National Clearinghouse for Bilingual Education, Washington, DC.
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Effective instruction for language minority students shares major characteristics with effective instruction for native English-speakers. However, additional instructional features need to be implemented for language minority students. This article describes five teaching practices that can lead to higher levels of achievement for language minority students: use of students' prior knowledge, teacher modeling, scaffolded instruction, interactive teaching, and the teaching of metacognition and thinking. Each of these can be attributed to a cognitive model of learning in which learners are perceived as active partners in the construction of knowledge.