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