CLAD Bilingual Education and Program Models 2 — Questions and Answers
Question 1: The concept of 'additive bilingualism' refers to a situation where:
- A second language replaces the first language over time
- Learning a second language adds to the first without diminishing it (Correct answer)
- Students learn two languages simultaneously from birth only
- Only academic vocabulary is added in the second language
Correct answer: Learning a second language adds to the first without diminishing it
Additive bilingualism occurs when a second language is acquired while the first language is maintained and valued, resulting in full bilingualism.
Question 2: Which federal legislation has most directly shaped bilingual education policy in U.S. public schools by requiring states to identify and serve English learners?
- No Child Left Behind Act (NCLB)
- Individuals with Disabilities Education Act (IDEA)
- Elementary and Secondary Education Act / Every Student Succeeds Act (ESSA) (Correct answer)
- Title IX of the Education Amendments
Correct answer: Elementary and Secondary Education Act / Every Student Succeeds Act (ESSA)
ESEA (reauthorized as ESSA) and its Title III provisions require states to identify ELs, provide language instruction programs, and report on their progress.
Question 3: The Lau v. Nichols (1974) Supreme Court decision established that:
- Schools must provide bilingual education in all languages spoken by students
- Providing the same English instruction to all students does not guarantee equal educational opportunity for ELs (Correct answer)
- English learners must be placed in special education if they do not acquire English within two years
- Dual language programs are constitutionally required in California
Correct answer: Providing the same English instruction to all students does not guarantee equal educational opportunity for ELs
Lau v. Nichols ruled that identical instruction does not mean equal opportunity; schools must take affirmative steps to address language barriers for ELs.
Question 4: Early-exit transitional bilingual programs differ from late-exit programs primarily in:
- The languages of instruction used
- How long native language support is maintained before full transition to English (Correct answer)
- Whether students receive any English instruction at all
- The grade levels in which programs are offered
Correct answer: How long native language support is maintained before full transition to English
Early-exit programs transition students to English-only instruction by second or third grade, while late-exit programs maintain native language support through fifth or sixth grade.
Question 5: Content-based ESL instruction differs from traditional pull-out ESL primarily because:
- It removes students from the general classroom at all times
- It uses grade-level academic content as the vehicle for teaching English language skills (Correct answer)
- It focuses exclusively on grammar and pronunciation
- It is only appropriate for beginning-level English learners
Correct answer: It uses grade-level academic content as the vehicle for teaching English language skills
Content-based ESL integrates language development with academic content, making instruction meaningful and aligned with grade-level standards.
Question 6: Which term describes the phenomenon where English learners lose proficiency in their home language as they gain proficiency in English, often due to lack of continued home language instruction?
- Code-switching
- Subtractive bilingualism (Correct answer)
- Language attrition syndrome
- Fossilization
Correct answer: Subtractive bilingualism
Subtractive bilingualism occurs when acquiring English leads to the erosion of the home language, often resulting in monolingualism in English.
CLAD Bilingual Education and Program Models 2
The concept of 'additive bilingualism' refers to a situation where: