Bilingualism CQ11

Two-way dual language models require a majority of language-minority students in the class

FALSE

One-way dual language models promote the development of two languages with students that all share the same language background

TRUE

An issue with having an imbalance number of majority and minority speaking students in two way dual language programs is the focus on the majority language

FALSE

Henderson and Palmer (2020) found that classes switched easily from one language to another based on the expected language used for a designated time/subject.

FALSE

Choose all of the major goals for dual language immersion programs: Group of answer choices

i) High proficiency bilingualism

ii) Biliteracy (reading and writing in two languages)

iii) Sociocultural competence

iv) Volunteer work in local communities

v) Academic achievement in different content areas

vi) To advance quickly English learning for emerging bilingual students

i) High proficiency bilingualism

ii) Biliteracy (reading and writing in two languages)

iii) Sociocultural competence

v) Academic achievement in different content areas

A recent call has been made to also consider critical consciousness instruction in dual immersion programs to raise students' awareness of inequalities, especially for marginalized English language learners

TRUE

A bilingual school ethos extends the visibility of bilingualism beyond the classroom to include school corridors, extracurricular activities, and school events.

TRUE

Heritage language education programs are designed to help student maintain and continually develop their family language

TRUE

Strong heritage language education programs ought to include proper resources for professional development of the instructors

TRUE

The Master-Apprentice Language Learning Programs in California are established for volunteers to work in indigenous communities to help members acquire English, as they maintain their indigenous language

FALSE