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SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input.
In addition to fluency and comprehension, ER has other numerous benefits for both first- and second-language learners, such as greater grammar and vocabulary knowledge, increase in background knowledge, and greater language confidence and motivation. [1] [5]
There is evidence of a direct correlation that fluency and comprehension lead to better understanding of the written material, across all ages. [55] The National Assessment of Educational Progress assessed U.S. student performance in reading at grade 12 from both public and private school population and found that only 37 percent of students ...
Intermediate Fluency, in which students have nearly 6000 words in their active vocabulary. This stage lasts one year after speech emergence. Students start to use complex sentences in their speaking and writing and also know how to respond to other people's questions. It is not hard for them to use the target language to learn math and science.
English language is also the language spoken internationally and mastery in this language would allow easy access to information in these fields. In conclusion, the policy decision to implement PPSMI was made to ensure students’ mastery in science and mathematics in view of the fact that most of the sources are available in the English language.
Generation of written language is thought to be closely related to speech generation. Neurophysiologically speaking, it is believed that Broca's area is crucial for early linguistic processing, while the inferior frontal gyrus is critical in semantic processing. [6] [8] According to Penfield, writing differs in two major ways from verbal language.
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