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