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