CTEL CTEL Factors in Language Development 4 — Questions and Answers
Question 1: Which scenario BEST illustrates subtractive bilingualism?
- A student maintains Spanish fluency while acquiring English
- A student loses proficiency in Spanish as English becomes dominant (Correct answer)
- A student uses both English and Spanish in academic contexts
- A student translates between English and Spanish for family members
Correct answer: A student loses proficiency in Spanish as English becomes dominant
Subtractive bilingualism occurs when L2 acquisition comes at the expense of L1 proficiency, often due to assimilationist pressures.
Question 2: The 'input hypothesis' proposed by Krashen argues that language acquisition occurs when learners receive input that is:
- At exactly their current proficiency level (i=0)
- Slightly above their current proficiency level (i+1) (Correct answer)
- Well above their current level to maximize challenge (i+3)
- Delivered through explicit grammar instruction only
Correct answer: Slightly above their current proficiency level (i+1)
Krashen's i+1 means comprehensible input just beyond the learner's current level promotes acquisition.
Question 3: A student who uses 'goed' instead of 'went' is demonstrating:
- Negative L1 transfer
- Overgeneralization of L2 rules (Correct answer)
- A sign of language disorder
- Code-switching behavior
Correct answer: Overgeneralization of L2 rules
Overgeneralization occurs when learners apply regular grammar rules (e.g., adding -ed) to irregular forms, showing active rule construction.
Question 4: Which of the following factors is a PSYCHOLOGICAL influence on language development?
- Class size and instructional resources
- Learner motivation and language learning anxiety (Correct answer)
- Proximity to native-speaking communities
- Government language policy
Correct answer: Learner motivation and language learning anxiety
Psychological factors such as motivation, attitude, anxiety, and self-confidence directly affect the rate and success of language acquisition.
Question 5: Research by Thomas and Collier suggests that ELL students need approximately how many years to reach academic parity with native English speakers?
- 1–2 years
- 2–3 years
- 4–7 years (Correct answer)
- 7–10 years
Correct answer: 4–7 years
Thomas and Collier's longitudinal research found that ELLs typically require 4–7 years of quality schooling to achieve academic language parity.
Question 6: Which of the following BEST describes the role of 'comprehensible output' in language acquisition, as proposed by Swain?
- Listening to native speakers models correct forms passively
- Producing language pushes learners to notice gaps in their proficiency (Correct answer)
- Reading authentic texts builds vocabulary more efficiently than speaking
- Corrective feedback from teachers is the primary driver of accuracy
Correct answer: Producing language pushes learners to notice gaps in their proficiency
Swain's Output Hypothesis argues that producing language (speaking/writing) forces learners to notice what they cannot yet express, promoting acquisition.
Question 7: A school counselor notes that an ELL student's academic performance declined after moving to a new school where no peers speak the student's home language. This MOST likely reflects the impact of:
- Language fossilization
- Loss of social and cultural support networks (Correct answer)
- Reduced exposure to comprehensible input
- The onset of the silent period
Correct answer: Loss of social and cultural support networks
Social and cultural factors, including peer support and community belonging, significantly affect ELL students' motivation and academic performance.
CTEL CTEL Factors in Language Development 4
Which scenario BEST illustrates subtractive bilingualism?