A) ourselves B) our environment C) all of the above D) others
A) to entertain B) to relieve fatigue C) to confuse or baffle D) to advise or meddle
A) auditory B) written C) touch D) speech
A) love B) stimulus C) need D) listening
A) articles B) prefixes C) nouns D) prepositions
A) all of the above B) applying first language syntax in the second language C) Difficulty with pronunciation D) Code-switching
A) matching letters to sounds B) denotation and connotation C) pronunciation D) all of the above
A) It supports the development of first language literacy. B) Students need native language instruction because they are incapable of rigorous thought in English. C) Students will need to know their native language to function in the United States. D) Grammar is identical in every language so everything will transfer over to English.
A) Politely ask students to speak English only. B) Respond with firm discipline. C) Model correct speech which accepting code-switching as functional. 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 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 faster. D) Students learn English more slowly.
A) bilingual language programs B) two-way language programs C) all of the above D) both new and old cultures are respected
A) all of the above B) brief conversations on many topics that are new to the students C) real life topics and situations D) literary criticism of a text
A) Critical Literacy creates genuine learning. B) Critical Literacy demonstrates the relevance of learning to students. C) . D) all of the above. E) Critical Literacy helps increase motivation
A) none of the above B) Situational Context C) Linguistic Context D) Socia-cultural Context |