A) our environment B) others C) ourselves D) all of the above
A) to entertain B) to advise or meddle C) to relieve fatigue D) to confuse or baffle
A) written B) speech C) auditory D) touch
A) listening B) love C) stimulus D) need
A) prefixes B) nouns C) articles D) prepositions
A) applying first language syntax in the second language B) Code-switching C) all of the above D) Difficulty with pronunciation
A) pronunciation B) matching letters to sounds C) denotation and connotation D) all of the above
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) Model correct speech which accepting code-switching as functional. D) Respond with firm discipline.
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) two-way language programs B) all of the above C) bilingual language programs D) both new and old cultures are respected
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) all of the above. B) Critical Literacy demonstrates the relevance of learning to students. C) . D) Critical Literacy helps increase motivation E) Critical Literacy creates genuine learning.
A) none of the above B) Situational Context C) Linguistic Context D) Socia-cultural Context |