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5 Written questions

5 Matching questions

  1. Labov Sociolinguistic Theory
  2. strategies for teaching reading for non-literate ELLs
  3. Vygotsky Language Acquisition Theory
  4. formal elements of written English
  5. cognitive processes needed to internalize language rules and vocabulary in L2
  1. a created the term of ebonics, African American English has its own rules and should be respected
  2. b zone of proximal development: teach students one step from their mastery zone; students need interaction to learn a language; language does not exist in a vacuum (sociohistorial context)
  3. c memorization; categorization and generalization (categorize and generalize vocabulary); metacognition
  4. d teach sight words, language orally, introduce written words, provide clues to remind, teach direction of reading,
  5. e narrative, poetic, expository, persuasive

5 Multiple choice questions

  1. basic reading and writing skills
  2. tests oral skills for grade 3-12; can be used for placement and language development for IEPs
  3. using visuals, explicitly teaching cognitive strategies, permitting students to use dictionaries
  4. Late Exit Bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English
  5. assess student in both language and see if the problem is just in on language, look for educational history and family history, pysch exam in L1

5 True/False questions

  1. Language Assessment Batterystudent applies knowledge of L1 to L2

          

  2. informal writing assessmentsteacher feedback, formative assessments (analytical-micro analysis and holistic analysis)

          

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

          

  4. lexiconbasic reading and writing skills

          

  5. communicative language approachability to understand appropriate behaviors and language for various situations

          

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