Concordia University

EDUC 210

Module 5:

1)Researchers have found the best time for one to learn a second language on one’s own is

1. 1. during middle childhood
   2. adolescence
   3. early childhood
   4. adulthood when cognitive skills are developed

2. Generally, students are not ready to study the rules of a language formally until about age five. This is when most students have started to gain
   1. literacy.
   2. metalinguistic awareness.
   3. semantic speech.
   4. syntax.

3. Research on bilingualism suggests that
   1. the division of students into separate English classes according to the primary language is desirable.
   2. learning a second language interferes with use of the first language.
   3. the more skilled the individual is in the first language, the faster he/she will learn a second language.
   4. the more skilled the individual is in the first language, the slower he/she will learn a second language.

4. Which one of the following statements is TRUE?
   1. There has been no research on understanding the relations between oral language, code skills, and reading achievement.
   2. Preschool teachers are encouraged to teach code skills before oral language skills in order to promotes reaching achievement.
   3. Oral language has been found to interfere with preschool children’s reading fluency.
   4. Preschool children’s oral language skills plays an important role in predicting reading in the transition to school.

5. Scott, who is a grade 12 student and a native English speaker, is starting to learn French. According to the text, which activity will likely be the most difficult for him to successfully engage in?
   1. watching a television program in French
   2. having a conversation in French with his friend Richard
   3. reading a history book written in French
   4. listening to the news on a French radio station

6. The rules and traditions that guide the behaviour of a group comprise its
   1. culture.
   2. ethnic heritage.
   3. racial identity.
   4. social status.

7. Researchers generally believe that differences between ethnic groups in cognitive abilities occur primarily as a result of
   1. biases inherent in most standardized tests.
   2. different experiences in and out of school.
   3. different levels of motivation among the groups.
   4. natural abilities of the various groups.

8. An important cultural difference regarding First Nations students suggests which of these teaching practices is most appropriate?
   1. Focus on motivation first.
   2. Try to have learning activities where visual-motor and spatial skills are used.
   3. Employ monolingual educational strategies.
   4. Try to make students at least semi-lingual in their second language.

9. Kate is able to thrive in school in spite of difficulty circumstances that might otherwise threaten her development.  She would be considered
   1. an exception.
   2. a resilient child.
   3. a member of a visible minority.
   4. a survivor of the system.

10. Which of the following is a research-based characteristic of schools that successfully serve diverse groups of students?
    1. High expectations for student achievement
    2. Emphasis on extra-curricular activities
    3. Infrequent evaluations of student progress
    4. Focus on formative assessment

11. Over the past decade, an explanation offered for the growing gap between the reading of students in poverty versus students from wealthier homes is due to
    1. increased television viewing among students with lower SES.
    2. more attention paid to wealthier students by their teachers.
    3. more positive role models available among students of higher SES.
    4. children from poorer homes losing ground over the summer.

12. In order to experience the positive effects of teaching in a single-sex classroom on student learning, which of the following demanding conditions must be met?
    1. Reinforce positive gender stereotypes of the group you are teaching.
    2. Realize that there are no boy- or girl-specific teaching strategies (Good teaching is good teaching).
    3. Create out of class opportunities for boys and girls to interact socially.
    4. Bring in role models of the opposite sex as guest speakers to your class whenever possible.