An ESL teacher teaches developing-level English language learners in a sheltered English immersion (SEI) program. At the beginning of each lesson, the teacher creates a graphic organizer, such as a semantic map, on the board to review concepts from previous lessons. The teacher then refers to content from the graphic organizer when introducing important concepts from the current lesson. This practice best illustrates which of the following key components of SEI?
  1. Metacognitive development.
  2. Teacher modeling.
  3. Content adaptation.
  4. Schema building.
Explanation
Correct Response: D. Schema theory asserts that knowledge is organized and represented in one's mind in units called schemata, which include both contextual knowledge and language skills related to a concept. When teaching a new content lesson, an SEI teacher needs to be aware that English language learners may lack the conceptual knowledge required to make sense of a new lesson, or they may lack the language skills, or both. By reviewing relevant concepts and related language prior to a new lesson, the teacher in the scenario helps students build requisite schemata so that they can make connections between prior knowledge and the new information and concepts being introduced. A is incorrect because metacognitive development refers to thinking about one's thinking and learning processes. The strategies the teacher uses in this scenario are not metacognitive strategies. B is incorrect because the teacher creates the graphic organizer for use throughout the lesson, not simply to model how to make a graphic organizer. C is incorrect because, in this scenario, the teacher does not adapt or change the content but rather helps students connect the content to prior learning.
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