A first-grade SEI teacher sometimes hears the parents/guardians of English learners express concern about the fact that they can only read with their child in the family's first language. When this occurs, the SEI teacher reassures the parents/guardians that listening to their child read in either the first language or English, as well as reading to the child, talking about stories, and encouraging the child to talk about his or her learning in the first language, are all very important endeavors. This response best demonstrates the teacher's understanding that these types of family interactions:
  1. Support children's learning and English literacy development and communicate that education is valued by the family.
  2. Help establish strong school-home partnerships and promote collaboration between a child's family and teacher.
  3. Allow adult family members to develop some English academic language skills along with their children.
  4. Encourage children to analyze consciously the similarities and differences between their first language and English.
Explanation
Correct Response: A. Research shows that possessing and reading books at home is linked to academic success. Additionally, students who are literate in their first languages have proven to be successful in learning English as a second language and also tend to develop second-language literacy skills more rapidly. B is incorrect because, although reading with a child in their first language at home is beneficial, it does not necessarily promote collaboration between the teacher and the family. C is incorrect because the reading and the discussions take place in the family's first language and therefore do not provide the opportunity for adults to develop English academic-language skills. D is incorrect because the family's first-language interactions about a book written in the first language are not likely to be focused on analyzing or making comparisons between the first language and English but rather on discussing the text. 
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