BEA Academic Language Development 2

Question 1

Content-Based Language Instruction (CBLI) integrates language teaching with academic content primarily because:

Accepted Answer

Language is best acquired in meaningful, subject-matter contexts rather than in isolation

Answer

Academic content is easier to learn when separated from language demands

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Students acquire language more quickly when grammar is taught explicitly before content

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Native-language content instruction accelerates English academic language development

Question 2

In the context of academic language development, 'discourse competence' refers to a student's ability to:

Accepted Answer

Organize and connect ideas coherently across sentences and paragraphs

Answer

Correctly pronounce academic vocabulary words

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Apply grammar rules within a single sentence

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Understand idioms used in academic texts

Question 3

The 'iceberg model' proposed by Jim Cummins illustrates that BICS and CALP:

Accepted Answer

Share a common underlying proficiency that transfers across languages

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Are completely separate systems with no shared elements

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Develop at the same rate in both first and second languages

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Are equally important for academic success in bilingual settings

Question 4

When a BEA candidate designs instruction, scaffolding for academic language development should be:

Accepted Answer

Gradually withdrawn as students gain proficiency, promoting increasing independence

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Permanently embedded in all tasks to ensure student success

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Applied only to the lowest-proficiency ELs in the class

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Replaced immediately with grade-level texts once BICS is established

Question 5

Which instructional strategy best supports ELs in developing academic writing skills across content areas?

Accepted Answer

Providing sentence frames and academic writing frames tied to disciplinary text structures

Answer

Assigning free-writing journals before formal academic writing is introduced

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Having students copy model paragraphs to internalize academic language patterns

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Delaying academic writing until students achieve intermediate oral English proficiency

Question 6

In a bilingual classroom, which practice best leverages cross-linguistic transfer to build academic language?

Accepted Answer

Teaching cognates explicitly to connect L1 and L2 academic vocabulary

Answer

Prohibiting L1 use so students are immersed fully in English academic language

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Teaching the same vocabulary list in both languages simultaneously without connecting them

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Assigning separate academic language curricula for L1 and L2 instruction