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5 Written Questions

5 Matching Questions

  1. Lambert SEI Theory
  2. selection of purposeful writing activities
  3. Piaget Language Acquisition Theory
  4. CALP
  5. communicative competence
  1. a children think before they speak; speaking just reflects this thinking; language is a way for children to represent their world
  2. b (Cognitive Academic Language Proficiency) ability to function in academic L2; takes 5-7 years
  3. c writing about personal experiences, writing for a purpose, KWL< word wall, text reconstruction, sequencing sentences, cloze reading and writing, jumbled sentences
  4. d Transitional Bilingual: initially instruction is 90% L1 then shifts towards English
  5. e ability to understand appropriate behaviors and language for various situations

5 Multiple Choice Questions

  1. Chomsky says that children are born with a knowledge of the principles of the grammatical structure of all languages, and this inborn knowledge explains the success and speed with which they learn language.
  2. teach sight words, language orally, introduce written words, provide clues to remind, teach direction of reading,
  3. practice strategies for marking up the text, review objective several times in class
  4. oral language test for tracking language development and progress; tests oral language proficiency
  5. age, motivation/attitude towards L2, learning style, environmental factors, personality, status of L1 and culture in L2

5 True/False Questions

  1. Bernstein Sociolinguistic Theorylanguage is part of class and people use certain codes when speaking

          

  2. promotion of content area learninggraphic organizers, rewrite dense texts, books-on-tape, jigsaw reading, highlighting concepts for newcomers so they do not have to read the whole thing, marginal notes, outlines to help students take notes, teacher-created study guides that go with textbooks

          

  3. Gersten SEI TheoryLate Exit Bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English

          

  4. comprehensible inputLate Exit Bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English

          

  5. knowledge of writing process for ELLsgraphic organizers, rewrite dense texts, books-on-tape, jigsaw reading, highlighting concepts for newcomers so they do not have to read the whole thing, marginal notes, outlines to help students take notes, teacher-created study guides that go with textbooks

          

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