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