Day: June 1, 2020

Common misconception #2: Once learners can speak the language of schooling, they no longer require additional language support

Linguistically sensitive teachers know that “non-native” plurilingual learners may acquire competences in spoken school language more easily than they do in written school language, especially when it comes to academic contexts. Linguistically sensitive teachers support both oral and written academic language competences. Cognitive academic language proficiency Plurilingual learners need to be able to use the …

Common misconception #2: Once learners can speak the language of schooling, they no longer require additional language support Read More »