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