Conversational proficiency (BICS) usually develops within:
5–7 years
8–10 years
12–15 years
1–2 years
When assessing bilingual speakers, the SLP must remember that:
Language dominance may shift over time
Testing should occur in English only
Code-switching must be eliminated before assessing skills
Accent differences equal a disorder
Inter-sentential code-switching occurs when:
A speaker alternates languages within the same sentence
A speaker translates intentionally
A speaker alternates languages between sentences
A speaker changes language across different days
A child who uses simple English sentences fluently but struggles with academic tasks demonstrates:
Consistent grammatical errors from L1 influence
Strong BICS but underdeveloped CALP
Phonological impairment
Pragmatic language disorder
Alternation code-switching involves:
Using invented words
Borrowing only nouns
A speaker alternates languages within the same sentence
Switching between languages across utterances
Intra-sentential code-switching occurs when:
A speaker changes language across different days
A speaker replaces unknown words with gestures
A speaker alternates languages within the same sentence
A speaker replaces unknown words with invented words
Cross-linguistic transfer refers to:
The influence of one language on another
L2 only
Code-switching within a sentence
Acquiring both languages from birth or early infancy
Code-switching is MOST accurately described as:
A normal communication strategy among bilingual speakers
A sign of confusion
A sign of reduced vocabulary
A speaker changes language across different days
A child who switches languages for humor, emphasis, or clarity demonstrates:
Communicative competence
Morphosyntactic error
A sign of incomplete learning
Typical silent period in L2 acquisition
For students acquiring L2, overgeneralization errors (e.g., “goed,” “eated”) reflect:
Errors that appear consistently across both L1 and L2
Typical rule-learning in language acquisition
Apraxia
Disorder
A bilingual child shows rapid improvement after mediated learning experiences. This pattern suggests:
Aphasia
Language disorder
Typically developing bilingual learning
Intellectual disability
Sequential bilinguals MOST often show:
Faster L2 acquisition than simultaneous bilinguals
No cross-linguistic effects
Early balanced bilingualism
Influence of L1 structures on L2
When bilingual children demonstrate low vocabulary scores in English standardized testing, the BEST next step is to:
Diagnose expressive language disorder
Assess vocabulary conceptually across both languages
Retest in English in 6 months
Schools that are encouraging dual-language development
A child who appears “quiet” for several weeks after entering an English-speaking classroom is likely demonstrating:
Expressive language disorder
A normal communication strategy among bilingual speakers
Typical silent period in L2 acquisition
Pragmatic impairment
Sequential bilinguals often rely on formulaic language during early L2 learning as part of:
Intervention
Delayed cognitive development
Pragmatic breakdown
Natural acquisition processes
Subtractive bilingualism is MOST likely when:
Students receive strong L1 support
Families speak two heritage languages
Schools encourage dual-language development
The L2 becomes dominant while L1 skills weaken
A bilingual child’s total language knowledge is best assessed using:
Norm-referenced English testing
Schools encourage dual-language development
Conceptual scoring across both languages
L1 only
Which is a typical reason for bilingual code-switching?
Social identity, topic shift, or vocabulary availability
L2 development permanently stops at a particular stage
Severe phonological disorder
Inability to produce either language
Code-switching is BEST viewed as:
A sign of incomplete learning
An indicator of impairment
Evidence of high linguistic competence
A speaker changes language across different days
Balanced bilinguals:
Have identical proficiency across both languages
Acquire both languages only before age 3
Have functional proficiency allowing effective comm. in both
Rarely code-switch
A simultaneous bilingual is defined as someone who:
Acquires both languages from birth or early infancy
Learns L2 after age 7
Speaks one language fluently and one minimally
Learns L2 only at school
Which is not a typical feature of bilingual development?
Uneven proficiency across languages
Temporary periods of silence
Code-switching
Persistent deficits in syntax
Academic language proficiency (CALP) typically requires:
1-2 years
8-10 years
10-12 years
5-7 years
The MOST culturally valid method for assessing bilingual children is:
Nonstandardized dynamic assessment
Testing w/ an interpreter reading test instructions verbatim
Standardized English tests only
Using outdated bilingual norms
Additive bilingualism occurs when:
The child learns two dialects of the same language
Only the home language is used in school
Both languages are supported and valued
The second language replaces the first