1.A teacher working with a dual-language learner should __________

a.speak to the DLL child even if the child does not respond.
b.use different phrases in English with the same meaning so the DLL gets overall greater exposure to English.
c.encourage the family to only speak English at home.
d.speak to the DLL in English at a variety of speeds from slow to fast.

I'll be glad to check your answer.

To answer this question, we need to consider the best practices for working with dual-language learners (DLLs).

When working with a DLL, it is important for the teacher to provide a supportive and inclusive learning environment. Here's how each option aligns with these best practices:

a. Speak to the DLL child even if the child does not respond:
This option promotes language exposure and encourages the DLL to engage with the language. By speaking to the child, the teacher can model proper pronunciation, syntax, and vocabulary. It also helps build the child's listening skills and comprehension.

b. Use different phrases in English with the same meaning so the DLL gets overall greater exposure to English:
This option is also beneficial as it exposes the DLL to a variety of English phrases and structures. By using different phrases with the same meaning, the teacher can help the DLL develop a broader understanding of the language.

c. Encourage the family to only speak English at home:
While encouraging English usage at home can support the child's language development, it's important to respect and value the DLL's home language. Bilingualism or multilingualism is an asset, and promoting the preservation of the DLL's home language strengthens their identity and self-esteem.

d. Speak to the DLL in English at a variety of speeds from slow to fast:
This option can be effective as well since it exposes the DLL to different speeds of spoken English, which helps them acclimate to various language contexts and understand different speakers. It also supports the development of the DLL's listening skills and overall comprehension.

Considering all the options, it appears that a combination of options a, b, and d would be most beneficial for a teacher working with a dual-language learner. It is important to speak to the DLL child, vary the language input, and include a range of speaking speeds during interactions. Alongside these practices, it is vital to foster an inclusive environment that respects and values the DLL's home language and culture.