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5 Written questions

5 Matching questions

  1. promotion of content area learning
  2. relationship and transfer of 1st language reading skills
  3. Ramirez SEI Theory
  4. sheltered strategies and reading intervention approaches
  5. Hymes Sociolinguistic Theory
  1. a there is a connection between society, culture and language
  2. b 1) students should have access to early literacy programs in L1 2) early assessments in L1 for learning disabilities and literacy level 3) provide grade-level content in English by giving simple directions 4) comprehensible input 5) make connections and use clear baackground 6) teach reading strategies and focus on vocabulary 7) word webs and KWL charts
  3. c using visuals, explicitly teaching cognitive strategies, permitting students to use dictionaries
  4. d Late Exit Bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English
  5. e rely on students'phonemic awareness in 1st language and make explicit the differences, effect on pronunciation and decoding strategies, mostly positive and helpful

5 Multiple choice questions

  1. The IDEA Oral Language Proficiency Test assesses four basic areas of English oral language proficiency: Vocabulary, Comprehension, Syntax, and Verbal Expression which includes Articulation; testing for mainstreaming
  2. smallest unit of meaning in language (e.g: act, cat, pre)
  3. language is part of class and people use certain codes when speaking
  4. how topic is organized as a whole
  5. ability to understand appropriate behaviors and language for various situations

5 True/False questions

  1. Lambert SEI TheoryTransitional Bilingual: initially instruction is 90% L1 then shifts towards English


  2. Krashen 2nd Language Acquisition Theoryrequires natural interactions (not grammar drills), students will pick up grammar rules naturally by being immersed in L2; need to interact with language w/o worrying about being corrected


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


  4. comprehensible inputway of speaking and explaining that the students can understand (modeling, visuals, hands-on activities, demonstrations, gestures,body language


  5. Language Experience Approachnatural genuine learning situations where they use both conscious understanding of a language and subconscious (take cues from visual and commands)


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