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