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