ENG512 Final Term Solved Papers Spring 2025

ENG512

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Spring2025 1In language learning habit formation is a process in ..... (Behaviourism)

2As we translange, we ..... Support system. (maximize)

3Students work side by side in different languages, through........ (computer-assisted instruction)

4IN Co-languaging, where the content is presented to different language groups through (facilitative PowerPoint)

5Which of the following is not a part of curriculum arrangement developed by Cen Williams. (Listening)

6European commission presented Erasmus in... (1987)

7Equity of time mean equal distribution of.... (time)

8which of the following is not in adults bilingual development? (simple communication)

9when monoglossic ideologies persist, monolingualism and monolingual schools are the.... (norm)

10Early scholars of bilingualism, only considered...... Control of two languages as a sign of bilingualism. (native-like)

11CALP abbreviation (Cognitive academic language proficiency)

12Every language community must become aware of it's position in a dynamic world system of language due to.... (Globalization)

13in which country ethnic language are considered as home languages? (Singapore)

14which of the following languages were taught in 4000 to 5000 ages. (GreekLatin)

1. BICS (Basic Interpersonal Communicative Skills)

BICS are language skills used in everyday social interactions. These skills develop quickly in learners and include conversational fluency. They differ from CALP (Cognitive Academic Language Proficiency), which takes longer and involves academic language use.

2. Translanguaging – Definition, Characteristics, 3 Ways, Role in Bilingual Acquisition

Definition: Translanguaging is the dynamic process where bilinguals use their full linguistic repertoire to make meaning and communicate. Fluid use of languages Emphasis on meaning-making Supports bilingual identity

3 Ways:

1. Instruction in one language, discussion in another
2. Reading in one language, writing in another
3. Teachers using students' L1 to explain L2 content Role: It helps bilinguals access deeper comprehension, express ideas clearly, and affirm identity in multilingual settings.

3. Code-switching – Definition, Note, Difference from Translanguaging

Definition: Code-switching is the alternate use of two or more languages within a conversation or sentence. Note: It is often intentional and follows grammatical rules of each language. Used to express identity, clarify meaning, or show solidarity.

Difference:

Code-switching implies shifting between distinct language systems. Translanguaging treats the bilingual's language use as a unified system for meaningmaking.

4. Macro and Micro Alternation – Definitions and Differences

Micro-alternation: Switching between languages within a sentence or utterance. Macro-alternation: Switching languages between turns or tasks (e.g., speaking one language in the classroom and another at home). Difference: Micro is within utterances; macro is across contexts or turns.

5. Flexible Convergent Bilingualism and Flexible Multiplicity

Flexible Convergent Bilingualism: Languages are used flexibly and convergently for meaning-making, not strictly separated. Flexible Multiplicity: Involves the flexible use of multiple languages depending on context, audience, and identity expression.