Language Development

Language Improvement

Assisting students in identifying between word meanings.

Linking and linking students to available synonyms (Hoff, 2014).

Introducing new concepts through the establishment of new academic vocabularies and language (Swingley, 2012).

Model for SEI Strategy 2 Organizers and Visuals

Using advanced organizers and graphics to boost understanding and metacognition.

Using graphic organizers helps improve understanding of specific methods and activities.

Assisting the learner’s recognition by offering significant visual aids to graphic organizers (Knaflic, 2015).

Guided Interactions, SEI Strategy 3

Allowing primary language interactions in order to clarify and elucidate the concepts that are being passed to the learners (Mayer, 2004).

Interpreting outcomes, expectations, and the processes that are linked to the tasks for flexible teamwork and group activities.

Structuring multiple chances for peer-to peer interactions.

Strategy 4

Explicit Instructions

Examining elements and connecting the overarching thoughts and concepts.

Employing explicit instructions in order to teach essential grade level concepts to the students.

Thoroughly teaching cognitive reading skills and the academic language abilities such as critical thinking, interpreting, comprehending as well as analyzing.

SEI Strategy 5

Metacognition and Authentic Assessment

Utilizing several tasks and activities in order to check understanding.

Modeling and teaching techniques for the learners to explain and describe their thinking processes both in written form and orally.

Teaching students the methods for metacognition.

The answers in the table were obtained after the careful and systematic analysis of the relevant and related sources.

References

Hoff, E. (2014). Language development. Boston: Cengage Learning.

Knaflic, C.N. (2015). Dissecting model visuals. In C.N. Knaflic, Storytelling with data, New York: Wiley, 151-163. doi:10.1002/9781119055259.ch6

Mayer,R.E. (2004). How to create powerful learning environments. PsycCRITIQUES, 49(6). doi:10.1037/004849

Swingley, D. (2012). Cognitive development in language acquisition. Language Learning and Development, 8(1), 1-3. doi:10.1080/15475441.2012.631852