Is the teacher language accessible for the students? (e.g., avoidance of idioms, extra paraphrasing, cognates pointed out, simple sentences, etc.) [review & analysis] Are the tasks clear?

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Field Report Section 2: Building Background and Comprehensible Input

Look for Building Background:

Is there an explicit link to the students’ previous experiences to build background? [review & analysis]
Are students allowed to share in their home languages names of things in visuals? [review & analysis]
Are there explicit links being made to past learning? [review & analysis]
Is key vocabulary sufficiently introduced and practiced with word learning strategies? [review & analysis]
Comprehensible Input:

Is the teacher language accessible for the students? (e.g., avoidance of idioms, extra paraphrasing, cognates pointed out, simple sentences, etc.) [review & analysis]
Are the tasks clear? [review & analysis]
Is there a variety of tasks to make the content clear? (e.g., gestures, body language, pictures and objects, modeling, multimedia, graphic organizers) [review & analysis]

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