Question and Answers Assignment for Higher Education Students

This assignment provides answers to questions regarding scaffolding techniques and language objectives. The first question discusses three scaffolding techniques, including modeling correct speech, connecting theories and ideas, and using diagrams. The second question addresses the four categories of language objectives: key vocabulary, language functions, language skills, and grammar/language structure. The assignment references Short, Fidelman & Louguit (2012) and explores their perspectives on developing academic language in English language learners. This document is a valuable resource for students seeking to understand these concepts and improve their academic performance.

Running Head: QUESTION AND ANSWERS
Question and Answers
Name of the Student:
Name of the University:
Author Note:

1QUESTION AND ANSWERS
Answer to Question 1
Three scaffolds are their explanation:
 As per the examples given by Short and Echevarria, modelling correct speech is a
great way to provide a strong base for the students. In doing so, the students can easily
understand their weaknesses and use the correct form of words and grammar
accordingly (Short, Fidelman & Louguit, 2012).
 Another useful method is to help the students understand the various relationship that
lies between theories and ideas. Many a times, it is a common problem that students
face on a regular basis, that they unable to connect various concepts that they have
previously learned. If a teacher is able to build a bridge and connect that dots between
theories, ideas, and concepts, with that of the applications of these aspects, the
students shall have better and clearer understanding of ideas (Short, Fidelman &
Louguit, 2012).
 Lastly, use of diagrams, charts that consist of words that gently attract their attention
can be of immense use. This is most easily accessible as the students shall be able to
access them without gathering much attention from anyone.
Answer to Question 2
There are four categories of language objectives, namely key vocabulary, language
functions, language skills, and grammar or language structure.
 Key vocabulary is referred to those technical terms, and words of concept that are
needed in order to discuss, read, and write about a particular topic.

2QUESTION AND ANSWERS
 Language function refers to the manner in which students use language in their
lessons for describing, comparing, or summarizing.
 Language skills include the process of reading, writing, listening, as well as listening
skills that the students are required to learn.
 Grammar or language skills are taught to the students according to their relevance in
either written or oral form in the classroom premises (Short, Fidelman & Louguit,
2012).

3QUESTION AND ANSWERS
Reference
Short, D. J., Fidelman, C. G., & Louguit, M. (2012). Developing academic language in
English language learners through sheltered instruction. Tesol Quarterly, 46(2), 334-
361.