In __________, students are taught using ASL as their first language and written English as their second language
A) the total communication approach
B) the cued speech approach
C) the bilingual-bicultural approach
D) ASL
C
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Francesca wants to assess the language skills of her preschoolers. At which activity would she observe rich verbal interactions?
a. music listening center b. painting easel c. space ship play center d. foam climbing blocks
Jamie once witnessed a discrepant event in which the teacher had placed some raisins into a glass of 7-up and the teacher pretended the raisins, which were moving up and down in the pop, were sewer lice. Jamie and his peers were to determine if the sewer lice were indeed living since they showed movement. On the day the students did the experiment Jamie was absent. By the time he returned to
school the teacher had moved on to teach other characteristics of living things. Jamie never did get the message that there were no such things as sewer lice. The biggest danger of leaving Jamie with this misconception is that: A) He will think that anything that is brown and moves up and down is sewer lice. B) He is not likely to believe anyone who tells him that sewer lice do not exist, even when they share evidence that proves it, since the evidence Jamie has constructed contradicts their own. C) Jamie will never eat raisins again. D) He will not be able to list all of the characteristics of living things. E) There is no danger. Eventually he will discover that sewer lice don't exist.
Taking responsibility for their own actions helps children:
A. gain self-confidence. B. learn to share. C. admit their mistakes. D. make more friends.
Social interaction is reported to assist learners in many ways. Which of the following is an essential content learning benefit consistent with social constructivist views of learning?
a. Increasing motivation b. Developing interpersonal skills c. Appropriating understanding d. Self-regulatory processing