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