Module 2

Question 1

a language policy in education under which two languages are used as mediums of
instruction

Answer 1

Bilingual Education

Question 2

the language that is used in the classroom

Answer 2

Language of Instruction

Question 3

the language the students speak at home

Answer 3

Mother Tongue

Question 4

classroom instruction that begins with the learner’s Mother Tongue to build conceptual understanding in another language.

Answer 4

Mother Tongue Based – Multilingual Education (MTB – MLE)

Question 5

instruction that supports students in understanding what is the same and what is
different across languages

Answer 5

Teaching for Transfer

Question 6

the process where multilingual speakers use their first language as an integrated
communication system to help support learning in the second/additional language.

Answer 6

Translanguaging

Question 7

the first language students learn to speak

Answer 7

L1

Question 8

the second language students learn to speak

Answer 8

L2

Question 9

additional languages students learn to speak

Answer 9

L3

Question 10

provides a framework for examining
the process of learning across
languages

Answer 10

Cummins’ Common Underlying
Proë ciency Hypothesis (2000)

Question 11

the skills used to engage in social language to communicate and can be
learned from social interactions with peers, friends, teachers, and parents

Answer 11

Basic Interpersonal Communication Skills

Question 12

vocabulary can be abstract, and the concepts may be new with fewer context clues to help the
learner understand

Answer 12

Cognitive Academic Language Proficiency

Question 13

also called bridging, are the instructional strategies that teachers use to support
student learning across languages.

Answer 13

Translanguaging

Question 14

Using _____strategies, teachers
acknowledge that there is diversity across
languages, and they use this diversity to inform
teaching practices.

Answer 14

MTB-MLE

Question 15

The purposes for using bridging are:
* Provide students with opportunities to use their ___ knowledge to make sense of new concepts
and ideas
* Increase learner’s linguistic ___ across languages
* Use instructional practices that provide access to what is being taught for students who do not speak
the ___

Answer 15

linguistic, proficiency, LOI

Question 16

provides students with examples and opportunities to bridge across languages,
building competencies in each language.

Answer 16

Explicit instruction

Question 16

begins with what students know and provides opportunities for students to use their knowledge and skills when learning new concepts and topics

Answer 16

LLC instruction

Question 17

helps the teacher decide what instructional strategies provide the needed support, what students have learned, and
what students are ready to learn.

Answer 17

ongoing assessment of students’ progress

Question 18

identië es the sequence of teaching L1,
L2, and L3 languages across grades 1-3 as well as the instructional focus (e.g., oral ì uency).

Answer 18

Bridging of Language and Literacy Across Languages

Question 19

lists the
learning outcomes for each track.

Answer 19

Two Track Method for Teaching Filipino and English

Question 20

uses direct, explicit instruction to teach skills and
strategies, focusing on accuracy.

Answer 20

The Primer Track

Question 21

provides opportunities for students to apply what has
been learned when listening and speaking and in reading and in writing connected text

Answer 21

The Story Track

Question 22

Focus on meaning

Answer 22

Story Track

Question 23

Focus on Correctness

Answer 23

Primer Track

Question 24

+Teacher uses visual or concrete representations (e.g., picture, object)

Answer 24

Total Physical Response

Question 25

The teacher and students go to a park or ë eld, or some area that represents the concepts/topic being taught (e.g., going to the park to view animals that may live in a park – grasshopper, birds, ants, bees, etc.).

Answer 25

Field Trips, Direct Experiences, Video, or Movie

Question 26

Guided by the principles of Language Experience Approach (LEA), the teacher and students work together to compose a text describing their shared experience. They may compose the text in MT and then work together to write the same text in the L2 or L3. Students may be able to supply equivalent key words in L2 or L3 and then the teacher can model constructing the sentences with them.

Answer 26

Field Trips, Direct Experiences, Video, or Movie

Question 27

Key vocabulary words and concepts can be represented by a gesture or pantomime

Answer 27

Total Physical Response

Question 28

Teacher allows students to use their L1 or dialect.

Answer 28

Model and Redirect

Question 29

Teacher models the target language, and the students use the language during the lesson.

Answer 29

Model and Redirect

Question 30

Teacher uses sentence prompts (e.g., What did you see at the park? At the park, I saw a_______________).

Answer 30

Model and Redirect

Question 31

The teacher and students role play (act out the activity)

Answer 31

Role play

Question 32

Display posters, student work and other types of print materials in multiple languages around the classroom

Answer 32

Multilingual print-rich classroom environment

Question 33

Label objects in the classroom in mother tongue and other additional languages, as appropriate for the grade level

Answer 33

Multilingual print-rich classroom environmen

Question 34

The teacher reads a loud a book with illustrations/pictures of what is happening, using a familiar story if possible.  e students then role play the story using their MT.

Answer 34

Role play

Question 35

Group students who share the same MT (if it is diff erent from the LOI) to work together on assignments so that they can discuss in their MT and work together to develop the output in the LOI or L2.

Answer 35

Group work

Question 36

Provide opportunities for students to directly compare the features of their MT, L2 and L3. Sometimes it helps to make charts or tables that show the same word/phrase in different languages side by side.

Answer 36

Compare and Contrast

Question 37

Alternately, group or pair students so that each group/pair has a student with greater proficiency in the LOI or L2 who can explain further and help the student(s) who need more support as they are working in the LOI or L2.

Answer 37

Group work

Question 37

Guide them in noticing patterns of similarities and diff erences between the languages (this may include sounds, preë xes and suffi xes, syntax, etc.).

Answer 37

Compare and Contrast

Question 38

Encourage students to discuss, brainstorm, plan or outline their classwork in the MT and then work together to produce or compose the work in L2.

Answer 38

Group work