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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 ...
Since there is not enough funding to afford tutors, and teachers find it hard to educate all students who have different learning abilities, it is highly important to implement peer-tutoring programs in schools. Students placed in ESL program learn together along with other non-English speakers; however, by using peer tutoring in a classroom it ...
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]
A program that utilizes two languages, known as a dual language program, typically places students in classrooms with a mixture of native speakers for each language. One popular approach to dual language programs is the 90/10 model, where in the early grades 90% of instruction is conducted in the student's native language and 10% is taught in ...
"Students learn discrete English grammar skills." [1] "Rigorous time lines are established for students to exit from the program." [1] SEI program graduates continue to receive support services until they are reclassified as "fluent English proficient" whereby federal law then requires students be monitored for two years after reclassification. [1]
In early-exit programs, bilingual students transition from a bilingual program to a mainstream classroom at an early age (around 7 or 8). [10] Such programs are supported by the belief that bilingual children will benefit the most from transitioning into a mainstream classroom as early as possible. [10]
Keeping students motivated and interested are two important factors underlying content-based instruction. Motivation and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student learn complex skills (Grabe & Stoller, 1997).
Allowing students to translanguage, or alternate, between English and their native language is an essential strategy for English-language learners. In the classroom, English-language learners can often feel intimidated when asked to speak or communicate complex ideas, so when students are allowed to use their first language to help produce ...