sequential involves learning languages at different times, while simultaneous involves learning them at the same time c) Sequential requires family support, while simultaneous requires community support d) Sequential is exclusive to adults, while simultaneous is exclusive to children Answer: b) Sequential involves learning languages at different times, while simultaneous involves learning them at the same time 2. Which situation exemplifies simultaneous bilingualism? a) A child learns English at school and Arabic at home from birth b) An adult learns Spanish after moving to Spain for work c) A teenager studies French as a foreign language in high school d) A child learns Mandarin at a language institute after learning Cantonese at home Answer: a) A child learns English at school and Arabic at home from birth 3. Who can experience sequential bilingualism? a) Children only b) Adults only c) Both children and adults d) Only immigrants Answer: c) Both children and adults Sequential Learning of Two Languages 4. In the provided example of the immigrant family, what happens when the 4-year-old starts attending an English-speaking preschool? a) She speaks only Chinese and struggles with English b) She learns English fluently while continuing to speak Chinese at home  c) She abandons Chinese completely and speaks only English d) She remains silent and avoids learning English Answer: b) She learns English fluently while continuing to speak Chinese at home 5. What is the key difference in the starting time of language learning in sequential bilingualism? a) The second language starts before any first-language learning b) The second language starts after a significant amount of the first language is learned c) The first language starts after the second language is fully acquired d) Both languages start simultaneously Answer: b) The second language starts after a significant amount of the first language is learned 6. Which of the following is NOT one of the four common stages of sequential bilingualism in young children? a) Children attempt to use the home language with peers but eventually stop b) Children use gestures to communicate as they begin to comprehend the second language c) Children abandon the home language entirely as they master the second language d) Children progress from telegraphic speech to grammatical utterances Answer: c) Children abandon the home language entirely as they master the second language True-or-False Questions Sequential and Simultaneous Learning Situations 1. Simultaneous bilingualism occurs when a child learns two languages in the home from birth. Answer: True 2. Sequential bilingualism can occur in adults learning a second language later in life. Answer: True 3. Simultaneous bilingualism can occur in both children and adults. Answer: False Sequential Learning of Two Languages 4. In sequential bilingualism, the first language stops developing when the second language is introduced. Answer: False  5. The silent period is a common stage in young children learning a second language sequentially. Answer: True 6. Telegraphic speech in sequential bilingualism is similar to the speech of first-language learners. Answer: True 7. Sequential bilingualism always results in complete fluency in both languages. Answer: False Fill-in-the-Blank Questions 1. In simultaneous bilingualism, a child is exposed to two languages from ___________. Answer: birth 2. In sequential bilingualism, the second language is introduced after a significant amount of the ___________ language has been learned. Answer: first 3. During the silent stage of sequential bilingualism, children often stop using their ___________ language outside the home. Answer: home 4. The use of gestures for communication occurs in stage ___________ of sequential bilingualism. Answer: 2 5. In the final stage of sequential bilingualism, children produce ___________ utterances in appropriate contexts. Answer: grammatical Basic Situations in Simultaneous Learning 1. What does the 1P–1L situation refer to? a) One person speaking two languages to a child b) One person speaking one language only to a child c) Two people speaking one language to a child d) One person speaking multiple dialects to a child Answer: b) One person speaking one language only to a child 2. In the 1P–2L situation, how do the parents interact with the child? a) Each parent speaks one language exclusively b) Both parents speak two languages to the child  c) The parents alternate between speaking different dialects d) One parent speaks, and the other remains silent Answer: b) Both parents speak two languages to the child 3. Why is the 1P–1L situation considered better than the 1P–2L situation for language learning? a) It involves more interaction between parents and children b) It offers consistent input in each language c) It reduces the need for formal education in the second language d) It introduces more languages to the child Answer: b) It offers consistent input in each language Trilingual Cases 4. In the (1P–1L) × 3 example, which three languages were spoken to the children? a) English, Japanese, and French b) English, Japanese, and Russian c) Spanish, English, and Russian d) Spanish, French, and Japanese Answer: b) English, Japanese, and Russian 5. At what age did the children in the (1P–1L) × 3 situation become trilingual? a) By age 5 b) By age 4 c) By age 3 d) By age 2 Answer: c) By age 3 Developmental Stages in Bilingual Language Learning 6. How do bilingual infants handle language learning in their first months of life? a) They mix the two languages into one system b) They separate the two languages from the start c) They learn only one language and begin the second later d) They reject one language and focus on the other Answer: b) They separate the two languages from the start 7. Which stage of development might include some mixing of languages, especially for 1P– 2L learners? a) One-word utterances b) Two- and three-word utterances  c) Morpheme acquisition d) Complex sentence formation Answer: b) Two- and three-word utterances 8. What is the term for using a word or phrase from one language while speaking another? a) Code-switching b) Language blending c) Syntax mixing d) Vocabulary borrowing Answer: a) Code-switching True-or-False Questions 1. In the 1P–2L situation, children are exposed to one language exclusively. Answer: False 2. The 1P–1L situation offers children more consistency in language input. Answer: True 3. Trilingual children in the (1P–1L) × 3 situation typically become fluent in all three languages by age 5. Answer: False 4. Bilingual infants raised in environments with similar languages can separate the two languages early on. Answer: True 5. Simultaneous bilingual children tend to mix languages less than sequential bilingual children. Answer: True Fill-in-the-Blank Questions 1. In the 1P–1L situation, each person speaks ___________ language exclusively to the child. Answer: one 2. The (1P–1L) × 3 situation in Honolulu involved three languages: ___________, ___________, and ___________. Answer: English, Japanese, and Russian  3. During the ___________ stage, children may mix languages, especially in the 1P–2L situation. Answer: two- and three-word utterances 4. The process of switching between languages, often due to not knowing a word in one language, is called ___________. Answer: code-switching 5. Bilingual infants acquire the ___________ properties of their native languages at the same rate as monolinguals. Answer: phonological First-Language and Second-Language Relations 1. What is the primary factor that affects the rate of learning a second language? a) The learner's motivation b) The similarity between the first and second languages c) The learner's age d) The cultural background of the learner Answer: b) The similarity between the first and second languages 2. Which pair of languages is likely to result in faster second-language acquisition due to similarity? a) English and Japanese b) English and French c) Finnish and Japanese d) Japanese and Korean Answer: b) English and French 3. Why is French easier for an English speaker to learn compared to Japanese? a) French has more borrowed words from English b) French syntax is more similar to English than Japanese syntax c) French pronunciation is simpler than Japanese pronunciation d) French has fewer grammatical rules than Japanese Answer: b) French syntax is more similar to English than Japanese syntax Vocabulary and Syntax Similarities 4. What feature makes it easier for English speakers to learn French vocabulary? a) French words often use Latin roots that are familiar to English speakers b) French has a simpler alphabet than English c) French pronunciation is nearly identical to English pronunciation d) French words are borrowed directly from German Answer: a) French words often use Latin roots that are familiar to English speakers 5. In the Finnish and Swedish example, why do Swedish-speaking Finns learn English faster than Finnish-speaking Finns? a) Swedish has fewer grammatical rules than Finnish b) Swedish is more similar to English in terms of origin and structure c) Swedish speakers have a stronger cultural motivation to learn English d) Finnish speakers avoid learning English due to its complexity Answer: b) Swedish is more similar to English in terms of origin and structure 6. What is the order of importance when scaling factors for second-language acquisition? a) Pronunciation, syntax, vocabulary b) Syntax, vocabulary, pronunciation c) Vocabulary, syntax, pronunciation d) Pronunciation, vocabulary, syntax Answer: b) Syntax, vocabulary, pronunciation True-or-False Questions 1. The greater the similarity between two languages, the faster the second language can be learned. Answer: True 2. Vocabulary similarities have no effect on the rate of second-language acquisition. Answer: False 3. Good pronunciation alone can compensate for poor syntax and vocabulary in second- language acquisition. Answer: False 4. Finnish and English belong to the same language family, making them easier to learn for each other. Answer: False 5. A Japanese speaker learning Korean might find syntax easier but pronunciation more challenging. Answer: True 6. Syntax is considered more important than pronunciation for second-language success. Answer: True Fill-in-the-Blank Questions 1. The rate of second-language acquisition is largely determined by the __________ between the first and second languages. Answer: similarity 2. Finnish belongs to the __________ language family, which makes it less similar to English than Swedish. Answer: Uralic 3. English and French share many vocabulary similarities due to their __________ roots. Answer: Latin 4. __________ and __________ are considered the most important factors for second- language success. Answer: Syntax, vocabulary 5. A Japanese speaker learning English might struggle with __________ because of differences in pronunciation and writing systems. Answer: vocabulary Facilitation Between Very Different Languages 1. Why can a 5-year-old child often learn a second language faster than their first language in a foreign environment? a) The child is more motivated to learn b) There are universal principles shared by all languages c) The second language is simpler than the first language d) The child spends more time learning the second language Answer: b) There are universal principles shared by all languages 2. Which of the following is NOT a shared principle among all languages? a) Words have a morpheme and phoneme structure b) Words combine into phrases, sentences, and clauses c) Basic constituents must be ordered in a specific way d) All languages have articles like "the" or "a" Answer: d) All languages have articles like "the" or "a" 3. The knowledge that words and sentences represent objects, ideas, and situations is: a) A feature unique to advanced learners of a language b) Something that must be relearned in the second language c) A commonality that first-language learners bring to second-language learning d) Dependent on vocabulary similarity between languages Answer: c) A commonality that first-language learners bring to second-language learning First-Language and Second-Language Strategies 4. Which of the following is an example of an error caused by interference? a) Now Tom happy is. b) Afterwards they ate the dinner. c) John Mary met theatre at yesterday. d) They is playing outside. Answer: a) Now Tom happy is. 5. What is the primary cause of errors when the Second-Language Strategy is used? a) Lack of knowledge of the first language b) Overgeneralization or incomplete knowledge of the second language c) Lack of exposure to the second language d) Reliance on first-language rules Answer: b) Overgeneralization or incomplete knowledge of the second language 6. Which of the following best describes the First-Language Strategy? a) Applying first-language knowledge when second-language knowledge is lacking b) Applying universal grammar rules to both languages c) Mixing first- and second-language words in a single sentence d) Using gestures to supplement language knowledge Answer: a) Applying first-language knowledge when second-language knowledge is lacking Strategies for Communication 7. What is the primary purpose of communication strategies in second-language learning? a) To avoid making errors in speech b) To keep conversations going despite gaps in knowledge c) To eliminate reliance on the first language d) To memorize vocabulary faster Answer: b) To keep conversations going despite gaps in knowledge 8. Which of the following is an example of overgeneralization? a) Using "airball" instead of "balloon" b) Saying Afterwards they ate the dinner. c) Switching between two languages in a conversation d) Using gestures instead of words Answer: b) Saying Afterwards they ate the dinner. 9. What is codeswitching? a) Coining new words in the second language b) Using words or phrases from the first language when they are unknown in the second language c) Avoiding second-language errors by staying silent d) Simplifying sentence structures to avoid mistakes Answer: b) Using words or phrases from the first language when they are unknown in the second language True-or-False Questions 1. Second-language learners rely on both the First-Language Strategy and the Second- Language Strategy. Answer: True 2. Errors caused by overgeneralization are a result of applying first-language rules to the second language. Answer: False 3. Communication strategies can enhance second-language learning by increasing linguistic input. Answer: True 4. Codeswitching is always a sign of failure in second-language learning. Answer: False 5. A child learning a second language does not need to relearn the concept that words and sentences represent objects and ideas. Answer: True 6. Good communication strategies include using gestures, coining new words, and codeswitching when necessary. Answer: True Fill-in-the-Blank Questions 1. Universal principles shared by all languages include morpheme structure, __________ structure, and combining words into phrases and sentences. Answer: phoneme  2. The First-Language Strategy involves applying __________ knowledge when second- language knowledge is incomplete. Answer: first-language 3. Overgeneralization occurs when a __________ of the second language is applied in inappropriate contexts. Answer: rule 4. Using words or phrases from the first language when the second-language equivalent is unknown is called __________. Answer: codeswitching 5. __________ strategies aim to keep conversations going and encourage language use despite errors or gaps in knowledge. Answer: Communication Strategies for Becoming a Better Second-Language Learner 1. Which of the following is NOT one of Rubin's (1981) strategies for successful language learners? a) Verification b) Deductive reasoning c) Simultaneous language immersion d) Monitoring Answer: c) Simultaneous language immersion 2. According to Rubin, what does "inductive processing" involve? a) Repeating language patterns until they are memorized b) Creating hypotheses about the second language based on prior knowledge c) Using a dictionary to verify language rules d) Avoiding making errors when communicating Answer: b) Creating hypotheses about the second language based on prior knowledge 3. Which strategy focuses on being aware of errors and the listener's response? a) Memorization b) Monitoring c) Practice d) Verification Answer: b) Monitoring 4. Research suggests that teaching language learning strategies explicitly can: a) Slow down the learning process b) Improve the learner’s capacity to acquire the language  c) Only benefit children, not adults d) Replace natural learning methods entirely Answer: b) Improve the learner’s capacity to acquire the language Teaching Reading in a Bilingual Situation 5. What is the recommended approach for parents raising a bilingual child and teaching them to read? a) Simultaneous teaching of both languages b) Sequential teaching, starting with one language c) Allowing the child to choose the first language to read d) Teaching both languages without parental involvement Answer: b) Sequential teaching, starting with one language 6. Why is simultaneous teaching of reading in two languages discouraged? a) It confuses the child due to different writing systems b) It hinders the child’s ability to speak both languages c) It is unnecessary because bilingual children do not need to learn to read d) It prevents parents from using flashcards effectively Answer: a) It confuses the child due to different writing systems 7. According to the chapter, which language should be taught first for reading? a) The language the child prefers b) The language most important for the child’s welfare and community c) The language spoken by both parents d) The language with the simplest writing system Answer: b) The language most important for the child’s welfare and community 8. Why is it easier to teach a child to read a second language after they learn the first? a) The child becomes more familiar with phonetics b) The child learns the basic principles of reading with the first language c) The child becomes more motivated to learn new languages d) The second language is easier by comparison Answer: b) The child learns the basic principles of reading with the first language True-or-False Questions Strategies for Becoming a Better Second-Language Learner  1. Practice strategies include repetition, rehearsal, and imitation. Answer: True 2. Deductive reasoning involves testing specific language rules before forming general hypotheses. Answer: False 3. Memorization strategies rely solely on mnemonics and ignore repetition. Answer: False 4. Successful language learners naturally use all the strategies listed by Rubin without explicit instruction. Answer: False Teaching Reading in a Bilingual Situation 5. Parents should use the One Person–One Language (1P–1L) approach when teaching a child to speak bilingually. Answer: True 6. Teaching both languages for reading simultaneously is recommended to ensure quicker bilingual literacy. Answer: False 7. The first language taught for reading should be the one most frequently used in the community. Answer: True 8. Once a child learns to read one language, the principles of reading will help them learn to read the second language more easily. Answer: True Fill-in-the-Blank Questions 1. According to Rubin, successful language learners use __________ to check if their hypotheses about the second language are correct. Answer: verification 2. The strategy of being alert to errors and monitoring how one’s message is received is called __________. Answer: monitoring 3. The __________ approach involves each parent speaking only one language to the child. Answer: One Person–One Language (1P–1L) 4. Simultaneous teaching of reading is discouraged because it risks confusing the child and __________ the parents. Answer: burdening 5. Teaching the first language for reading should prioritize the language used in the __________. Answer: community