Comprehensible input is academic learning messages. An ELL student must participate if they want to learn the material. Krashen has five hypotheses for the acquisition of a second language. These hypotheses are: “acquisition learning, comprehensible input, monitor, affective filter, and natural order” (Krashen, 1981). Comprehensible input uses appropriate speech and clear explanation of tasks students need to accomplish during the school day. Students must be able to understand what is expected of them before they are able to complete the lesson or task. Comprehensible input will “be made meaningful when the speaker uses visual supports, nonverbal gestures, paraverbal support (whispers, sighs), graphic organizers, and realia (real objects that students can see) that focus learners on the concrete here and now” (Faltis, 2008). Visual aids are very beneficial for clarifying vocabulary terms to ELL students.
On-Going, Specific, and Immediate Feedback
Feedback is critical it must be given immediately to assist with the education. There are many types of feedback: direct, explicit written, individual conferences, di...
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Krashen, S. D. (1981) Second language acquisition and second language learning. Retrieved December 29, 2011, from Web http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html.
Morse, R., & Teyechea, N. (n.d.). Instructional strategies for ELL classrooms. Retrieved December 29, 2011, from Web http://www.mrmorsesclass.com/Instructional%20Strategies.pdf.
McCall, J. (2005) Building Concepts and Vocabulary Before Reading. Retrieved December 29, 2011, from Web http://www.pd-network.com/lessons/frontloading_for_ell_article.pdf.
Mustfa, N. (2002) Grouping in the ESL Classroom. Retrieved December 29, 2011, from Web http://www.melta.org.my/ET/2002/wp03.htm.
Rothenberg, C., & Fisher, D. (2007). Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, NJ: Pearson Education, Inc.
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