CUES, QUESTIONS, ANDADVANCEORGANIZERS Classroom Recommendations
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P46-C5
2025-09-06
357
CUES, QUESTIONS, ANDADVANCEORGANIZERS
Classroom Recommendations
Cues and questions need to be used before a lesson begins in order to activate background knowledge and to help students focus on what they will be learning. There are three recommendations from Classroom Instruction That Works for the use of cues and questions in the classroom.
1. Use explicit cues to access prior knowledge. Figure 1 depicts a K-W-L chart, which directly asks students what they already know about a topic.
English-dominant students as well as Speech Emergence, Intermediate, and Advanced Fluency learners can write about what they already know in a K-W-L format, while Preproduction and Early Production students can draw what they know. Use explicit cues to find out what students do and do not already know.
2. Ask questions that elicit inferences. Intermediate and Advanced Fluency students can make inferences in English, but Preproduction, Early Production, and Speech Emergence ELLs will have more difficulty because their levels of language acquisition limit their verbal and written output. To engage Preproduction students, ask questions that require a pointing or gesturing response. For Early Production students, ask yes/no questions, either/or questions, or questions requiring a one- or two-word response. Speech Emergence students can answer questions with a phrase or a short sentence.
3. Use analytic questions. These types of questions will pose difficulties for students at early stages of language acquisition—not because the students do not possess the cognitive skills needed for analytical thinking but because of limits placed on their output by how far along they are in acquiring their second language. Therefore, you need to once again match the level of the question to the stage of language acquisition. Your skill at doing so will be challenged as you try to implement these recommendations. (You may wish to consult Figure 1 in THE STAGES OF SECOND LANGUAGE ACQUISITION, which depicts the stages of language acquisition along with appropriate teacher prompts for each stage.) You’ll also want to keep Krashen’s i+I hypothesis and Vygotsky’s zone of proximal development in mind when posing questions.
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