Describe the preproduction and early production strategies that teachers can use to ensure academic language is accessible? How might a teacher extend Structured English Immersion (SEI) methods, such as Total Physical Response (TPR), storytelling, contextual clues, and narrative approaches, for beginning English Language Development (ELD)?
Notes on preproduction and production strategies are attached for your reference.© BrainMass Inc. brainmass.com October 25, 2018, 7:16 am ad1c9bdddf
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One strategy that a teacher can use in preproduction is to assign the English Language Learner (ELL) student with a classroom pier buddy. The buddy can assist the student and be a model for him or her to learn from and listen to. This greatly helps the ELL student become acclimated because he/she will not feel alone and isolated from the other students due to the language barrier. As well, through non-verbal communication, the two can learn from each other and have fun in the process. Another good strategy is to provide as many listening activities as possible, such as small ...
Early product strategies for academic language success is examined.
Types of students that benefit from each different program
Please provide some thoughts and insights on the following:
After reading the attached articles, select at least four bilingual programs and describe the type of student that would benefit most from each type of bilingual program. What are the student characteristics that make them amenable to a specific type of bilingual program? Think about your community and whether or not these types of programs exist. Explain why or why not. Using information from Chapters Seven and Nine, what are the purposes and challenges of assessments in placing students in bilingual programs? Support your opinion with research-based evidence and cite your references.View Full Posting Details