Building background knowledge is necessary for CLD students. Understanding a student’s prior knowledge affects their ability to understand new information. “Instruction that helps CLD students connect new concepts to their prior life and learning experiences improves their language comprehension” (296). The SIOP method encourages teachers to consider 3 indicators. These include students’ life experiences, students’ prior learning experiences, and key vocabulary. This helps CLD students create a constructivist context for understanding new concepts. Putting an emphasis on vocabulary helps connect what they already know to new words in L2.
This link discusses the importance of building background knowledge.
ttp://www.youtube.com/watch?v=Po0lKqVELPk
This link discusses explicit details for building background knowledge.
http://www.youtube.com/watch?v=ytXeEFCTMbg
This link discusses the importance of building background knowledge.
ttp://www.youtube.com/watch?v=Po0lKqVELPk
This link discusses explicit details for building background knowledge.
http://www.youtube.com/watch?v=ytXeEFCTMbg
Herrera, Socorro G., & Murry, Kevin G. (2011). Mastering
ESL and bilingual methods: differentiated instruction for culturally and
linguistically diverse (CLD) students. Boston, MA: Pearson Education, Inc.
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