A) ourselves B) our environment C) others D) all of the above
A) to advise or meddle B) to confuse or baffle C) to entertain D) to relieve fatigue
A) auditory B) touch C) speech D) written
A) love B) need C) listening D) stimulus
A) articles B) nouns C) prefixes D) prepositions
A) Difficulty with pronunciation B) Code-switching C) all of the above D) applying first language syntax in the second language
A) all of the above B) matching letters to sounds C) denotation and connotation D) pronunciation
A) Students will need to know their native language to function in the United States. B) Students need native language instruction because they are incapable of rigorous thought in English. C) Grammar is identical in every language so everything will transfer over to English. D) It supports the development of first language literacy.
A) Model correct speech which accepting code-switching as functional. 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) Politely ask students to speak English only.
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 faster. C) Assimilation programs inadvertently send the message that the new language and culture are superior. D) Students learn English more slowly.
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) literary criticism of a text D) brief conversations on many topics that are new to the students
A) . B) Critical Literacy demonstrates the relevance of learning to students. C) Critical Literacy creates genuine learning. D) all of the above. E) Critical Literacy helps increase motivation
A) Linguistic Context B) none of the above C) Situational Context D) Socia-cultural Context |