A) others B) all of the above C) ourselves D) our environment
A) to entertain B) to relieve fatigue C) to confuse or baffle D) to advise or meddle
A) speech B) touch C) auditory D) written
A) listening B) love C) need D) stimulus
A) nouns B) prefixes C) articles D) prepositions
A) all of the above B) applying first language syntax in the second language C) Difficulty with pronunciation D) Code-switching
A) pronunciation B) matching letters to sounds C) all of the above D) denotation and connotation
A) Grammar is identical in every language so everything will transfer over to English. B) It supports the development of first language literacy. C) Students will need to know their native language to function in the United States. D) Students need native language instruction because they are incapable of rigorous thought in English.
A) Politely ask students to speak English only. B) Politely request that students speak completely in their first language if they don't know how to say something in English. C) Model correct speech which accepting code-switching as functional. D) Respond with firm discipline.
A) Students learn English more slowly. B) Students learn at the same rate but will always embrace their new culture faster if their native culture is not part of the curriculum. C) Assimilation programs inadvertently send the message that the new language and culture are superior. D) Students learn English faster.
A) two-way language programs B) both new and old cultures are respected C) all of the above D) bilingual language programs
A) brief conversations on many topics that are new to the students B) literary criticism of a text C) all of the above D) real life topics and situations
A) Critical Literacy demonstrates the relevance of learning to students. B) all of the above. C) . D) Critical Literacy helps increase motivation E) Critical Literacy creates genuine learning.
A) Linguistic Context B) none of the above C) Socia-cultural Context D) Situational Context |