1.	A French speaking child of 4 years who moves the U.S. and learnsEnglish as a second language would be considered a. a sequential bilingual. b. an secondary bilingual. c. partial bilingual. d. a simultaneous bilingual.
2.	Why is the study of bilingual development considered animportant topic for research in recent times? a. Even though the incidence isvery low and not changing much in the past 50 years, it is aninteresting process to study. b. A theory of language acquisitionneeds to account for bilingualism. c. It is important to understandthe role the linguistic differences play in the higher achievementlevels of these children. d. It is a fairly homogenouspopulation that is easy to identify and study for long periods oftime.
3.	Which finding discussed below is supported by research onphonological differentiation? a. Children raised in a duallanguage environment who have each parent speak one language onlywhen interacting with the child are much faster at phonologicaldifferentiation. b. If children are exposed to twolanguages simultaneously they will usually not be able tophonological differentiate them until middle childhood. c. Children raised in dual languageenvironments need parental assistance in order to phonologicallydifferentiate the two languages. d. If the two languages have verydifferent rhythms then they will be easier to differentiate.
4.	Research indicates that a child who is exposed to German andFrench simultaneously from birth would be expected to a. steadily improve in their tuningto the sound contrast differences in the two languages. b. develop two separate grammaticalsystems from the start. c. combine grammatical elementsfrom the two language until the age of three or four. d. not have words to represent asingle meaning in both languages until after the age of four.
5.	What have researchers who examined the effects of bilingualismon the rate of language development found? a. Bilingual children usuallydevelop at least one language at a faster rate than monolingualchildren. b. Bilingual children typically lagabout one year behind monolingual children in languagedevelopment. c. Bilingual children are notdelayed in the rate at which they acquire linguistic knowledgeacross the two languages. d. Bilingual children usuallydevelop one language at a faster rate and the other at a slowerrate than monolingual children.
6.	The skill level of bilingual children's two languages isdirectly related to how much they hear each language and a. inversely related to the amountof language mixing received in their input. b. directly related to thesimilarities between the two languages. c. directly related to the numberof siblings in the family. d. directly related to receivingthe language input for each language from one source.
7.	Juanita moved from her home in Mexico where only Spanish wasspoken to her new home in Ohio where she is expected to learnEnglish. In the process of learning English, she went through astage where she was speaking a systematic language that wassomewhere between Spanish and English. This stage in secondlanguage development that leads to errors is called a. developmental transfer. b. interlanguage. c. undifferentiation. d. language mixing.
8.	A very large Canadian study that looked at individualdifferences in success of foreign language learning in 4 to 7-yearolds found two strong predictors. One was the analytical skill ofthe children and the other was their a. level of curiosity. b. age of the parents. c. phonological memory. d. order of birth.
9.	If a child needs to learn a second language because they wish tobe a part of the second language community or do not what tostand-out, then the attitude motivating the learning of the secondlanguage a. will not be as effective asindividuals motivated to speak the second language in order to findemployment. b. is called instrumentalmotivation. c. is an external factor which doesnot have much effect on the learning. d. is called integrativemotivation.
10.	Which of the following is not a reason covered in the text forswitching from one language to another in a conversation? a. to exclude other from theconversation b. because of confusion andinterference occurring between the two languages c. to convey one's socialstatus d. to set or change the tone of theconversation
11.	Cognitive abilities such as controlling attention and monitoringmental processing a. are called metalinguistics andare more developed in bilingual children. b. underlie the learning of thesecond language in bilingual children. c. are slower to develop inbilingual children because of code switching. d. are called executive functionsand are more advanced in bilingual children.
12.	Some researchers have found an ability that is a strongpredictor of reading success in bilingual verses monolingualchildren. This ability which is an aspect of metalinguisticawareness is called a. executive function. b. phonological memory. c. code awareness. d. phonological processes.
13.	Late bilinguals (i.e., learn second language later) verses earlybilinguals (i.e., learned second language earlier or same time asfirst) could be differentiated based on brain activity differencesfor the two languages in a. Broca's area. b. the angular gyrus. c. brainstem. d. Wernicke's area.
14.	A child whose bilingual education in a new community starts withthe curriculum being delivered in their first language and thenshifts to the community or second language completely by thirdgrade is involved in a ________ bilingual program a. immersion b. transitional c. two-way d. developmental
15.	What relationship was found between method of instruction andeffectiveness in teaching a second language in the large QuebecEnglish to French language study? a. immersion techniques were onlyslightly superior to conventional class instruction b. the immersion in French caused adecline in English language skills c. traditional foreign languageinstruction was more effective than immersion for the olderchildren in the study d. the more hours spent inimmersion, the more effective the program