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