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