CTEL 1 Domain 2: Additive-Language Development Welcome to your CTEL 1 Domain 2: Additive-Language Development 1. CTEL 1: Additive-Language Development Which of the following is a key characteristic of additive-language development? Developing a second language without affecting the first language Replacing the first language with a second language Learning a second language with partial retention of the first language Learning a second language and losing proficiency in the first language None 2. CTEL 1: Additive-Language Development An example of additive-language development is when a student: Becomes proficient in English but no longer speaks their native language Becomes fluent in Spanish while maintaining fluency in English Struggles with both English and Spanish after learning both languages Learns English but has limited communication in both languages None 3. CTEL 1: Additive-Language Development Which of the following instructional practices aligns with additive-language development in a classroom? Encouraging students to speak only in the second language Providing materials in both the first and second languages Focusing exclusively on grammar and syntax of the second language Using the first language as a bridge to learn the second language None 4. CTEL 1: Additive-Language Development Which type of classroom setting best supports additive-language development? Monolingual classrooms Dual-language classrooms Classrooms that discourage code-switching Classrooms focusing solely on language immersion None 5. CTEL 1: Additive-Language Development Which of the following challenges is most commonly associated with additive-language development in education? Cultural conflicts due to multilingualism Difficulty in balancing proficiency between languages Confusion caused by code-switching Discrimination against students who speak multiple languages None 6. CTEL 1: Additive-Language Development Which teaching approach is most likely to foster additive-language development? Encouraging translanguaging in classroom activities Focusing solely on immersion in the second language Discouraging the use of the native language Utilizing only English in the classroom setting None 7. CTEL 1: Additive-Language Development Which of the following best describes a student in the additive-language development phase? Learning a second language while retaining their first language Developing basic communication skills in both languages Gradually losing proficiency in the native language Facing difficulty in communicating in both languages None 8. CTEL 1: Additive-Language Development Which educational philosophy most aligns with additive-language development principles? Immersion-based language learning Holistic bilingual education Monolingual teaching methods English-only instruction policies None 9. CTEL 1: Additive-Language Development What is a potential disadvantage of additive-language development in a classroom setting? Reduced focus on the second language Limited interaction among monolingual students Difficulty in maintaining a balance between languages Increased cultural conflicts within the classroom None 10. CTEL 1: Additive-Language Development What distinguishes additive-language development from subtractive-language development? The addition of a new language without diminishing the first language Replacing the native language with a new one Learning a new language at the expense of the native language Focusing solely on language immersion to learn the new language None 11. CTEL 1: Additive-Language Development Which type of classroom activity is most likely to support additive-language development? Activities that promote the use of multiple languages Activities focused solely on grammar in the second language Activities that discourage code-switching Activities conducted only in the native language None 12. CTEL 1: Additive-Language Development How can educators best support additive-language development among multilingual students? By providing materials in both the first and second languages By emphasizing English-only policies By discouraging the use of the native language By focusing on complete language immersion None 13. CTEL 1: Additive-Language Development What is a common challenge faced by educators in supporting additive-language development? Finding a balance between promoting both languages Limited resources for multilingual education Opposition to bilingual education in the community Discrimination against bilingual students None 14. CTEL 1: Additive-Language Development Which instructional strategy aligns with additive-language development principles? Code-switching between the first and second languages Focusing solely on syntax and grammar Teaching primarily in the second language Conducting classes in English only None 15. CTEL 1: Additive-Language Development What characteristic is unique to additive-language development? Fluency in multiple languages without compromising the first language Gradual replacement of the native language with a second language Partial proficiency in both languages Learning a second language with limited interaction in the first language None 16. CTEL 1: Additive-Language Development Which type of classroom supports additive-language development most effectively? Dual-language classrooms English-only classrooms Monolingual classrooms Classrooms that prohibit code-switching None 17. CTEL 1: Additive-Language Development Which aspect of additive-language development can be a source of challenge for students? Balancing proficiency between languages Confusion due to code-switching Difficulty in learning grammar in the second language Facing discrimination for being bilingual None 18. CTEL 1: Additive-Language Development What distinguishes additive-language development from subtractive-language development in education? Acquiring a new language without diminishing proficiency in the first language Replacing the first language with a second language Gradually learning a second language while losing the first language Learning a second language without interactions in the first language None 19. CTEL 1: Additive-Language Development Which classroom setting best fosters additive-language development? Classrooms that promote code-switching Classrooms that focus only on grammar in the second language Classrooms that discourage code-switching Classrooms with strict English-only policies None 20. CTEL 1: Additive-Language Development Which of the following teaching approaches aligns with additive-language development? Translanguaging in classroom activities Focusing only on language immersion Prohibiting the use of the first language English-only instructional policies None 21. CTEL 1: Additive-Language Development Which classroom strategy best aligns with additive-language development principles? Integrating materials in both the first and second languages Focusing solely on syntax in the second language Conducting all classroom activities in English Discouraging students from using their native language None 22. CTEL 1: Additive-Language Development What is a common challenge faced by educators in promoting additive-language development? Finding a balance between supporting multiple languages Limited resources for bilingual education Opposition to multilingual education in the community Discrimination against bilingual students None 23. CTEL 1: Additive-Language Development Which classroom activity is most likely to support additive-language development? Activities that promote translanguaging Activities focused solely on grammar in the second language Activities conducted only in the native language Activities that prohibit code-switching None 24. CTEL 1: Additive-Language Development Which of the following best aligns with additive-language development in education? Supporting students' use of multiple languages Conducting classes exclusively in the second language Prohibiting code-switching in the classroom Focusing solely on English-only policies None 25. CTEL 1: Additive-Language Development What is a potential challenge for students in additive-language development? Difficulty in balancing proficiency between languages Limited resources for multilingual education Facing cultural conflicts due to multilingualism Discrimination against students who speak multiple languages None 1 out of 25 Time is Up! Time's up
