Adapting the Generation and Testing of Hypotheses to the Stages of Language Acquisition
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P96-C10
2025-09-17
255
Adapting the Generation and Testing of Hypotheses to the Stages of Language Acquisition
Preproduction
Students will need help with the vocabulary (word selection) involved in an explanation. By attaching pictures to key vocabulary and concepts, they will be able to point to items in the description.
These students will always need help learning multiple-meaning words. Attaching visual representations to words will help them learn and remember the differences, for example, between the word “fair” used as a noun (a carnival) and as an adjective (pale, light).
Early Production
You can help students by modeling correct English. Let’s say you are engaging students in a historical investigation of George Washington and the cherry tree. If a student says, “He chopped (pronounced chop-ped),” you can model correct English by saying, “Yes, he chopped (pronounced correctly) down the cherry tree.” Avoid overt corrections; repeat what the student said, but with correct pronunciation or grammar.
Speech Emergence
Students can benefit from having their language expanded. If a student says, “George Washington chopped down the cherry tree,” you can expand by adding an additional phrase: “Yes, George Washington chopped down the cherry tree with his hatchet.”
Intermediate and Advanced Fluency
Students need language stimulation that will help them develop academic language. You can accomplish this by helping them sound like a book. Rephrase what they may have said and then add: “This is how the author might say that.”
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