Question

1.	A French speaking child of 4 years who moves the U.S. and learns English as a second language would be considered a. a sequential bilingual. b. an secondary bilingual. c. partial bilingual. d. a simultaneous bilingual.
2.	Why is the study of bilingual development considered an important topic for research in recent times? a. Even though the incidence is very low and not changing much in the past 50 years, it is an interesting process to study. b. A theory of language acquisition needs to account for bilingualism. c. It is important to understand the role the linguistic differences play in the higher achievement levels of these children. d. It is a fairly homogenous population that is easy to identify and study for long periods of time.
3.	Which finding discussed below is supported by research on phonological differentiation? a. Children raised in a dual language environment who have each parent speak one language only when interacting with the child are much faster at phonological differentiation. b. If children are exposed to two languages simultaneously they will usually not be able to phonological differentiate them until middle childhood. c. Children raised in dual language environments need parental assistance in order to phonologically differentiate the two languages. d. If the two languages have very different rhythms then they will be easier to differentiate.
4.	Research indicates that a child who is exposed to German and French simultaneously from birth would be expected to a. steadily improve in their tuning to the sound contrast differences in the two languages. b. develop two separate grammatical systems from the start. c. combine grammatical elements from the two language until the age of three or four. d. not have words to represent a single meaning in both languages until after the age of four.
5.	What have researchers who examined the effects of bilingualism on the rate of language development found? a. Bilingual children usually develop at least one language at a faster rate than monolingual children. b. Bilingual children typically lag about one year behind monolingual children in language development. c. Bilingual children are not delayed in the rate at which they acquire linguistic knowledge across the two languages. d. Bilingual children usually develop one language at a faster rate and the other at a slower rate than monolingual children.
6.	The skill level of bilingual children's two languages is directly related to how much they hear each language and a. inversely related to the amount of language mixing received in their input. b. directly related to the similarities between the two languages. c. directly related to the number of siblings in the family. d. directly related to receiving the language input for each language from one source.
7.	Juanita moved from her home in Mexico where only Spanish was spoken to her new home in Ohio where she is expected to learn English. In the process of learning English, she went through a stage where she was speaking a systematic language that was somewhere between Spanish and English. This stage in second language development that leads to errors is called a. developmental transfer. b. interlanguage. c. undifferentiation. d. language mixing.
8.	A very large Canadian study that looked at individual differences in success of foreign language learning in 4 to 7-year olds found two strong predictors. One was the analytical skill of the children and the other was their a. level of curiosity. b. age of the parents. c. phonological memory. d. order of birth.
9.	If a child needs to learn a second language because they wish to be a part of the second language community or do not what to stand-out, then the attitude motivating the learning of the second language a. will not be as effective as individuals motivated to speak the second language in order to find employment. b. is called instrumental motivation. c. is an external factor which does not have much effect on the learning. d. is called integrative motivation.
10.	Which of the following is not a reason covered in the text for switching from one language to another in a conversation? a. to exclude other from the conversation b. because of confusion and interference occurring between the two languages c. to convey one's social status d. to set or change the tone of the conversation
11.	Cognitive abilities such as controlling attention and monitoring mental processing a. are called metalinguistics and are more developed in bilingual children. b. underlie the learning of the second language in bilingual children. c. are slower to develop in bilingual children because of code switching. d. are called executive functions and are more advanced in bilingual children.
12.	Some researchers have found an ability that is a strong predictor of reading success in bilingual verses monolingual children. This ability which is an aspect of metalinguistic awareness is called a. executive function. b. phonological memory. c. code awareness. d. phonological processes.
13.	Late bilinguals (i.e., learn second language later) verses early bilinguals (i.e., learned second language earlier or same time as first) could be differentiated based on brain activity differences for the two languages in a. Broca's area. b. the angular gyrus. c. brainstem. d. Wernicke's area.
14.	A child whose bilingual education in a new community starts with the curriculum being delivered in their first language and then shifts to the community or second language completely by third grade is involved in a ________ bilingual program a. immersion b. transitional c. two-way d. developmental
15.	What relationship was found between method of instruction and effectiveness in teaching a second language in the large Quebec English to French language study? a. immersion techniques were only slightly superior to conventional class instruction b. the immersion in French caused a decline in English language skills c. traditional foreign language instruction was more effective than immersion for the older children in the study d. the more hours spent in immersion, the more effective the program

Answer 1

• 1.A French speaking child of 4 years who moves the U.S. and learns English as a second language would be considered sequential bilingual.
  
• 2.A theory of language acquisition needs to account for bilingualism.
  
• 3.If the two languages have very different rhythms then they will be easier to differentiate.
  
• 4.Develop two separate grammatical systems from the start.
  
• 5.Bilingual children are not delayed in the rate at which they acquire linguistic knowledge across the two languages.
• 7.Interlanguage, is a linguistic system used by second language learners. Learners create this language when they attempt to communicate in the target language. Interlanguage is affected by the learner's native language as they use their native language knowledge to understand and organize the second language or to compensate for existing competency gaps.
• Due to time limit,only some could be answered,the remaining can be asked as another question,they will be answered,thankyou for your cooperation