CoE: 1.Ghanaian Language As A Medium Of Instruction Model Objectives

1. Every country has an official language and national language

True/False

2. A language policy can have overt or covert status

True/False

3. Language policy decision has nothing to do with policymakers’ s linguistic orientation.

True/False

4. All these are psychological orientations that can influence the selection of policy on language of instruction Except

a. Culturally Responsive

b. Culturally Discontinuity

C. Structural Inequality

d. Culturally Submissive

5. Children’s linguistic Right is supported by UNESCO

True/False

6. Quality Education is solely dependent on the Familiarity of the language of instruction

True/False

7. Childrens’ Right include practices and services that enhance and promote their developmental and age-appropriate needs that change over time as they grow

True/False

8. Only Foreign Language could serve as an appropriate language of education.

True/False

9. In multi-lingual societies, language policy in education is important

True/False.

10. Bilingual education is suitable for only former colonized countries True/False

11. Additive Bilingualism is common in Africa.

True/False

12. Language of instruction can be used instead of medium of instruction True/False

13. All natives in multilingual societies support the MTB-BMOI in their education system

True/False

14. Education that is provided in any language is suitable for every learner True/False

15. Young learners learn better when taught in the language they are conversant

True/False

16. Linguistic interdependence disproves the efficacy of the use of MTB-BMOI in multilingual societies

True/False

17. A Child who has mastered his social skills, is proficient in the language at an academic level

True/False

18.The BICS is less relevant in L2 learning

True/False

19. Both BICS and CALP should be geared towards facilitating learning True/False.