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BTLPT Pragmatics and Language Functions Flashcards

6 cards from real BTLPT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 6 BTLPT Pragmatics and Language Functions flashcards as text

  1. In bilingual classrooms, 'academic language functions' include all of the following EXCEPT:

    Answer: Chatting informally with friends

    Academic language functions are those used for instructional purposes — chatting informally is social language, not an academic function.

  2. What is 'BICS' as it relates to BTLPT and bilingual education?

    Answer: Basic Interpersonal Communicative Skills — social language used in everyday conversation

    BICS (Basic Interpersonal Communicative Skills) refers to the conversational language proficiency students develop for social interaction.

  3. How does 'CALP' differ from 'BICS' in the context of BTLPT bilingual education standards?

    Answer: CALP refers to Cognitive Academic Language Proficiency — the decontextualized academic language needed for school success

    CALP (Cognitive Academic Language Proficiency) refers to the higher-order language skills needed for academic tasks, which takes 5–7 years for ELLs to fully develop.

  4. In a BTLPT scenario, a student can converse fluently in Spanish but struggles with written academic tasks. This gap illustrates:

    Answer: The BICS-CALP distinction — conversational fluency does not equal academic proficiency

    The BICS-CALP gap explains why students who seem conversationally fluent still struggle with academic tasks — different skills are required.

  5. What does 'register' mean in the context of language functions on the BTLPT?

    Answer: A variety of language adjusted for the social situation, purpose, and audience

    Register refers to how speakers adjust their language (vocabulary, syntax, tone) based on the context, purpose, and audience of communication.

  6. Which instructional language function is demonstrated when a bilingual teacher says, 'Notice how the character's mood changes when it starts raining. What does this tell us?'

    Answer: Prompting higher-order inference and analysis

    The teacher is using language to prompt students to make inferences and analyze — higher-order cognitive language functions used in academic instruction.