1. B
CALP involves higher-level language skills needed for academic tasks, such as understanding complex concepts, whereas BICS involves basic social language.

2. B
BICS is less cognitively demanding compared to CALP, which requires more complex academic language.

3. C
The goal of integrating CALP is to ensure learners can engage in complex academic discussions.

4. B
CALP proficiency should focus on engaging with academic texts and discourse.

5. B
Adult learners can build on existing academic language skills, promoting critical thinking and higher-order language tasks.

6. B
A culturally responsive approach adapts to diverse cultural perspectives and academic expectations.

7. B
Mentors can support CALP by encouraging real-world use of academic language in peer discussions.

8. B
Open-ended questions challenge learners to demonstrate critical thinking and academic language skills.

9. B
CALP instruction should integrate academic tasks that involve reading, writing, and speaking in academic contexts.

10. B
Encouraging a growth mindset and allowing for language experimentation promotes CALP development.

11. B
Scaffolding involves temporary support that helps learners engage with complex academic tasks.

12. B
Mentoring should focus on tasks that involve learners demonstrating academic language proficiency.

13. B
Adult learners’ prior experiences and learning styles must be considered for effective CALP development.

14. B
Giving learners autonomy in their language use promotes independence and academic growth.

15. B
Feedback should be specific, timely, and aimed at improving academic language proficiency.

16. B
Creating opportunities to connect academic language with personal, professional, and cultural experiences helps learners apply language effectively.

17. B
Aligning assessment practices with accrediting standards ensures fairness across all learners.

18. B
Integrating academic resources and interactive tools helps engage learners in authentic academic tasks.

19. B
Adult learners learn best when instruction is relevant to their personal and professional experiences.

20. B
CALP skills are necessary for academic tasks like report writing, presentations, and complex problem-solving.

21. C
Explicit instruction with scaffolding helps adult learners with low literacy levels engage in academic tasks.

22. A
Group work allows for collaborative academic language use, enhancing exposure and practice.

23. B
Mentoring in higher education should guide learners to independently engage with academic content.

24. B
Adult learners’ prior experiences shape their ability to engage with and process academic language.