Ghosn 2013. Developing Motivating Materials for Refugee Children

What is the purpose of including big book stories in the new? According to Ghosn (2013) Developing motivating materials for refugee children. (p256)

• To introduce unfamiliar contexts to learners

• To provide highly complex language for learners

• To achieve situational interest and novelty for learners

• To reduce the amount of language presented to learners

How is relevance achieved in the new materials for language learners?

• By presenting content that is familiar to the learners

• By presenting content that is not related to the learners' experiences

• By presenting content that is unfamiliar to the learners

• By presenting content that is only relevant to certain learners

How have teachers and children responded to Enjoy English!? (p263)

• They have been uninterested in the new books

• They have responded enthusiastically

• hey have been confused by the new materials

• They have been resistant to the new books

What were the key concerns addressed in developing the Enjoy English! textbooks? (p255)

• Aligning the materials with the National Lebanese Curriculum

• Developing children's academic literacy in English

• Gaining and maintaining student attention

• All of the above

What were the concerns identified by the focus group regarding the national student books for grades one, two, and three? (pp 253-254)

• The books were not relevant or motivating for Palestinian children living in a refugee camp

• The books were too easy for the intended audience

• The books provided insufficient repetition of language input and output

• The books were not focused enough on reading skills

What is the importance of situational interest in motivating language learners? (p.252)

• Situational interest is important for motivating learners who do not have a pre-existing interest in the target language.

• Situational interest is important for learners who already have a strong interest in the target language.

• Situational interest is not important for language learners.

• Situational interest is important for learners who are already proficient in the target language.

What are some of the principles of instructed second language learning identified by Rod Ellis (2008)? (p.251)

• Instruction should focus only on meaning, not form.

• Formulaic expressions are not important for second language learners.

• Instruction should focus on developing both implicit and explicit knowledge of the second language.

• Learners should not engage in activities beyond their current level of proficiency.

What was the main reason for developing alternative English language teaching materials for Palestinian refugee children in UNRWA schools in Lebanon? (p.248)

• To align with the Lebanese National Curriculum for English as a foreign language

• To improve the academic achievement of children in UNRWA schools.

• To provide access to preschool services for refugee children

• To reduce the dropout rate of children in UNRWA schools

What is the main challenge faced by Palestinian refugee children in UNRWA schools in Lebanon in relation to the national curriculum for English as the first foreign language (EFL1)? (pp.248-249)

• The curriculum is too easy for them as it assumes prior exposure to English.

• The curriculum is too ambitious and assumes prior exposure to English, which many children do not have.

• both of them are correct

• no correct answer

Why is it difficult for Palestinian refugee children in UNRWA schools in Lebanon to access additional English input through the internet or extensive reading? (pp. 248-249)

• Financial reasons and limited availability of resources such as electricity and public libraries make it difficult for them to access additional English input.

• They have limited internet access but have access to public libraries.

• They have unlimited access to the internet and public libraries.

• all answers are correct