Sociolingüística de la

Lengua Inglesa

Grado en Estudios Ingleses: Lengua,

Literatura y Cultura
Facultad de Filología

Pruebas de evaluación continua de

autocorrección: Unidades 1 a 6.

Equipo docente:

Dr. Rubén Chacón Beltrán

Dr. Inmaculada Senra Silva
 Sociolingüística de la Lengua Inglesa

Self-evaluation test: UNIT 1

1. Which of the following could be a definition for Sociolinguistics?

a. The study of language variation as a human phenomenon that affects large parts of
the population.
b. A field of research that deals with the relation between language and society
research aimed at finding the reasons for linguistic variations in social and
environmental conditions.
c. All of the above.

2. What was Chomsky’s aim in his search of basic grammatical structures?

a. To account for the existence of structured patterns across languages.
b. To create an universal language.
c. To find the language all other languages originated from.

3. Where does Sociolinguistics try to find the reasons for linguistic variations?
a. In personality types and psychology.
b. In social and environmental conditions.
c. Mainly in the different economic conditions of the speaker.

4. Do all native speakers of one language share the same language community?
a. No, they probably belong to different language communities according to many
personal factors.
b. Yes, that’s what makes them speakers of the same language.
c. Never, it is impossible for any two persons to share the same language community.

5. What is language attrition?

a. When a language disappears.
b. When a language becomes a low-prestige one.
c. The creation of a new language.

6. Which of these could be reasons for language attrition?

a. The language becomes a low-prestige one and the community wishes to blend into
the dominant culture.
b. The amount of speakers has decreased and a big number of the speakers has died.
c. Both.

7. In what other branches of Linguistics did Sociolinguistics have its origin in

Europe?
a. Historical linguistics and Linguistic Geography.
b. Applied Linguistics.
c. Generative Grammar.

8. What about in the USA? How did Sociolinguistics emerge?

a. From the study of the new archaeological findings.
b. From the contact with Sociology and Anthropology.
c. From the contact with Psychology and New Technologies.

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9. Which of the following could be considered subfields of Sociolinguistics?

a. Pragmatics, Language Gender studies, Pidgin and Creole studies, Language
Planning and Policy studies, and Education of Linguistic Minority studies, etc.
b. Artificial Intelligence and Teaching English as a Foreign Language.
c. Both

10. Which of the following can cause variation within a specific speech
community?
a. Social differences.
b. Economical differences.
c. Both.

11. Can speakers vary their speech?

a. Only to a certain degree.
b. Yes.
c. No.
d. Only when they drink.

12. At what point of their learning process do second language students learn
how to use it properly in all situations?
a. At the beginning.
b. At the end.
c. While they are learning the language.

13. Which of these is one of the tasks of Sociolinguistics regarding variation?

a. To find regular patterns of variation among groups, among situations or among
places.
b. To stop languages changing too much.
c. To identify the language of the upper classes for the middle classes to learn it.

14. We change the degree of formality of our speech depending on…

a. The linguistic domain that we are in.
b. How tired we are.
c. The weather.

15. What two scholars discovered the origins of English?

a. Rasmus Rask and Jacob Grimm.
b. Labov and Grimm.
c. Fodor and Chomsky.

16. What nationality were they?

a. American and German, respectively.
b. Danish and English, respectively.
c. Danish and German, respectively.

17. Which of the following is an instance of syntactic change from Proto-Indo-

European?
a. The changes in voiceless stops.
b. The change in spelling.
c. The shift from being an object-verb language to a subject-verb-object one.

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18. What are generalization and specification?

a. Types of semantic change.
b. Types of phonetic change.
c. Two different systems of word order.

19. What are cognates?

a. Languages with the same origin.
b. Similar words of the same origin in more than one language.
c. Words that are spelt the same in different languages.

20. What does OHG stand for?

a. Old High German.
b. Old Hitler’s German.
c. On High Grounds.

21. Can people of different countries but the same language belong to the same
speech community?
a. Yes, if they share the same dialect.
b. Never.
c. Only if the countries are close.

22. Can people in the same country belong to different speech communities?
a. Yes.
b. Never.
c. Only if the country is bilingual.

23. Can speakers of different languages be part of the same speech community?
a. Never.
b. Yes.
c. Only if they share the same culture.

24. Which of the following is an example of multilingual speech community?

a. Switzerland.
b. Canada.
c. Portugal.

25. Which of the following is an example of a bilingual speech community?

a. Switzerland.
b. Canada.
c. Portugal.

26. Which of the following is an example of a monolingual speech community?

a. Portugal.
b. France.
c. Both.

27. Which of the following is an example of a diglossic speech community?

a. Portugal.
b. France.
c. Miami.

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28. Could changing the topic of a conversation change a person’s variety of

English?
a. Yes.
b. Never.
c. Depends on the other speakers.

29. When doing Sociolinguistic research, what could be a problem in face to face
interviews?
a. They could be biased as the person being interviewed changes their speech.
b. The person interviewed tends to try to imitate the interviewer’s way of speaking.
c. People are too shy.

30. Which of the following gadgets has proven useful in doing non-biased
Sociolinguistic research?
a. The Play Station Portable.
b. MP3.
c. Wi-Fi systems.

31. What researcher conducted an experiment to study the use of final /r/ in New
York department stores?
a. Jacob Grimm.
b. Labov.
c. Chomsky.

32. Who coined the term "communicative competence"?

a. Dell Hymes.
b. Chomsky.
c. Hudson.

33. What does the term “communicative competence” refer to?

a. The competence of a native speaker.
b. The linguistic aspects that are also part of the communication process: silence, turn-
taking, gestures, etc...
c. The ability of humans to communicate.

34. What is the aim of Sociology of Language?

a. To investigate and describe the relationship between language and society.
b. To find basic grammatical structures that could account for the existence of
structured patterns across languages.
c. The study of society and how we can understand it through the study of language.

35. Which of the following are examples of variation?

a. The difference between men’s and women’s speech.
b. The difference between Catholic and Protestant speech in Northern Ireland.
c. The difference in the speech of the manager from that of his employees.
d. All of the above.

36. What is diachronic variation?

a. Geographical changes in pronunciation.

b. The changes in language over time.

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c. The different language varieties spoken in a community.

37. What kind of language is English?

a. Synthetic.
b. Analytic.
c. Sanskrit.

38. Which of the following could be an auxiliary language?

a. Esperanto.
b. Business English.
c. Esperanto and Business English.
d. Black English Vernacular.

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Self-evaluation test: UNIT 2

1. Is it possible to predict the stylistic features that a native speaker will use in a
particular occasion?
a. Yes.
b. No.
c. Depending on the language.

2. Your choice of words, let's say between “die”, “pass away”, “bite the dust” or
“kick the bucket” implies a particular:
a. Register.
b. Style.
c. Variation.

3. Style is only the particular way in which an author writes

a. True.
b. False.
c. Only in western traditions.

4. Legal, journalistic, cooking are types of

a. Style.
b. Register.
c. Mode.

5. A set of language features, mainly a choice of lexical items or syntactic

ordering of utterances, whose use tends to be associated with a specific interest
group as in the case of professionals with a particular occupation often, a
particular working context, is the definition of:
a. Style.
b. Register.
c. Mode.

6. What are the three main dimensions of register?

a. Field, Tenor and Mode.
b. Style, Tenor and Subject.
c. Style, Mode and Tenor.

7. Do women and men speak in the same way?

a. Yes.
b. No.
c. Only in English.

8. Whose powerless position in life may have been the cause to their adherence
to standard language according to Trudgill?
a. Men's.
b. Women's.
c. Children’s.

9. How do we refer tradionally in English to psychological and social differences

between men and women?

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a. Gender studies.
b. Sex studies.
c. Class studies.

10. Who identified certain features distinguishing women's talk in terms of word
choice, for example, in the frequency of certain colors, and certain evaluative
adjectives (charming, lovely...) ?
a. Labov.
b. Lakoff.
c. Trudgill.

11. Who seems to use more polite noises?

a. Women.
b. Men.
c. Women and men equally.

12. What would be a definition for speech accommodation?

a. When you change the volume of your speech to suit different environments.
b. When you modify your speech to suit the person you are interacting with.
c. When you sit your speech in a comfortable sofa.

13. Who do you think that commonly accommodate their speech?

a. Doctors, when they speak to their patients.
b. Lawyers, when they speak to their clients.
c. Both.

14. Can speech accommodation happen unconsciously?

a. Yes.
b. No.
c. Not unless you are drunk.

15. Which of the following can you increase if you accommodate your speech?
a. Attractiveness.
b. Supportiveness.
c. Both.

16. Why would you use speech divergence?

a. To show you are friendly.
b. To differentiate yourself.
c. To sound posh.

17. What would be the field in an Internet article about fishing?

a. Journalistic.
b. Fishing.
c. Internet.

18. What would be the tenor in a letter from the President to the citizens in a
newspaper?
a. The president and the citizens.
b. The letter.

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c. The newspaper.

19. What is the mode in question 17?

a. Internet article.
b. Newspaper.
c. The style of the author.

20. Who is more concerned with status and being "one up"?
a. Men.
b. Women.
c. Children.

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Self-evaluation test: UNIT 3

1. Pidginization is…
a. A process that sometimes takes place when two languages come into contact and
as a result there is a process of simplification and hybridization.
b. What happens to creole languages when they come in contact with the standard
language.
c. What happens to locals when they encounter a new language.

2. In what centuries are pidgins more common?

a. Specially in 20th and 21st centuries because of globalization.
b. In 16th and 17th centuries.
c. In 18th and 19th centuries with the independence of many colonies.

3. Creolization happens when:

a. The local language of the colonies mixes with the language of colonialists.
b. Vernacular languages acquire some of the words of their most common visitors.
c. The language that was originally a functional language used only for purposeful
communication is acquired as a mother tongue by children who are exposed to it.

4. What is one of the main reasons for the expansion of a creole?

a. It needs to serve all kinds of social needs and communicative purposes when it is a
mother tongue.
b. Its speakers travel around the world.
c. The increase in population.

5. The proccesses of creolization and pidginziation are:

a. Completely separate and different.
b. Absolutely different although they overlap.
c. Parallel.

6. Hymes says that pidgins and creoles have always been:

a. Accepted.
b. Ignored or considered degenerations.
c. Admired as wonders.

7. What is a "lingua franca"?

a. A common language for a specific purpose such as trade.
b. A derivation of the French language.
c. An honest language.

8. Which of these are general characteristics of the pidgins?

a. Lack of inflection, nouns are unmarked for number and gender, lack of tense in
verbs...
b. They have abbreviated words and difficult pronunciations.
c. Lack of capital letters and accents and lack of subjects.

9. Is Tok Pisin a pidgin or a creole?

a. Both.
b. Pidgin.

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c. Creole.

10. What are the two major groups of English-based creoles?

a. Caribbean and Australian.
b. Caribbean and Indian.
c. Atlantic Creole and Pacific Creole.

11. What does HCE stand for?

a. Hindu Class English.
b. Hawaiian Creole English.
c. Hong Kong Chinese English.

12. Where is Tok Pisin found?

a. Australia.
b. The Philippines.
c. Papua New Guinea.

13. Which of these are varieties of a creole?

a. Acrolect, mesolect and basilect.
b. Altolect, basolect and maissonette.
c. Creolect, anticreolect and basilect.

14. When does decreolization occur?

a. When a pidgin becomes a creole.
b. When a creole stops using vernacular vocabulary.
c. When a creole has a prolonged contact with a standard language.

15 Which of these would be the best description of decreolization?

a. The creole languag disappears quickly when it is in contact with a more universal
language such as English.
b. The creole takes the standard as a model and a continuum is created with the
standard as a model at the top and the creole as a model at the bottom.
c. The creole gets lost all over the world due to globalization.

16. Which of the following are the two reasons that Valdman gives for the lack of
creoles in formal education?
a. The main authors write in English and most works are not translated.
b. The continuum of variation in creoles makes it difficult to find norms and because it
is considered to have inferior status.
c. It is not interesting to educate people in a creole when what they need in order to
work is English.

17. Who is the author that affirms that creole speakers do not do well in the
formal education system?
a. Siegel.
b. Wardhaugh.
c. Hymes.

18. What does AAVE stand for?

a. African American Vernacular English.
b. Australian Aboriginal Vocabulary of English.

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c. Australian Aboriginal Vernacular English.

19. Which of the following are some of the obstacles that Siegel points out in the
use of pidgins in education?
a. Lack of funds and lack of interest on the governments’ side.
b. The supremacy of European and American universities and the absence of
scholarships.
c. Negative attitudes and ignorance on the part of the teachers and negative attitudes
and self image of the students.

20. What are the three types of programs to deal with education and creoles and
pidgins?
a. Instrumental Program, Accommodating Program and Awareness Program.
b. Primary Bilingual Education Program, Secondary Bilingual Education Program and
High Bilingual Education Program.
c. ESL program, TEFL Program and Coordination Program.

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Self-evaluation test: UNIT 4

1. In today’s world, what is more common?

a. To be monolingual.
b. To speak more than one language.

2. How do we usually refer to the equal and high level capacity in two
languages?
a. Functional bilingualism.
b. Balanced bilingualism.
c. Level bilingualism.

3. Could we call bilingual a speaker who cannot read and write?

a. Yes, because, there are lots of people who never achieve literacy in their own
mother tongue.
b. No, it is impossible to think someone bilingual if they cannot read in the second
language.
c. No, bilingual people are educated people.

4. Which of these are factors that have an effect on language choice in bilingual
speakers?
a. Personality and social status.
b. Personality and economical status.
c. Location, the role relationships around the interlocutors and the topics involved in the
conversation.

5. Who introduced the first classification of bilingualism that differentiates

between coordinate, compound and sub-coordinate and was elaborated by
taking as a starting point the way the concepts and meanings are encoded in the
brain?
a. Lambert.
b. Weinreich.
c. Wardhaugh.

6. What type of bilingualism assumes that languages are learned in different

conditions and separate contexts and that the languages are kept apart in the
mind?
a. Compound bilingualism.
b. Coordinate bilingualism.
c. Sub-coordinate bilingualism.

7. What type of bilingualism derives form the learning of one language first and
the learning of the other later on?
a. Compound bilingualism.
b. Coordinate bilingualism.
c. Sub-coordinate bilingualism.

8. Who classified bilingualism in balanced bilingualism and dominant

bilingualism? (Balanced being the individual who has equivalent competence in
both languages and dominant bilingual someone whose competence in the

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mother tongue surpasses his competence in the other language at least in

certain domains.)
a. Lambert.
b. Weinreich.
c. Wardhaugh.

9. Which of these is a consequence of adolescent or adult bilingualism?

a. Learning words is a process of re-labelling previous concepts.
b. It is impossible to learn to use the second language as well as the mother tongue.
c. Pronouncing the second language becomes a very difficult task.

10. In subtractive bilingualism, is there a risk that a child cultural development

may be hindered because the development of the second language interferes
with the development of the first language?
a. Yes.
b. No.
c. Only if the first language is a very difficult one.

11. Who differentiated bicultural, monocultural and acculturated bilinguals?

a. Lambert.
b. Weinreich.
c. Hamers and Blanc.

12. What are the two main types of code-switching according to Wardhaugh?
a. Situational and metaphorical.
b. Personal and social.
c. Conscious and unconscious.

13. There are three types of code-switching as described by Romaine. The

sentences "es que, that’s what I think" or "y me dijo I don't know" are instances
of:
a. Tag switching.
b. Intersentential switching.
c. Intrasentential switching.

14. Which of the following is synonymous to code-mixing?

a. Tag switching.
b. Intersentential switching.
c. Intrasentential switching.

15. "The specialization of functions for high and low varieties determines the
appropriateness of either variety for a set of situations with few occasions for
overlapping" according to:
a. Lambert.
b. Hamers and Blanc.
c. Ferguson.

16. Krashen and Terrell hypothesized that there are two processes that can make
an individual bilingual/multilingual: acquisition and learning. Which one of them
happens unconsciously and incidentally?

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a. Acquisition.
b. Learning.

17. According to John Gumperz, can diglossia exist in monolingual

communities?
a. Yes.
b. No.

18. How many possibilities regarding the existence of bilingualism and diglossia
did Fishman give in his chart?
a. 2 (bilingual and diglossic communities).
b. 3 (monolingual, bilingual and diglossic communities).
c. 4 (both, bilingualism without diglossia, diglossia without bilingualism and neither of
them).

19. Language conflicts that have been caused by political decisions regarding
majority or minority social groups as the Basque-speaking community in Spain
are:
a. Natural language conflicts.
b. Artificial language conflicts.
c. Difficult language conflicts.

20. Why has the European Union decision to adopt English and French as official
languages in the EU raised conflicts?
a. Because there are other languages in the EU that felt they deserved to be official.
b. Because they thought there should only be one language.
c. Because the official language should have been Spanish.

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Self-evaluation test: UNIT 5

1. Who described the 11 aims of language planning?

a. Nahir.
b. Hoffmann.
c. Baker.

2. What does Trimm state as a major problem in language planning within the
EU?
a. Political disagreements.
b. The lack of an organic unit to take responsibility for it.
c. A shortage of foreign language teachers.

3. Who said that for an immersion program to be useful, teaches have to be

bilingual in the students’ L1 and the L2 medium of instruction?
a. Swain and Johnson.
b. Hoffmann.
c. Baker.

4. Who established the KKM (Kura Kaupapa Maori) - an immersion movement

that set up some independent immersion schools in order to let children develop
their language skills after the Kohanga (pre-school language nests)?
a. The government.
b. The Association for the revival of the Maori language.
c. A group of parents.

5. When India gained its independence, which languages did they choose as
their official languages?
a. English and Hindi.
b. Hindi and each regional language.
c. English, Hindi and each regional language.

6. Who said that maintained group bilingualism, when there is a dominant

language, is rather unusual?
a. Paulston
b. Baker
c. Nahir

7. Why isn’t language shift one of the desirable outcomes of a language policy?
a. Because it can give way to language loss.
b. Because of the resulting cultural erosion.
c. Because of its costs.

8. Which of the following is an example of language maintenance?

a. Maori in New Zealand.
b. Tok Pisin in Papua New Guinea.
c. English in Canada.

9. Which of the following is an example of language reform?

a. French in Canada.

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b. Turkish in Turkey.
c. Irish in Ireland.

10. Which of the following is not an example of codification of a language?

a. Updating its vocabulary.
b. Adopting a new alphabet.
c. Establishing its use in particular forums like in universities, the media, etc.

11. Why was Arabic chosen as the official language of Sudan?

a. Because of political reasons.
b. Because of socio-psychological factors.
c. Because of religious factors.

12. According to Cobarrubias, which of the following is an ideology that prompts

the rationale behind the decisions regarding language planning together with
linguistic assimilation, vernacularization, and internationalism?
a. Dominant Language Theory.
b. Colonialism.
c. Linguistic pluralism.

13. Are Baker and Jones in favour of bilingual education?

a. Yes.
b. No.
c. Only if both languages have the same status.

14. Which of the following is not a necessary condition for a language to survive
according to Baker?
a. Languages need to be used at home for interpersonal communication.
b. The language must be present in formal schooling.
c. It must be the language of the literary tradition of the country.

15. In which country have the possible drawbacks of bilingual education been
studied in depth?
a. Canada.
b. Spain.
c. India.

16. Who thought there is often unfounded optimism and too high expectations
on bilingual education in revitalizing a language?
a. Nahir.
b. Baker.
c. Paulston.

17. Which of the following is not one of the eight particular advantages of
bilingual education identified by Baker and Jones?
a. Bilingual education promotes among children deeper insights into the cultures each
language represents.
b. The establishing of a secure identity within a particular community, especially in the
case of minority languages.
c. It guarantees effective schooling.

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18. Who posits that language planning constitutes a deliberate attempt to

interfere with the natural development of a language?
a. Wardaugh.
b. Baker.
c. Cobarrubias.

19. Do linguistic factors play a role in language planning?

a. Yes.
b. No.
c. It depends on the degree of development and the existence of a literary tradition.

20. What does The Common European Framework of Reference for Languages
provide?
a. A practical tool for establishing certain standards at successive stages of learning
and evaluating language knowledge.
b. Guidelines for language planning.
c. Guidelines for language spread.

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Self-evaluation test: UNIT 6

1. What are the common concerns of language teaching and learning and
Sociolinguistics?
a. The role of a given language (e.g. English) in the world.
b. Some important aspects such as the role of English in the world, the context of its
acquisition, its different ways of interaction with other languages, and the norms
determining its use.
c. Communicative competence.

2. Why have sociolinguistic rules long been ignored in the FL learning context?
a. Because students would have found them irrelevant and misleading.
b. Because there were not enough funds to buy more specific class materials.
c. Because it was thought that students would learn them at a higher level or when
talking to native speakers.

3. Why aren’t sociolinguistic patterns always reliable?

a. Because they are based on community norms rather than on actual use.
b. Because they are based on the individual intuitions of materials writers.
c. Both a and b.

4. Communicative competence involves:

a. Linguistic, sociolinguistic and pragmatic competences.
b. Only pragmatic competences.
c. None of the competences aforementioned.

5. Sociolinguistic competences refer to:

a. The social and cultural conditions for the use of language.
b. The social conventions of a given speech community.
c. Both a and b.

6. Pragmatic competences refer to:

a. Language abstraction in context.
b. The functional use of linguistic resources in interaction.
c. The exclusive mastery of discourse.

7. Forms of address can vary depending on:

a. The language in question.
b. The social conventions.
c. Some other factors such as the language involved, social conventions, relationship
between the speakers, etc.

8. The form ma’am:

a. Has the same usage in all the USA.
b. Has different meanings within the USA.
c. Is characteristic of Black English Vernacular.

9. French and American people involved in a telephone conversation:

a. Are usually far more educated than the British.
b. Have very different manners from those of the Spaniards.

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c. Differ considerably one from each other.

10. There seems to be a diglossic situation when it comes to immersion

programs in classrooms. Why?
a. Because the language of instruction is used for academic purposes whereas the L1
remains the language of informal speech and social interaction among the students.
b. Because the L1 is used for academic purposes whereas the superordinate language
is restricted to formal documents and presentations.
c. Because students are unable to have a fluent domain in both the superordinate
language and the L1 or subordinate language.

11. Sociolinguistic rules may vary:

a. Only from one language to the other.
b. Within the same language.
c. Only in international languages such as English or Spanish.

12. Classroom language:

a. Has nothing to do with real and general language.
b. Is different from other uses of language mainly because of the role of the speakers
and turn-taking.
c. Reflects everyday use of the language in real situations.

13. Teacher talk:

a. Reflects an asymmetric encounter because the teacher dominates the conversation
and leads his/her students according to his/her educational interests.
b. Differs considerably at the level of linguistic structure but has no major changes
regarding intonation.
c. Is characterized by long sentences and the lack of repetitions.

14. Task-based instruction seeks to:

a. Promote the language outside the classroom context.
b. Replace the role of the teacher.
c. Focus on content rather than on form.

15. Interlanguage pragmatics stands for:

a. The pragmatic features used by language learners that make use of their
interlanguage.
b. The study of pragmatics developed by speakers of other languages.
c. The response of students in other social contexts with different languages involved.

16. Forensic Linguistics:

a. Is the study of language in connection to law.
b. Is the interface between Sociolinguistics and law
c. Deals with legal written texts.

17. Among the main concerns of Forensic Linguistics are:

a. The communicative difficulties between the legal-lay person.
b. The study of the complex legal jargon.
c. Both a and b.

18. Discourse in the courtroom is characterized by:

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a. Long-winded questioning and minimal response from the witness.

b. The use of Wh-questions.
c. The contrast between ‘powerful’ and ‘powerless’ style.

19. Standard, as opposite to non-standard English:

a. Is associated with a specific geographic region regardless of its political power.
b. Has long been associated with the variety spoken by the social elite.
c. Is not based on the principle of “prestige”.

20. The English dispersal or diaspora can be divided into:

a. Three similar phases occurring in different historical periods in what is today the
USA, Canada and South Africa.
b. Two different phases, the first of which is associated with immigration to North
America and Oceania, and the second one with the spread throughout Africa and Asia.
c. Many phases, resulting from different British enterprises throughout history.

21. The spread of English in Africa:

a. Was different in the west than in the east.
b. Was similar on the whole continent.
c. Followed the model of previous overseas conquests in the Americas.

22. According to Kachru’s model of the spread of English, there are:

a. Two circles (Inner and Outer).
b. Three circles (Inner, Outer and Expanding).
c. Four circles (Inner, Outer, Expanding and Increasing).

23. The Inner Circle stands for the first diaspora and can be considered as ‘norm-
providing’, whereas the Outer and Expanding circles refer to:
a. The second diaspora and those countries where the importance of English is
recognized.
b. Those countries where English has an official status to some extent.
c. Former British colonies where English is still spoken along with other languages.

24. The status and characteristics of English in the Outer Circle:

a. Are similar to those of the Inner Circle.
b. Vary considerably because of many factors and the fact that they occur in a
multilingual repertoire.
c. Share many features with those of the Expanding Circle.

25. In the Expanding Circle, English:

a. Is often restricted to international relations and organizations.
b. Is spoken along with other official languages.
c. Plays an important role in everyday conversation but it is not the language of
education.

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 Sociolingüística de la Lengua Inglesa

Answer Key
Unit 1

1. c 14. a 27. c
2. a 15. a 28. a
3. b 16. c 29. a
4. a 17. c 30. b
5. a 18. a 31. b
6. c 19. b 32. a
7. a 20. a 33. b
8. b 21. a 34. c
9. a 22. a 35. d
10. c 23. b 36. b
11. b 24. a 37. b
12. c 25. b 38. c
13. a 26. a

Unit 2

1. a 8. b 15. c
2. b 9. a 16. b
3. b 10. b 17. b
4. b 11. a 18. a
5. b 12. b 19. a
6. a 13. c 20. a
7. b 14. a

Unit 3

1. a 8. a 15. b
2. b 9. c 16. b
3. c 10. c 17. a
4. a 11. b 18. a
5. b 12. c 19. c
6. b 13. a 20. a
7. a 14. c

Unit 4

1. b 8. a 15. c
2. b 9. a 16. a
3. a 10. a 17. a
4. c 11. c 18. c
5. b 12. a 19. a
6. b 13. b 20. a
7. c 14. c

Unit 5

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 Sociolingüística de la Lengua Inglesa

1. a 8. a 15. a
2. b 9. b 16. b
3. a 10. c 17. c
4. c 11. c 18. a
5. b 12. c 19. c
6. a 13. a 20. a
7. a 14. c

Unit 6

1. b 10. a 19. b
2. c 11. b 20. b
3. c 12. b 21. a
4. a 13. a 22. b
5. c 14. c 23. a
6. b 15. a 24. b
7. c 16. b 25. a
8. b 17. c
9. b 18. a

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