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