The vocabulary of the early reading passages is strictly controlled for difficulty. T/F?
F: WL prioritizes meaning, so it uses uncontrolled, authentic texts.
Vocabulary is expanded as quickly as possible, since the acquisition of vocabulary is considered more important than grammatical skill. T/F?
T: vocabulary=primary route to meaning-making / WL prioritizes lexical development and comprehension over the systematic, explicit teaching of grammar.
Teacher-generated texts are given priority over student-generated ones. T/F?
F: WL places immense value on student-generated texts because they're inherently authentic, purposeful & personalized.
Many of the activities of WL are unique to this approach. T/F?
F: WL mainly uses & adapts activities common in Communicative Language T. (group work, reading workshops), applying them specifically to literacy development.
Writing as a product is encouraged. T/F?
F: WL promotes writing as a process—a series of steps including planning, drafting, revision, and sharing.
Translation reappears in this approach as a respectable classroom procedure related to comprehension of the written text. T/F?
F: Learners are encouraged to negotiate meaning using L2 context clues. / Teachers While teachers might use the L1 only for quick checks.
From the beginning, a great amount of reading is done in L2. T/F?
True WL advocates for immediate immersion in whole, meaningful texts (authentic or near-authentic), rather than controlled, simplified readers.
Activities often used are grammatical exercises and translation. T/F?
F: WL activities center around shared reading, writing workshops, discussion, and contextualized communication.
Errors are signs of learning failure. T/F?
F:WL adopts a supportive, humanistic view, seeing errors as natural evidence of learners experimenting and testing hypotheses. The focus is on communication 1st
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