Adapting the Keep-Delete-Substitute Strategy to the Stages of Language Acquisition
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P66-C7
2025-09-10
224
Adapting the Keep-Delete-Substitute Strategy to the Stages of Language Acquisition
You can model the keep-delete-substitute strategy for summarizing by emphasizing the following steps:
1. Keep important information
2. Delete trivial material that is unnecessary to understanding
3. Delete redundant material
4. Substitute subordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut)
5. Select a topic sentence or invent one if it is missing
Preproduction
Students will benefit from the use of gestures every time you say “keep,” “delete,” or “substitute.” “Keep” can be represented non-linguistically with a quick gesture by crossing both arms over your chest. “Delete” can be shown by having one hand grab something from the other and then throw it away. For “substitute,” you can place both fists in front of your chest and then move the right fist up and over the left.
Early Production
Students will need to have the substitute rule reinforced with demonstrations of how to substitute common-frequency vocabulary words (vocabulary they may already know) for low-frequency vocabulary words (vocabulary that may be new). For example, you can let these students know that Mercury, Venus, and Mars can be replaced with the word “planets.”
Speech Emergence
Students have good comprehension and can follow your modeling of the keep-delete-substitute rule for summarizing, particularly with gestures, a slower rate of speech, clear and concise sentences, and demonstrations.
Intermediate and Advanced Fluency
Students will have excellent comprehension of this rule, particularly when provided with all of the above suggestions.
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