Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and education, 34(5), 387-406.
Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and education, 34(5), 387-406.
Bohlmann, N. L., Maier, M. F., & Palacios, N. (2015). Bidirectionality in self‐regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child Development, 86(4), 1094-1111.
Products can provide adaptive language that adjusts to the appropriate vocabulary and syntax complexity that can be read and understood by learners.
Products can provide adaptive language that adjusts to the appropriate vocabulary and syntax complexity that can be read and understood by learners.
Incorporating web dictionaries and thesaurus into a Vocabulary lesson allows learners to quickly search and understand unfamiliar words.
Incorporating pre-reading questions or activities promotes increased readiness to engage with a text by activating learners' Background Knowledge.
Chou, M. H. (2014). Assessing English vocabulary and enhancing young English as a foreign language (EFL) learners' motivation through games, songs, and stories. Education 3-13, 42(3), 284-297.
Products can promote independent reading by allowing learners to choose from appropriately leveled texts that interest them while also monitoring their work to hold them accountable for their reading.
Product developers can create portfolios for learners to save their work and add comments, both audio and typed, that can be reviewed and built upon by students and teachers throughout the school year.
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