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