This insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students’ needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners.
Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms.
Featuring examples from teacher education programs as well as principles for design of educative curriculum materials, this book is ideal for pre-service teachers and students in TESOL, applied linguistics, and language education.
Author(s): Luciana C. de Oliveira, Ruslana Westerlund
Publisher: Routledge
Year: 2022
Language: English
Pages: 237
City: New York
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Editor Biographies
Contributor Biographies
Chapter 1: Scaffolding for Multilingual Learners: Concepts and Practices
Terminology and Acronyms
Key Concepts and Ideas
Scaffolding as a Dynamic Process and Contingent upon Learners' Needs
Scaffolding as More than Help and Routine Support
Learning as Participation, Engagement, Appropriation, and Agency
Macro, Designed-in, Planned Scaffolding and Micro, Spontaneous, Interactional Scaffolding
Overview of Chapters
References
Section 1: Theories and Approaches to Scaffolding for Multilingual Learners
Chapter 2: Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes
Understanding Scaffolding
Intentions and Means of Scaffolding
Layers and Levels of Scaffolding
Cumulative Nature of Scaffolding
Context of the Year 4 Science Program
The Year 4 Science Program
Scaffolding What: Intentions and Means of Scaffolding
Levels of Scaffolding: Designing for Cumulative Learning
Macro-Level Designed-In Scaffolding
Micro-Level Scaffolding: Targeted and Differentiated Support
Conclusion
References
Chapter 3: Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective
The Zone of Proximal Development
Unpacking the Metaphor of Scaffolding
Some History On the Notion of Scaffolding
Features That Characterize Successful Scaffolding
Relationships Enacted in the ZPD
Ecological/Sociocultural Approaches to Learning in an Additional Language
Designing Scaffolding for Classes with English Learners
Three Levels of Scaffolding
An Example of Scaffolding in Action
Preparing Learners
Interacting with Text
Extending Understanding
Conclusion
Note
References
Chapter 4: Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools
Revisiting the Conceptual Roots of Scaffolding
The Zone of Proximal Development
Appropriation and Scaffolding
Participation in Sociocultural Activity and Scaffolding
The Enactment of Student Agency and Scaffolding
An Instructional Tool for Scaffolding the Learning of Multilingual Youth: The WIDA Framework for Equitable Instruction
The FEI and Learning as Appropriation
The FEI and Learning as Participation in Sociocultural Activity
The FEI and Student Agency
Conclusion
Note
References
Chapter 5: Making Science Multilingual: Scaffolding for Equitable Engagement in Science
The Call for Change
Scaffolding Revisited
Design Principles for Equitable Engagement in Three-Dimensional Science
Foundational Commitments to Science Education
Four Pillars of Sense-making
Assurance of Equity
Designing Macro- and Micro-scaffolding with MSM's Design Principles
Foundational Commitments to Science Education, Design Principles 1 and 2
Macro-scaffolding
Additional Resources
Micro-scaffolding
Additional Resources
Four Pillars of Sense-making, Design Principles 3, 4, 5, and 6
Macro-scaffolding
Additional Resources
Micro-scaffolding
Additional Resources
Assurance of Equity, Design Principles 7 and 8
Macro-scaffolding
Additional Resources
Micro-scaffolding
Additional Resources
Conclusion
References
Section 2: Examples and Case Studies of Scaffolding
Chapter 6: Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices
The Importance of the Social Studies and Civic Education Within the Context of Dual Language Bilingual Classrooms
Using the Inquiry Design Model with Multilingual Students Learning in DLBE Settings
The C3 Framework and the Inquiry Design Model
Dimension One: Developing Questions and Planning Inquiries
Dimension Two: Applying Disciplinary Concepts and Tools
Dimension Three: Evaluating Sources and Using Evidence
Dimension Four: Communicating Conclusions and Taking Informed Action
Strategies and Procedures
Conceptual Development Within Context (English/Spanish)
Supporting Question 1: What Is Public Policy? (English)
Supporting Question 2: What Are Some Ways That People Can Make a Difference in Their Communities? (English/Spanish)
Supporting Question 3: Who Has the Power to Make Decisions in My Particular Community? (Spanish)
Supporting Question 4: What Are Public Policy Issues in My Community? (Spanish)
Summative Performance Task
Argument (Spanish)
Taking Informed Action (Language: Students’ Choice)
Reflection: Building Civic Action Spaces for All Students
References
Chapter 7: “Oh, I Was Scaffolding!”: Novice Teachers’ Use of Scaffolding as Humanizing Practice with Multilingual Students
Why Scaffolding Matters
Methods
Findings
Scaffolding and Equity
Grounding Scaffolding in Practice
Scaffolding in Action
Discussion
Implications and Conclusion
Acknowledgments
References
Chapter 8: Sustaining Quality Interactions for English Learners in Virtual Learning Formats
Quality Interactions
Parameters for Hybrid Lesson Design for English Learners
Notes
References
Chapter 9: MULTIMODALITY AND TRANSLANGUAGING as Scaffolding: Sense-Making in a Bilingual Kindergarten
Literature Review
Translanguaging
Multiple Modalities
Classroom Community
Findings
Discussion
Implications
Notes
References
Chapter 10: Scaffolding in Action: How Exemplary Teachers Use Interactional Scaffolding to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text
Interactional Scaffolds
Scaffolding for Language and Literacy Development
Highlight, Don't Hint
Provide Feed Forward, Not Just Feed Back
Explain Information That Leads to Student Agency, Not Apathy
Model Complex Processes, Not Just Forms
Uptake, Not Evaluation
Conclusion
References
Section 3: Professional Learning with Teachers
Chapter 11: Scaffolding Learning for Teachers of Multilingual Learners through Agency, Leadership, and Collaboration
Quality Teacher Professional Learning
Agency, Leadership, and Collaboration in Professional Learning
eWorkshops: Professional Learning for Teachers of Multilingual Students
Scaffolding Learning for Teachers of Multilingual Learners
Methods
Participants
Data Collection
Data Analysis
Findings
Leadership as Role Versus Action
Self-directed Learning
Meaningful Learning Impacting Meaningful Teaching
Adapting and Applying Learning So That All Learners Can Thrive
Implications and Conclusion
Note
References
Chapter 12: Educative Mathematics Curriculum Materials for English Learners: Varying the Intensity of Scaffolding
Reimagining and Amplifying Mathematics Participation, Understanding, and Practices (RAMP-UP) for English Learners
Center Learning on Generative Ideas That Are Powerful and Relevant
Design Scaffolding in Planned and Contingent Ways at Multiple Instructional Scales
Invite and Support Students in Dialogue to Engage in Disciplinary Practices
Focusing on Varying the Intensity of Scaffolding
Variation Within a Particular Task
Low Level of Scaffolding
Medium Level of Scaffolding
High Level of Scaffolding
Comparing Dimensions of Intensity in Scaffolding
Variation Across a Sequence of Tasks or Lesson
Lesson Design in Mathematics Education
Concentrating Intensity in the Interacting Moment
Design Principles for Teacher-Facing Educative Materials
Clear and Ambitious Vision of Quality
Ideas and Their Interconnections
Signal and Justify Departures
Purpose and Features of Genres
Conclusion: Next Steps in Iterative Development
References
Chapter 13: Scaffolding “Scaffolding” in Pre-service Teacher Education
Conceptualizing Scaffolding
The Program, the Course, and the Assignment
Scaffolding in a Pre-Service Teacher Preparation Course
Exploring Current Conceptions—and Challenging Them (Week 4)
Laying the Foundation (Week 5)
Introduction: The Metaphor of Scaffolding
Round Robin: Key Concepts in Scaffolding
Peekaboo!
Unpacking a Video Example
Scaffolding Scaffolding: The Assignment
Group Demonstrations and Whole-class Debrief
Exploring Figurative Language with Cootie Catchers
Introducing Poetry by Analyzing and Interpreting Art
Introduction to Quadrilaterals: Developing Mathematically Descriptive Questions
Moving Toward Autonomy: Teacher Candidate's Individual Reports
Agency and Autonomy
Pedagogical Structures
Unpredictable Outcomes
Conclusion: The Assignment Itself as an Instantiation of Scaffolding
Notes
References
Index
