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Suggestions for school and classroom remediation for students with language-learning disabilities and various other challenges include:
- Bilingual and English language-learner (ELL) students need reasons to communicate; interaction and opportunities to speak with proficient English-speakers (peers, teachers, or community members); interaction, support, and feedback from others; and close and continued interaction with others lasting three or four years.
- The SLP can encourage ELL students to ask questions. Students can seek clarification and ask for repetitions. The SLP can reinforce these behaviors.
- SLPs can rely less on modeling as a form of correction and instead provide direct instruction. Bilingual students in initial learning stages can be allowed to make mistakes.
- Classroom teachers can employ more pauses and wait time for responses to allow for the students to monitor and reflect on their language use.
- ELL students need increased student-teacher interactions to encourage language that is regulatory (commands), heuristic (asking questions), informational (giving information), and instrumental (meeting one’s needs).
- Hispanic students need opportunities to share information with other students and to express, initiate, and maintain conversations.
- Practicing an activity prepares the Hispanic student to later talk about it.
- SLPs and teachers can ask open-ended clarification questions to encourage heuristic language from the student.
- The use of grammar drills and direct instruction, i.e., teaching specific skills such as note-taking, is beneficial for students with language disorders. A naturalistic approach can be used to reinforce learned skills.
- Hispanic students can benefit from peer grouping with other students of similar ability levels to practice classroom interaction skills.
- Hispanic students can practice in formalized, structured speaking situations to encourage classroom discourse skills.
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