The Use of SEI Strategies in Classrooms

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Table of Contents

Always establish the language objective
Always use the 50.50 rule.
Always push students to their productive discomfort level
Always have students respond in complete sentences
Always remember the teacher does nothing that students can do themselves
Reference

A number of SEI strategies exist that can be beneficial to ELL students of different proficiency levels. This paper covers five of these strategies and how they can be applied to three different content areas.

Always establish the language objective

This is one of the most important strategies because it becomes the fundament for the further education of the ELLs. By establishing the language objective, the teacher is able to construct their lesson according to the language needs of the ELL students (Glueck, 2017).

In the case of a history class, it could be used to teach students older words that can be encountered in historical documents. A mathematics class can have a language objective of learning terms specific to mathematics equations and theories. Literature class can have the objective of writing an essay that can improve comprehension and writing ability of the ELL students.

Always use the 50.50 rule.

To provide speaking practice to the ELL students, students should be allowed to speak as much as the teacher. By having them summarize texts, answer questions, and present reports, students further develop their language skills (Glueck, 2017).

A history class can have students do reports on historical figures and events. A mathematics class can ask students to talk through their calculations while working in front of a blackboard. Also, the literature class can present questions about students’ opinions of the current text they are reading.

Always push students to their productive discomfort level

To facilitate the growth of students’ language skills, they must always deal with slightly unfamiliar material. If students only use what they already know, their education might stagnate, so new topics and objectives should be frequently implemented (Glueck, 2017).

For example, a history class can introduce new words and terms related to the current topic and ask students to use them in their school work. A mathematics class can give exercises that involve scenarios that have not been previously encountered by students. Subsequently, a literature class can cover different styles of writing to broaden the vocabulary of students.

Always have students respond in complete sentences

This is a simple but important strategy. When answering a question, students can practice sentence structure if they respond in full (Glueck, 2017).

The implementation of this rule is uniform across all classes. However, to make the mathematics class more helpful to students, they can be asked to fully explain equations while reading their answers.

Always remember the teacher does nothing that students can do themselves

It is important to consider the current ELP level of students. If they can understand the material without the help of a teacher, they should show some independence. It should improve their confidence and language skills (Glueck, 2017).

If an older term has a new definition or can be understood through logic, the teacher should either not address it, or ask a student to explain it. During the mathematics class, students can attempt to use previously learned terms to describe new topics. Finally, students of a literature class can learn new turns of phrase by putting them into the context of the text, without an explanation from the teacher.

Reference

Glueck, J. (2017). Super SEI Strategies. High Powered Strategies. Web.

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The Use of SEI Strategies in Classrooms

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