Always, Always, Always Make Connections:
Previous knowledge creates a strong foundation for future learning, thus determining what can be comprehended and helping to diminish feelings of frustration and anxiety that students can experience when there is too much new information to be assimilated (Krashen & Vygotsky).
Use Visuals, Manipulatives,Technology, and Realia:
"Students learn best when abstract concepts are concretized and contextualized along with the active engagement and involvement of the learner (Krashen & Cummins). When students are encouraged to visualize the language, manipulate the concepts, and use realia, a foundation is created for cognitive academic language that is often lacking in the school experiences of ELLs [and with] technology, there is an opportunity to individualize instruction and incorporate cultural artifacts" (Cline & Necochea from Multiple Perspectives)
Create a Low Risk and Safe Environment:
"Safe and comfortable environments enable students to acquire a second language and learn content without fear of ridicule, failure or hostilities. It is an environment that promotes and emphasizes low anxiety, high motivation, and self-confidence" (Cline & Necochea from Multiple Perspectives)
Access Multiple Points:
Teachers should present concepts in various ways, like "oral presentations, collaborative group projects, graphic illustrations, skits, storytelling, dramatizations, research reports, puppetry, inquiry and discovery, scaffolding, integrated thematic instruction" and more! (Cline & Necochea from Multiple Perspectives)
Cooperate and Interact:
"The creation of knowledge is a social activity requiring learners to have opportunities to interact with each other regarding concepts to be learned in order to increase the probability of academic success and achievement" (Cummins & Krashen).
Discussion, Dialogue, and Reflection
Chunk and Web:
"Connections for language development are made when information is grouped and divided into meaningful, interconnected smaller units by bridging, scaffolding, networking, negotiating, and synthesizing the information" (Cline & Necochea from Multiple Perspectives)
Respect thy Learner:
"It is important that students feel that the world they live in at home has a place in school as well, particularly for ELLs who are often negotiating two cultures and langauges" (Cummins). In other words, "it is important that the school personnel recognize that ELLs will be successful because of who they are, not in spite of who they are" (Cline & Necochea from Multiple Perspectives).
Rely on a Primary Language Support System:
"PLS facilitates the learning process, reduces frustration, increases comprehension, deepens the understanding of complex concepts, promotes the acceptance of diverse students, and builds group cohesiveness" (Cummins).
Parental Support
Cross-Aged and Peer Tutoring
Primary Language Cooperative Learning Groups
Computer and Multimedia Technology
Bilingual Instructional Assistants
Integrated Primary Language Activities
Raise the Status of the Language
