What is the general stance of researchers on using primary language in SEI classrooms?

The correct choice reflects a widely accepted view among researchers regarding the incorporation of students' primary language in Sheltered English Instruction (SEI) classrooms. The minimal, supportive use of primary language is recognized as beneficial for several reasons. First, leveraging students' primary language can aid in comprehension, allowing them to build upon their existing language skills. It provides a bridge to understanding new concepts and vocabulary in English, which can enhance learning outcomes.

Using the primary language in a supportive manner also helps create a more inclusive and comfortable environment for learners. When students see their language valued, it can foster a sense of belonging and encourage participation. Additionally, it can serve to clarify complex content, making it more accessible to students who may still be developing their English language proficiency.

In contrast, the other options suggest varying degrees of exclusion of the primary language, such as its complete elimination or strict adherence to standardized English, which may not support language development and could impede understanding for multilingual learners. Encouraging bilingual instruction, while valuable, goes beyond the supportive use of primary language in this context and may introduce complexities that are not necessarily aligned with the SEI approach, which primarily focuses on English language acquisition.