Incorporating the child’s language within different contexts of the classroom.

Restating the child’s utterance with correct morphosyntax.

Incorporating children’s knowledge of their heritage language to help with their understanding of their second language, English.

Repeating the child’s utterance and adding a word or phrase to make it more linguistically complex.

Words with shared roots that contain the same meaning and similar spellings between languages and bring awareness to the similarities between two languages.

Incorporating a child’s interest by expanding on what they are saying or doing to provide extra information/explanation about an object, action or topic.

Introducing the lesson in a student’s heritage language, teaching the lesson in English, and then summarizing the lesson in the student’s heritage language.

Statements and discussions centered around word meanings. Providing a definition, example, or discussion of word parts (i.e., prefixes, suffixes, or root/base).

______ is a technique where the adult lengthens the child's verbal output whereas _____ is a technique where the adult comments and provides meaning to what the child says.

Child: Water!

Adult: You are drinking water!

This is an example of...

Child: Cookie!

Adult: You are hungry, so you want to eat a cookie because they're yummy!

This is an example of...

Adult: How are you? ¿Como están?

This is an example of...

Adult: How do we make peanut butter and jelly sandwiches?

This is an example of...

Child: I goes to watched a movie yesterday.

Adult: You went to watch a movie yesterday?

This is an example of...

Adult: This story talks about crocodiles did you know that in Spanish crocodiles are called cocodrilos, don't they sound similar?

This is an example of...

Adult: You know how in Spanish we say ella when we're talking about a girl and el when we're talking about a boy? Well, we do the same thing in English! We say she when we talk about a girl and he when we talk about a boy!

This is an example of...

Adult: The word unhappy has the prefix un- this tells us that the word unhappy is the opposite of happy because the prefix un- means not so the person who is unhappy is not happy. What other words can we put un- in front of?

This is an example of...

Which one of the following are general language strategies:

If a teacher uses a general language technique in Spanish, for example, the teacher asks an open-ended question in Spanish, this will be coded as...