F. A. Q.

Q: As a teacher, my schedule is already full. Will the DLP add to my heavy work load?

A: No, vocabulary from concepts already taught can be reinforced in short daily sessions or, periodically a whole lesson can be dedicated to the development of academic language.

Q: I have many things to cover in my curricula. Will the DLP slow me down?

A: No, the students’ expanded academic language bases will facilitate their acquisition of new program content.

Q: Can the DLP be used to teach second languages?

A: “Absolutely. The DLP has been used in many second language classrooms including English, French, Yup’ik, Navajo, Dogrib, and Chinese, to name a few. The DLP provides for both beginner and advanced levels of second language learning.

Q: I don’t have a lot of space in my classroom to do activities.

A: “The DLP provides a wide range of activities, many of which are ideal for small areas. Select activities that are appropriate for both your students and the physical environment.”

Q: Is the DLP a research-based process?

A: Yes, in fact the process is a synthesis of educational research and incorporates a wide range of proven techniques and strategies. The works of Piaget, Vygotsky, Sylvia Ashton Warner, and many others were used to create the DLP. The parts of the Process are not new, but the sum total of the parts, the DLP, is new.”

Q: Can the DLP be used for one-on-one and special education classes?

A: Yes, the DLP has proven effective in both of those cases. The teacher will have to select activities appropriate for the learning situation but, the steps of the DLP would re- main the same.