To assist an intermediate ELL in comprehending academic content, what strategy should teachers implement?

Discussing learning objectives at the start and end of class is a highly effective strategy for assisting intermediate English Language Learners (ELLs) in comprehending academic content. By clearly outlining what students are expected to learn and achieve, teachers provide a framework that helps ELL students understand the purpose of their lessons. This approach sets a clear context for the learning activities, making it easier for these students to connect the material with their prior knowledge and language skills.

Additionally, reviewing the objectives at the end of the lesson allows students to reflect on what they have learned, reinforcing their understanding and retention of the content. This strategy also encourages students to ask questions and seek clarification, which is essential in fostering language development and comprehension.

In contrast, while the other strategies may have their benefits, they do not specifically address the nuances of language acquisition in the same direct manner. For example, assigning supplemental homework might not provide immediate clarification or support, and modeling inferential skills, while valuable, requires students to have a certain level of language proficiency to truly benefit. Monitoring progress through group observation can assist in gauging understanding, but it does not actively engage students in the learning process or clarify their learning objectives directly. Thus, focusing on learning objectives is a targeted approach that aligns