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