Otheguy et al. (2015) remind us that languages are social constructs that have social, political, and cultural implications. They offer two senses of what a language is; the first is __42__ languages such as ‘English’ or ‘Chinese’ or ‘Spanish.’ The second is idiolects, with sets of lexical and structural features that __43__ an individual’s repertoire used while communicating. Named languages are used when generalizing groups of people’s communicative interactions (such as language teaching), __44__ idiolects integrate social, biological, material and bodily dimensions into communication. Bilingual or multilingual’s idiolects have more linguistic resources than those monolinguals, who are often __45__ in their use of the idiolect due to locational and sociocultural restraints, especially within the classroom. Translanguaging employs the idiolect perspective __46__ try to fit an existing view of language with all its associated socio-political or cultural baggage that has often resulted in division and bias. (Abridged from Translanguaging in EFL Contexts) D 42. (A) name (B) names (C) naming (D) named C 43. (A) make it (B) make out (C) make up (D) make waves D 44. (A) when (B) whence (C) where (D) whereas B 45. (A) recreational (B) restricted (C) repulsive (D) reproducible B 46. (A) as such (B) rather than (C) so as to (D) wherefore