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