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