A) Balinese B) Javanese C) Sundanese D) Indonesian
A) Used only for religious B) Banned in education C) Used officially D) Rarely used formally in government schools
A) News broadcasting B) Non-formal education C) Government reports D) University Education
A) 40 B) 140 C) 80 D) 39
A) Malay B) Mandarin C) Tamil D) English
A) Thai B) Tamil C) Mandarin D) Other indian languages
A) Only in secondary schools B) No, they are not officially used C) yessi D) Yes yes yow
A) 10 B) Over 50 C) 5 D) More than 20
A) Mandarin B) Tamil C) English D) Malay
A) Malay B) Hindi C) Hindi tayo pwede D) Malay ko
A) English for instruction B) Bilingualism for instruction C) Bilingual programs in private schools only
A) 300 B) 400 C) More than 200 D) 100
A) Tibetan B) Mandarin Chinese C) Cantonese D) Hakka
A) Northern cities B) Tourist Zones C) Areas where students start with mother tongue D) Coastal cities
A) Used as mediums of instruction then shift to Mandarin B) Not allowed in education C) Taught only in universities
A) One B) Two (japanese and Ainu) C) Five D) wala akong kwentang tao
A) Japanese B) Korean C) Japanese-Ryukyuan D) Ainu
A) School teachers B) Ainu speakers C) Registered aliens (foreigners)
A) Improve japanese as a second language B) Eliminate dialects C) Ban native language use
A) 30 B) 41 C) 39 D) Around 40
A) Desh B) Bangla C) English D) Hindi E) Urdu
A) Loss of mother tongue literacy B) Too many dialects C) Religious restrictions D) Language inflation
A) 60 B) 100 C) 250 D) Around 170
A) Ilocano and tagalog B) Tagalog and English C) English and Filipino D) Visayan and English
A) Early primary education B) Business and governments C) Tertiary level
A) Private schools B) Government C) NGOs and the community D) Universities
A) 40% B) 75% C) 30% D) 20%
A) Using foreign language for all subjects B) Teaching in student's home language C) Teaching only grammar in native language
A) Minority rights and cultural identity B) International travel C) Sports
A) It ignored native identity B) It avoids cukture C) It is bicultural D) It is mono-cultural
A) Always unified B) Clearly defined only C) Varying and conflicting D) Focused on literature
A) To promote a single global language B) To teach only English C) To help individuals integrate into mainstream society
A) Reduce job opportunities B) Enhance economic adaptability C) Encourage isolation D) Prevent multiculturalism
A) Develop students identities B) Limit language diversity C) Promote language durvival
A) Government censorhip B) Communication across political and linguistic communicaties C) Elimination of regional dialects D) Cultural homogeneity
A) Trade unions B) Military training C) Entertainment D) Minority and disadvantaged students
A) Private tutoring only B) Instruction using two languages across curriculum C) Education in english only D) Informal language instruction
A) Continued investment inL1 learning B) Early transition to L2 C) Teaching L2 first and L1 learning
A) Transfer B) Memorization C) Repetition D) Translation
A) Jim Cummins B) Noam Chomsku C) Stephen Krashen D) Susan Malone
A) Funding B) Classroom technology C) More teachers D) Supportive language and education policies
A) To train teachers B) To asses learner progress and identify strengths/weaknesses C) To design uniforms D) For grading students
A) To eleminate weak languages to promote English B) To find L2 learner C) To gather data on language and resources
A) Government only B) Researchers only C) Teachers onlu D) Mother-tongu speakers and authorities
A) Be in English B) Ignore culture C) Build on learners existing knowledge and language D) Focus on L2
A) Speak fluently only B) Learn grammar C) Build reading confidence and competence D) Memorize words |