AICLE EXAMEN ENERO 2026 (UNED)

What is it essential for language acquisition to take place? [Block 1]. Early focus on reading and writing skills. Exposure to comprehensible input in meaningful contexts. Memorization of vocabulary lists.

According to the European Commission’s report on the future of languages in Europe (casestudies), a shift has occurred in the perception to view students’ first languages not as a deficit, bus as an... [Block 1]. Asset for learning. Obstacle to integration. Optional extra.

What does the term ‘interlanguage’ refer to? [Block 1]. A mix of two native languages. The learner’s level of languages competency in the early years. The learner’s own evolving linguistic system.

The concept of ‘semantic overextension’ in language acquisition describes when a child...:[Block 1]. creates new words that are not part of the adult language. refuses to use a word until its meaning is perfectly clear. uses a single word to refer to a wider range of referents that share similarities.

According to CLIL, which type of language supports classroom interaction? [Block 2]. Language for learning. Language of learning. Language through learning.

Translanguaging differs from code-switching because it... [Block 2]. Is a flexible meaning-making practice. Is random use of languages. Is strictly controlled.

Why does the Cognition component ensure quality learning in pre-primary CLIL? [Block 2]. It fosters higher-order thinking. It removes language demands. It stops play.

Why is L1 essential for cognitive development in CLIL? [Block 2]. Behaviours improve quickly. Conceptual knowledge is first built in L1. It replaces content.

What does the Centre’s Language Project include? [Block 3]. All decisions regarding the use, teaching, and learning of languages. All educational and non-educational activities planned for the school year. The rules for coexistence and internal organization of the centre.

Which of the following best describes realia? [Block 3]. Resources not originally designed for educational purposes. Resources related to building construction. Resources repeated across several subjects.

Which of the following best describes the sections included in a Centre’s Language Project? [Block 3]. A complementary way, a sequential way, and a reflected way. Initial situation, objectives, lines of work, schedule, strategies and work methodology, teacher training, and monitoring and evaluation. Internal regulations, tutorial action plan, teacher training plan, and annual report.

The process of boosting students’ attention, curiosity, interest, optimism, and passion during learning is called: [Block 3]. Project-Based Learning. Relevance. Student engagement.

Which aspects of language does the following rhyme emphasise in a CLIL context? [Block 4] ‘Slowly, quickly’. Slowly, slowly, very slowly. Creeps the garden snail. Quickly, quickly, very quickly. Runs the little mouse. Adverbs and rhythm. Nouns and rhyming words. Phonological awareness.

Which of the following are NOT considered a variation of songs and poems suitable for the early learning classroom? [Block 4]. Ballads. Chants. Tongue twisters and riddles.

A key stage in preparation for telling a story to a class, is practice or a [.......... ]. [Block 4]. Drawing illustrations. Dry run rehearsal. Scaffolding while telling the story.

Which kind of evaluation does involve the evaluation of individuals by agents from different statuses? [Block 5]. Co-evaluation. Hetero-evaluation. Self-evaluation.

The assessment criteria are minimum instructional standards for: [Block 5]. The ECE first cycle. The ECE second cycle. The other two answers are correct.

An assessment strategy is using frameworks like WALT: [Block 5]. We Are Learning To. Why Are Learners Trying. Works Are Like Taks.

The [.......... ] nature of the young multilingual population poses significant challenges in the creation of standardized assessments. [Block 5]. Developmental. Diverse. Standard.

In assessment, the measurement scale of a rubric evaluates different levels of comprehension: [Block 5]. From naive to expert. From never to always. From superficial to deep.