A middle school SEI class includes several English learners who have grade-level literacy skills in their first language. When the teacher provides instruction in Standard English writing conventions, discourse patterns, and text structures, the teacher often encourages these students to consciously compare the elements to those of their first language. The teacher also encourages the students to engage in prewriting planning in the first language as needed and allows entering- and emerging-level English learners to develop drafts of writing assignments in the first language. The teacher's actions best demonstrate understanding of which of the following principles of effective writing instruction for English learners?
  1. Developing students' awareness of the writing-reading connection, i.e., how writing supports reading and vice versa.
  2. Using students' prior writing skills and abilities as a bridge to writing in English.
  3. Differentiating students' writing instruction in English according to their varying language proficiency levels.
  4. Engaging students in frequent, authentic, and purposeful writing activities.
Explanation
Correct Response: B. Research shows that educational programs that incorporate the first language of an English learner and promote language transfer result in academic success, including achievement in English literacy. Also, applying prior knowledge to a new task is a best practice that has proven successful across all language modalities and content domains. A is not correct because, in this particular scenario, the teacher is not instructing the students on nor emphasizing the writing-reading connection. C is incorrect because it does not reflect the actions of the teacher in the scenario with regard to students' first language. D is not correct because this scenario is focused on the best practice of using prior knowledge as a strategy for writing no matter the frequency or purpose of the assignment.
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