A) our environment B) all of the above C) others D) ourselves
A) to entertain B) to confuse or baffle C) to relieve fatigue D) to advise or meddle
A) written B) auditory C) speech D) touch
A) need B) love C) stimulus 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) 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) 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) bilingual language programs C) all of the above D) both new and old cultures are respected
A) all of the above B) real life topics and situations C) literary criticism of a text D) brief conversations on many topics that are new to the students
A) Critical Literacy demonstrates the relevance of learning to students. B) Critical Literacy creates genuine learning. C) all of the above. D) . E) Critical Literacy helps increase motivation
A) Situational Context B) none of the above C) Socia-cultural Context D) Linguistic Context |