Tensions in Building Toward Disciplinary Literacy by Steven Z. Athanases and Luciana C. de Oliveira

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“Scaffolding is widely referenced in educational literature and practice, in literacy education in particular, but often in reductive ways. Scaffolding is key for diverse youth in high-need settings, but few studies examine complexities and tensions of scaffolding in practice. This study asked how, if at all, teachers at a California high school with a mission to prepare urban, low-income, mostly Latina/o youth for academics and college admission enacted scaffolding to help students, many of them English learners, achieve academic goals. Drawing upon school and classroom data collected over a year and a half, including video recorded observations, interviews, and student work samples, the study used observation instruments and qualitative analyses to answer questions using two teacher cases. Considering scaffolding for whom, teachers supported students they hoped to see achieve but whom they felt needed many supports, given histories of low test scores and some academic failure. In scaffolding for what purpose(s), much attention was devoted to scaffolding basic and intermediate levels of literacy activity, with less evidence of scaffolding disciplinary literacy and higher-order thinking. For scaffolding how, planned scaffolds of sequenced activities dominated, with promising examples of interactional scaffolds. One teacher case illustrates routine support, while the second illustrates scaffolding aligned with core elements of contingency, fading, and transfer of responsibility and with use of sociocultural dimensions of learning. The study highlights
one urban public high school, with implications for teaching youth of color in low income settings, teaching English learners, and preparing teachers for this work.”

Tensions in Building Toward Disciplinary Literacy by Steven Z. Athanases and Luciana C. de Oliveira



Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? Author(s): Angela Creese and Adrian Blackledge

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“This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilin gual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecol ogy perspective and seeks to describe the interdependence of skills and knowledge across languages.”

Translanguaging in the Bilingual Classroom

Biography-Driven Strategies as the Great Equalizer: Universal Conditions that Promote K-12 Culturally Responsive Teaching

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The growing number of culturally and linguistically diverse (CLD) students entering our public school system demands a new pedagogical framework for teaching and learning. With its emphasis on all four dimensions of the CLD student biography (sociocultural, linguistic, cognitive, academic), biography-driven culturally responsive teaching (Herrera, 2010) addresses the limited attention currently devoted to second language learning issues in the literature and research related to culturally responsive pedagogy. This study investigates the use of biography-driven instructional (BDI) strategies by 58 general education teachers at the elementary and secondary levels with CLD students in their classrooms using the Biography-Driven Performance Rubric, which measures  enactment of teaching standards and educational best practices. Findings indicate that the use of BDI strategies can facilitate the practical actualization of culturally responsive teaching. Findings also suggest that implementation of BDI strategies can help teachers overcome challenges that are unique to secondary settings as they accommodate the assets and needs of CLD learners.

Dual Language Learners: A National Demographic and Policy Profile

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This was a blog I found on Dr. Broady’s site that gives fact sheets on every state regarding ELL or as the article referred to them DLL students.  I found it as a great resource and feel it is one that needs to be shared.


Bilingual Education – DC Immersion Project

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The article is called  “BILINGUAL EDUCATION BENEFITS ALL STUDENTS” and it is from a study done in DC  with their Latino students.  However, the information can be used to help all learners.


Content Area Instruction for ELLs

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“This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.”


The World Atlas of Language Structures Online

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“The World Atlas of Language Structures (WALS) is a large database of structural (phonological, grammatical, lexical) properties of languages gathered from descriptive materials (such as reference grammars) by a team of 55 authors.”


Is the problem cultural or something else?

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This article highlights research on cultural norms and helps the reader understand various perspectives through different resources and guides on working with people of various cultures.


EDU 587 – Home Visit – Myanmar

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As a project for EDU 587 we conducted a home visit with an immigrant family. My family is a Karen family from Myanmar who are an elderly couple in their 70’s. This video encompasses research regarding Myanmar, the information obtained from my home-visit, as well as guidance for schools to use in being more culturally responsive and ensuring their students’ success.