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Effective Language Grouping

There is art and science to effectively fostering language acquisition and one of the key ingredients is making certain that (DI-Differentiated Instruction) groups are appropriate for the type of academic task and/or function being performed (Allright, 2009). When students are working independently at their independent functioning level the grouping should be homogenous (Ellis, 2002). This allows the students to work at a level that does not frustrate them and to emerge from one language acquisition level to another. The said tenets are applicable when students are working on access skills, which unlock both language and content-area understanding simultaneously....

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