ANTICIPATION GUIDE

Directions: Respond to each statement below before we begin our sessions and then again after
our three sessions today.

• Write A if you agree with the statement

• Write D if you disagree with the statement

Response TOPIC: Language Teaching & Learning Paradigms, Principles, & Response
Before Our Instructional Practices After Our
Session Sessions
1. One attains full proficiency in a second language when
she can speak, read, and write like a native speaker.
2. Language learners need to be taught vocabulary and
grammar each day before they can access rigorous
content.
3. Emergent bilinguals should not study their own or
another language until they have mastered English.
4. Teachers need to modify assignments and simplify
materials for emergent bilingual language learners (i.e.,
beginners).
5. Mixed-language parents need to choose one language
for their children to master first.
6. Younger children are more efficient language learners
than adolescents.
7. Language learners should always be grouped by
proficiency levels.
8. When EAL specialists are in mainstream classes, their
primary responsibility is to provide instructional
support to multilingual learners.
9. The use of multilingual learners’ home languages at
school will slow down their attainment of academic
English proficiency,
10. Dreaming in a language is evidence of full proficiency.
11. Immersion or dual-language programs are successful
because multilingual learners are restricted to use the
target languages.
12. Parents must be fluent in a language if they want their
children to grow up speaking it well.
13. Language teachers must be native speakers of the
languages they teach.
14. Code-mixing and code-switching are exactly the same as
translanguaging.
15. There are many ways teachers can speed up
multilingual learners’ acquisition of English in an
international-school setting.

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©DR. VIRGINIA P. ROJAS Language Education Specialist / gini.rojas@gmail.com/ Mexico (52) 332 210 3163/ USA (1) 732 740 6500
What is the Anticipation Guide?
An anticipation guide is a comprehension strategy that is used before reading to activate students'
prior knowledge and build curiosity about a new topic. Before reading, students listen to or read
several statements about key concepts presented in the text. The statements are often structured
as a series of statements with which the students can choose to agree or disagree. Anticipation
guides stimulate students' interest in a topic and set a purpose for reading.

Why use the Anticipation Guide?

• Anticipation guides can stimulate students' interest in a topic and set a purpose for reading.
• Anticipation Guides teach students to make predictions, anticipate the text, and verify their
predictions.
• Anticipation guides connect new information to prior knowledge and build curiosity about
a new topic.

How might you use the Anticipation Guide in your class for reading?
• Anticipation Guide | Classroom Strategies | Reading Rockets (8:23)

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©DR. VIRGINIA P. ROJAS Language Education Specialist / gini.rojas@gmail.com/ Mexico (52) 332 210 3163/ USA (1) 732 740 6500