CLAD Second Language Acquisition 4 — Questions and Answers
Question 1: Swain's 'Output Hypothesis' argues that language production is important because it:
- Replaces the need for comprehensible input
- Forces learners to notice gaps in their interlanguage (Correct answer)
- Eliminates fossilization automatically
- Is sufficient on its own for full acquisition
Correct answer: Forces learners to notice gaps in their interlanguage
When learners try to produce language, they notice what they cannot yet express, which pushes further acquisition.
Question 2: Which scenario best illustrates 'code-switching'?
- A student refuses to speak English in class
- A bilingual student alternates between Spanish and English within a conversation (Correct answer)
- A teacher uses only L1 for instruction
- A student copies vocabulary from a bilingual dictionary
Correct answer: A bilingual student alternates between Spanish and English within a conversation
Code-switching is the practice of moving between two or more languages within a single conversation or sentence.
Question 3: According to Cummins' 'Iceberg Model,' academic language skills can be transferred across languages because:
- Both languages share identical grammar rules
- A common underlying proficiency supports both languages (Correct answer)
- Students simply memorize translations
- Each language has a completely separate cognitive base
Correct answer: A common underlying proficiency supports both languages
The Iceberg or CUP model shows that deep academic skills and concepts developed in L1 transfer and support L2 academic development.
Question 4: A teacher notices a student's speech errors decrease when writing but not during fast conversation. This demonstrates:
- Affective filter activation
- Monitor use dependent on processing conditions (Correct answer)
- Complete fossilization of errors
- Negative transfer from L1
Correct answer: Monitor use dependent on processing conditions
The Monitor is most active when learners have time to think, making writing more accurate than spontaneous speech.
Question 5: Which research finding best supports bilingual education programs for ELLs?
- L1 instruction interferes with English acquisition
- Strong L1 literacy facilitates the transfer of academic skills to English (Correct answer)
- English-only immersion produces the fastest long-term academic gains
- Grammar-focused L1 instruction is unnecessary for ELLs
Correct answer: Strong L1 literacy facilitates the transfer of academic skills to English
Research by Cummins and others consistently shows that L1 academic literacy supports long-term English academic achievement.
Question 6: The SIOP (Sheltered Instruction Observation Protocol) model requires teachers to post both content objectives and:
- Grammar correction checklists
- Language objectives tied to academic language functions (Correct answer)
- Standardized test preparation goals
- Homework assignments in L1
Correct answer: Language objectives tied to academic language functions
SIOP lessons specify language objectives that define the academic language functions (compare, describe, justify) students will practice.
Question 7: Which characteristic most distinguishes 'early production' from the 'preproduction' stage in Krashen & Terrell's Natural Approach?
- Learners begin producing single words and short phrases (Correct answer)
- Learners produce complex sentences with no errors
- Learners enter the silent period
- Learners exclusively use their native language
Correct answer: Learners begin producing single words and short phrases
In early production, learners begin to use single words, yes/no responses, and short phrases after the silent period.
CLAD Second Language Acquisition 4
Swain's 'Output Hypothesis' argues that language production is important because it: