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By incorporating language support and scaffolding techniques into classroom instruction, educators aim to empower ELLs to succeed academically while fostering their language proficiency in English. This article provides an overview of sheltered instruction, its principles, methods, and its impact on teaching and learning in multicultural ...
CALL employs tools that assist teachers in facilitating language learning, whether reinforcing classroom lessons or providing additional support to learners. The design of CALL materials typically integrates principles from language pedagogy and methodology, drawing from various learning theories such as behaviourism, cognitive theory ...
Language immersion in school contexts delivers academic content through the medium of a foreign language, providing support for L2 learning and first language maintenance. There are three main types of immersion education programs in the United States: foreign language immersion, dual immersion, and indigenous immersion.
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Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Transitional bilingual education programs are divided into two categories: early-exit and late-exit. Early-exit programs begin with strong support in the students' native language; nevertheless, this support is rapidly diminished. Late-exit programs, on the other hand, maintain strong support in the primary language. [4]
Bilingual education can also support language revitalization efforts in countries with endangered languages. [33] These dormant languages are heavily intertwined with the culture, place and identity of the subsequent community, so the creation of bilingual programs to help re-awaken the endangered languages is extremely beneficial.
Content-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT).