Krashen and Tracy Terell (1983) stress the need for English language learners to be allowed to move into verbal production of the new language at a comfortable rate. Students must hear and understand messages in the target language and build a listening vocabulary before being expected to produce spoken language. For this reason, activities need to be planned and structured so that students can participate in other ways, especially during the preproduction or “silent period”.
With this in mind, how might educators integrate content material into meaningful activities (i.e. hands on, TPR) that foster learning and language development for ELLs?