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5 Written questions

5 Matching questions

  1. inflectional suffixes
  2. fossilization
  3. Ramirez
  4. Pinker
  5. alphabetic principles
  1. a Late exit bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English
  2. b we are predisposed to learn language; language is a human instinct
  3. c relatively permanent incorporation of incorrect linguistic forms into a person's second language competence. Could be the result of too many green lights when there should have been correction.
  4. d an inflection that is added at the end of a root word
  5. e letters making a word have corresponding sounds, letters and sounds can be placed together to build words

5 Multiple choice questions

  1. early exit bilingual; some initial instruction in L1, primarily for reading but also for clarification, instructions in L1 are phased out rapidly
  2. understanding the social use of language, cultural, understanding the message, social use
  3. meaning
  4. specific language for specific content, a style
    ie teachers talk about IEP's non teachers may not understand
  5. 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

5 True/False questions

  1. CALLACognitive, Academic Learning Model -Like SIOP because both target the big content, but CALLA is less detailed, not as specific as SIOP model

          

  2. LambertTransitional bilingual: initially instruction is 90% L1 then shifts towards English

          

  3. Pinkerchildren think before they speak; speaking just reflects this thinking; language is a way for children to represent their world

          

  4. Rossel and BakerTransitional bilingual: initially instruction is 90% L1 then shifts towards English

          

  5. Chompskythere is a connection between society, culture and language

          

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