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5 Written Questions

5 Matching Questions

  1. Rossel and Baker
  2. Hymes
  3. Gersten
  4. Pinker
  5. CUP
  1. a students of different L1s together; teachers use English and aida to focus on content rather than language
  2. b Common Underlying Proficiency (Cummins) An ELL learner has knowledge of an academic concept in the first language quickly grasps the concept when it is introduced in English
  3. c there is a connection between society, culture and language
  4. d early exit bilingual; some initial instruction in L1, primarily for reading but also for clarification, instructions in L1 are phased out rapidly
  5. e we are predisposed to learn language; language is a human instinct (disciple of Chompsky)

5 Multiple Choice Questions

  1. letters making a word have corresponding sounds, letters and sounds can be placed together to build words
  2. requires natural interactions, students will pick up grammar rules naturally by being immersed in L2 , need to interact with language w/o worrying about being corrected
  3. we are predisposed to learn language; language is a human instinct
  4. Late exit bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English
  5. an inflection that is added at the end of a root word

5 True/False Questions

  1. Lambertcreated the term of ebonics

          

  2. register variationspecific language for specific content, a style
    ie teachers talk about IEP's non teachers may not understand

          

  3. Bernsteinearly exit bilingual; some initial instruction in L1, primarily for reading but also for clarification, instructions in L1 are phased out rapidly

          

  4. comprehensible inputmake content comprehensible while building language

          

  5. Fishmanthe connections among language, nationality, and personal identity; language will live as long as it is socially used, involved with language revival

          

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