Additive bilingualism occurs when:
Only the home language is used in school
The second language replaces the first
The child learns two dialects of the same language
Both languages are supported and valued
Subtractive bilingualism is MOST likely when:
The L2 becomes dominant while L1 skills weaken
Families speak two heritage languages
Students receive strong L1 support
Schools encourage dual-language development
Balanced bilinguals:
Rarely code-switch
Have functional proficiency allowing effective comm. in both
Have identical proficiency across both languages
Acquire both languages only before age 3
A bilingual child’s total language knowledge is best assessed using:
Norm-referenced English testing
Conceptual scoring across both languages
Schools encourage dual-language development
L1 only
Cross-linguistic transfer refers to:
Code-switching within a sentence
The influence of one language on another
L2 only
Acquiring both languages from birth or early infancy
Which is not a typical feature of bilingual development?
Persistent deficits in syntax
Uneven proficiency across languages
Code-switching
Temporary periods of silence
A simultaneous bilingual is defined as someone who:
Learns L2 after age 7
Learns L2 only at school
Speaks one language fluently and one minimally
Acquires both languages from birth or early infancy
Sequential bilinguals MOST often show:
Early balanced bilingualism
Faster L2 acquisition than simultaneous bilinguals
Influence of L1 structures on L2
No cross-linguistic effects
A child who appears “quiet” for several weeks after entering an English-speaking classroom is likely demonstrating:
Typical silent period in L2 acquisition
Expressive language disorder
A normal communication strategy among bilingual speakers
Pragmatic impairment
Code-switching is MOST accurately described as:
A normal communication strategy among bilingual speakers
A speaker changes language across different days
A sign of reduced vocabulary
A sign of confusion
Intra-sentential code-switching occurs when:
A speaker changes language across different days
A speaker replaces unknown words with invented words
A speaker alternates languages within the same sentence
A speaker replaces unknown words with gestures
Inter-sentential code-switching occurs when:
A speaker changes language across different days
A speaker alternates languages within the same sentence
A speaker alternates languages between sentences
A speaker translates intentionally
Code-switching is BEST viewed as:
Evidence of high linguistic competence
An indicator of impairment
A sign of incomplete learning
A speaker changes language across different days
A child who switches languages for humor, emphasis, or clarity demonstrates:
Typical silent period in L2 acquisition
Communicative competence
Morphosyntactic error
A sign of incomplete learning
Alternation code-switching involves:
Switching between languages across utterances
Borrowing only nouns
Using invented words
A speaker alternates languages within the same sentence
Which is a typical reason for bilingual code-switching?
Severe phonological disorder
Social identity, topic shift, or vocabulary availability
L2 development permanently stops at a particular stage
Inability to produce either language
