Answer:
The crowd picks this up again and with it their suspicions come back with a rush. The murmur becomes a loud chant filling the
air with accusations and demands for action. Two of the men pass Don right up the steps. Goodman flattens himself against
the screen door
What does this stage direction tell the reader about Goodman's viewpoint?
He is nervous the crowd may ask him to join them.
He is worried the crowd may take his generator.
He is frightened the crowd may harm him.
He is concerned the crowd may leave him by himself.
Explanation:
Language may be used to communicate, learn, and express identity. Adopting Chinese schools as a focal point, this dissertation explored how Chinese-Canadians establish their cultural identity through code-switching. This dissertation was guided by four research questions: (1) How is the prevalence of code-switching among Chinese teachers, parents and students at home and school? (2) How do the teachers, parents and students perceive and compare the communicative, learning and identity-reflective functions of language? (3) How do they form their cultural identity through language use and code-switching? (4) What do they understand as, the relationship between language use/code-switching and identity formation? Several types of data were gathered: Three Canadian specialists in Chinese language education were interviewed; 203 students were recruited from six Chinese language schools in Greater Vancouver to answer a structured questionnaire; eight triplets of parents, teachers and students participated in class observations, home visits, and group discussions; and data were gathered from students’ self tape-recording, written logs and instant messages. It was found that the students did the most between-turns code-switching, while the parents did less and the teachers did the least amount of code-switching. Most participants considered the communicative function of language the most important, the learning function less important and the identity-reflective function the least important. Some participants suggested that language may serve different functions simultaneously. I proposed that identity formation is dynamic and multi-faceted. The questionnaire results indicated that most students were proud of their Chinese cultural identity although the parents and teachers thought that the students were not mature enough to understand the real meaning of identity. Most participants thought that no direct relationship was between language use and identity formation because people can use a second language to reflect or form their cultural identity. However, from a broad perspective, a close relationship does exist because people can use any language to reflect their cultural identity.
It is ela. The punctuation go with the sentence or the grammar would be wrong! Good luck.
<h3>
Answer:</h3>
<em>C - His friends talk him into it to cheer him up</em>
<h3>
Explanation:</h3>
Romeo was in love with a girl named Rosaline.
She was very beautiful and he loved her soo much!
One day Rosaline decided to never marry. That broke Romeo. He was very depressed. So his friend, Benvolio helps him take his mind off Rosaline and tells Romeo that the only way to be happy is to find someone else.
Romeo didn't like the idea, he found out there was going to be a ball and Rosaline was invited. With no intention to meet Juliet.
He went and met Juliet and they fell in love.
<em>Hope</em><em> </em><em>this</em><em> </em><em>Helps</em><em>!</em>
<em>:</em><em>D</em>
