Bilingualism CQ15

Schools that support students' mother tongue promote their academic achievement and self-esteem

TRUE

Teacher should be very worried about students who arrive to the classroom speaking a different dialect (e.g., African American English) because this signals a lack of development

FALSE

Bilingual education programs do not need to be worried about establishing explicit aims and goals to maintain the minority language because it is automatic through classroom exposure to the minority language

FALSE

It is important for schools to recognize that students will arrive with different experiences and levels of proficiency in the minority language

TRUE

According to the findings of Swain and Lapkin (2008), supporting students' L1 is key to develop L2 language abilities.

TRUE

According to Lin (2006), code-switching can help students understand content better by increasing communication of meaning

TRUE

Only in dual language programs does code-switching occur equally between minority and majority language, whereas in other bilingual education programs, students are more inclined to use the majority language

FALSE

Classroom language planning is important to develop key strategies to help learners' development of the minority and majority languages.

TRUE

A sociocultural approach to language learning discourages the use of the learners' L1, and thus, teachers must create activities that are not as demanding for students.

FALSE

Cultural awareness has to go beyond food, holidays and dances by encouraging understanding how people's dynamic interactions in the world based on their culture

TRUE