Module 4 Quiz

According to Stephen Krashen, language learners need plenty of exposure to a language before they can start to effectively speak it. Which of his theory's suggests this?

• Monitor Hypothesis

• Input Hypothesis
• Acquisition Learning Hypothesis

• Affective Filter Hypothesis

WIDA claims that multilingual learners learning a new language should continue to develop the other languages they speak. To support this in the classroom, teachers should________?

• Provide opportunities for students to practice and develop their other languages.

• Focus solely on the new language being learned because other languages will be spoken at home.

• Not focus on the new language at all because students will just pick it up socially.

• Discourage the use of other languages in the classroom.

WIDA and Krashen agree that multilingual learners need to feel safe and comfortable to learn a language. To support learners, teachers should___________?

• Introduce testing to determine the language proficiency level.

• Ignore the social-emotional needs of the learners because learning the new language is the most important.

• Encourage students to share their culture and language with the teacher, and respect the stages of language acquisition.

• Create a competitive environment where students are rewarded for succeeding and punished for failing, creating the necessary motivation for learning.

Krashen believes that anyone can learn a language with optimal input. What does he mean by optimal input?

• Repeating phrases and words out of context until memorized. Krashen believes talking equals practicing.

• Self selected language input that is far below the learner's current level to build confidence in the language.

• Language input that is not comprehensible to the learner so that they can study unknown vocabulary and quickly learn new words.

• Language input like self selected reading that is at or just slightly above the learner's current level is best. Other input that is digestible and relevant.

Preproduction is a language acquisition stage where learners do what?

• Learn the grammar rules of the language. Teachers should not correct errors so that the student builds confidence.

• Listen and begin to understand the language without speaking it. Teachers should not pressure students to leave this stage, but instead start teaching "survival" words and phrases.

• Learn the grammar rules of the language. Teachers should correct learners when they make grammatical mistakes.

• Listen and begin to understand the language without speaking it. Teacher should encourage students to leave this stage by calling on them to answer questions in class.

Early Production is a language acquisition stage where learners_______.

• Only use gestures to communicate, but can say "survival" words and phrases. Teachers should be passive as more language will come in time.

• Speak more frequently using longer sentences. Still relying on context and clues. Teachers can assign essays at this stage.

• Use single words and short phrases to communicate. Teachers can ask students to modify sentences to change the meaning.

• Speak fluently in complex sentences and participate in group discussions. Teachers can sit back and relax because the learning has happened.

Speech Emergent is a language acquisition stage where learners_____.

• Speak more frequently and in longer sentences, but still rely on context and familiar settings.

• Are able to produce words and sentences but they lack proper meaning and context.

• Are able to produce academic speech and have moved past social fluency.

• Speak fluently socially, but are unable to speak in academic settings.

Beginning Fluency is a language acquisition stage where learners ________.

• Speak fluently in social settings and are almost fluent in academic settings, but still struggle with idioms.

• Speak near fluently in social settings but struggle in academic settings.

• Speak fluently in academic settings, especially areas they are comfortable with, but struggle to speak in social settings.

• Begin to produce language with less confidence and accuracy as they are aware of grammatical and structural mistakes in their speech.

The BC ELL standards have five levels of proficiency for acquiring a language. The low end is ______ and the high end is _______.

• emerging, bridging

• beginning, proficient

• emerging, expanding

• beginning, bridging

The BC ELL Standards are designed to _______.

• Facilitate support for ELLs through consistent planning, assessment, and communication with students and parents.

• Create a standard that all ELL students are supposed to meet in certain time frames since moving to BC.

• Give teachers guidance on where students should be in their language acquisition stage depending on how long the student has been in BC.

• Be the grading sheet that teachers use on summative assessments so that all ELL students in BC are fairly assessed.