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According to Krashen, when we know the relevant rules; we are focused on using language correctly, and we have enough time to make corrections, it is called:
cognitive academic language proficiency.
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Children have more opportunities for unstructured peer interactions when playing, and this enhances their chances of acquiring
cognitive academic language proficiency.
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cognitive academic language proficiency.
Monitor Hypothesis.
V
cognitive academic language proficiency.
Monitor Hypothesis.
V
cognitive academic language proficiency.
Monitor Hypothesis.
V
cognitive academic language proficiency.
Monitor Hypothesis.
V
cognitive academic language proficiency.
Monitor Hypothesis.
V
cognitive academic language proficiency.
Monitor Hypothesis.
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