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