A) others B) all of the above C) our environment D) ourselves
A) to confuse or baffle B) to relieve fatigue C) to entertain D) to advise or meddle
A) touch B) written C) speech D) auditory
A) love B) need C) listening 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) Code-switching D) Difficulty with pronunciation
A) matching letters to sounds B) denotation and connotation C) pronunciation D) all of the above
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 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) Politely ask students to speak English only. B) Respond with firm discipline. 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) 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) both new and old cultures are respected B) bilingual language programs C) all of the above D) two-way language programs
A) all of the above B) brief conversations on many topics that are new to the students C) literary criticism of a text D) real life topics and situations
A) Critical Literacy demonstrates the relevance of learning to students. B) Critical Literacy helps increase motivation C) . D) all of the above. E) Critical Literacy creates genuine learning.
A) Socia-cultural Context B) Linguistic Context C) none of the above D) Situational Context |