“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.”
Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? Author(s): Angela Creese and Adrian Blackledge
“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.”
This is the conversation I had with Elisa about her journey here, and how she is adjusting to life in America after being here for only one year.
This video is my conversation with the ESL teacher for Scott County Middle Schools and recommendations for a specific student that we studied throughout the semester.
The Great Vowel Shift