Children learning a foreign language: True or False

Yes or No

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About this activity

Cameron - Chapter 1 - Children learning a foreign language

Created by

Carina Scally

Argentina

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#	Player	Accuracy	time
1	Carina Scally April 22, 2026	% 95	02:11
2	Jaen April 22, 2026	% 90	02:16
3	Alexanderr April 22, 2026	% 90	03:21
4	Pau April 22, 2026	% 90	03:45
5	Diego April 22, 2026	% 85	02:21
6	Karen April 22, 2026	% 80	03:39
7	Emiliano April 22, 2026	% 80	03:57

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Children learning a foreign language: True or False


Children learning a foreign language: True or FalseOnline version Cameron - Chapter 1 - Children learning a foreign language by Carina Scally 1 Language development occurs without any need for social interaction or practical meaning. Yes No 2 All children acquire a second language as quickly as their first, regardless of age. Yes No 3 Grammar is the only focus in early language teaching. Yes No 4 Children find it easy to learn the metalanguage (i.e. the language used to talk about language). Yes No 5 The book supports a strictly child-centred approach to teaching language. Yes No 6 The text asserts that culture is irrelevant to language learning. Yes No 7 Language learning is influenced by social interaction and can be internalised over time. Yes No 8 The book argues that language learning involves both oral and written dimensions and that meaning is central. Yes No 9 Children and adults are different types of learners. Yes No 10 Vygotsky's theory emphasizes social interaction and the Zone of Proximal Development in language learning. Yes No 11 Young learners’ language development begins with linking words to actions and objects. Yes No 12 Language teaching should rely exclusively on grammar-focused instruction. Yes No 13 Piaget is described as viewing the child as an active learner who constructs knowledge. Yes No 14 Although we can make some generalizations about teaching children, some differences among them do arise from the linguistic, psychological and social development of the learner. Yes No 15 The context and the familiarity of an event or topic provide an opportunity to predict meaning and intention. Yes No 16 Second language learning is exactly the same as first language learning in every respect. Yes No 17 The book argues for a learning-centred approach rather than a strictly child-centred one. Yes No 18 Bruner's scaffolding and routines are proposed as useful techniques in classroom language tasks. Yes No 19 Children actively try to construct meaning when learning a new language. Yes No 20 Routines and scaffolding are used to support language growth in the classroom. Yes No

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Children learning a foreign language: True or False

Yes or No

About this activity

Created by

Download the paper version to play

Top Games

Yes or No

Is it true?

Yes or No

Grammys for best song/record

Yes or No

Foot and Ankle Anatomy Quiz

Yes or No

Is it created with Artificial Intelligence? - Complete game

Yes or No

Adjective Checker

Children learning a foreign language: True or FalseOnline version

by Carina Scally

Language development occurs without any need for social interaction or practical meaning.

All children acquire a second language as quickly as their first, regardless of age.

Grammar is the only focus in early language teaching.

Children find it easy to learn the metalanguage (i.e. the language used to talk about language).

The book supports a strictly child-centred approach to teaching language.

The text asserts that culture is irrelevant to language learning.

Language learning is influenced by social interaction and can be internalised over time.

The book argues that language learning involves both oral and written dimensions and that meaning is central.

Children and adults are different types of learners.

Vygotsky's theory emphasizes social interaction and the Zone of Proximal Development in language learning.

Young learners’ language development begins with linking words to actions and objects.

Language teaching should rely exclusively on grammar-focused instruction.

Piaget is described as viewing the child as an active learner who constructs knowledge.

Although we can make some generalizations about teaching children, some differences among them do arise from the linguistic, psychological and social development of the learner.

The context and the familiarity of an event or topic provide an opportunity to predict meaning and intention.

Second language learning is exactly the same as first language learning in every respect.

The book argues for a learning-centred approach rather than a strictly child-centred one.

Bruner's scaffolding and routines are proposed as useful techniques in classroom language tasks.

Children actively try to construct meaning when learning a new language.

Routines and scaffolding are used to support language growth in the classroom.