"Every Good Learner Uses Resources": Leveraging Student Interjections to Provide Scaffolding in a U.S. Sheltered English Classroom

Autor/in	Linares, Rebecca E.
Titel	"Every Good Learner Uses Resources": Leveraging Student Interjections to Provide Scaffolding in a U.S. Sheltered English Classroom
Quelle	In: Pedagogies: An International Journal, 16 (2021) 4, S.327-346 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.1897013
Schlagwörter	Teaching Methods; Scaffolding (Teaching Technique); Teacher Student Relationship; English Language Learners; Social Studies; Classroom Communication; Multilingualism; Modeling (Psychology); Prior Learning; Educational Practices; Student Participation; Student Diversity; English (Second Language); Second Language Learning; Secondary School Students; Sociocultural Patterns; Teacher Characteristics; Teacher Attitudes; Monolingualism; Native Language; Language Usage; Oral Language; Written Language; Kentucky + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Gemeinschaftskunde; Klassengespräch; Mehrsprachigkeit; Multilingualismus; Modeling; Modelling; Modellierung; Vorkenntnisse; Bildungspraxis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sekundarschüler; Soziokulturelle Theorie; Lehrerverhalten; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache
Abstract	This paper explores how a monolingual English-speaking teacher working with transnational emergent multilinguals (TEMs) in a sheltered English classroom in the U.S. capitalized on students' interjections turning them into teachable moments. Specifically, it explores how these instances allowed the teacher to model and teach TEMs how to draw on existing skills and resources when they encounter a challenge. Drawing on observational and artefact data gathered during social studies lessons on U.S. symbols, this paper highlights how the teacher leveraged student interjections to scaffold students' understanding of how to (1) utilize classroom resources, (2) leverage existing linguistic knowledge, and (3) access background knowledge. This paper suggests that the teacher's response to students' interjections sought to support them in developing the skills needed to engage in self-scaffolding by accessing and utilizing available resources. Monolingual teachers often feel unprepared when encountering TEMs; however, this paper suggests that if they adapt practices that are already part of their pedagogical practice and maintain an open stance toward students' diverse ways of participating, all stakeholders will benefit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01