Bilingualism CQ6

The "Separate Underlying Proficiency" model would endorse that bilinguals experience crosslinguistic influence between both languages

FALSE

According to CUP, the central processing system keeps the bilinguals' languages separate

FALSE

The Threshold theory postulated that children achieve different levels of competence in their languages that has cognitive consequences.

TRUE

One major problem with the Threshold theory was its application in teaching practices

FALSE

The main difference between BICS and CALP has to do with an individual's academic language proficiency

TRUE

Despite the criticisms toward the BICS/CALP distinction, the distinction captures well the complex and dynamic nature of bilingual students' second language learning

FALSE

One problem with the BICS/CALP distinction is assuming that oral language in interpersonal communication is less cognitively demanding than so called 'academic language

TRUE

A raciolinguistic perspective on the BICS/CALP distinction promotes the idea that the home language(s) of racialized children is inadequate and inappropriate for a school setting

TRUE

The WIDA consortium is a current organization of educators that promote the use of English language standards to develop more dynamic BICS/CALP related curricula for emergent bilingual students

FALSE

WIDA proficiency level descriptors integrate content-based standards (Math, SocialStudies...) with different language functions to ensure that all multilingual learners meet grade level content expectations.

TRUE