Coursework to Classroom: Learning to Scaffold Instruction for Bilingual Learners

Autor/in	Schall-Leckrone, Laura
Titel	Coursework to Classroom: Learning to Scaffold Instruction for Bilingual Learners
Quelle	In: Teacher Education Quarterly, 45 (2018) 1, S.31-56 (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Scaffolding (Teaching Technique); Qualitative Research; Beginning Teachers; Student Teachers; Preservice Teacher Education; Bilingual Students; Teaching Methods; Video Technology; Observation; Lesson Plans; Instructional Materials; Semi Structured Interviews; Attitude Measures; Teaching Experience; Mentors; Teacher Competencies; High Schools; Middle Schools; Visual Aids; Vocabulary Development; Reading Materials + Suchen Sie Ihr Suchwort? Qualitative Forschung; Junior teacher; Junglehrer; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Lesson planning; Unterrichtsplanung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrkunst; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Anschauungsmaterial; Wortschatzarbeit
Abstract	This qualitative research study examined the extent to which novice and student teachers drew upon pre-service preparation to use scaffolding practices identified in the literature as supportive of bilingual learners' (EBs') acquisition of academic content. Data sources included videotaped class observations, lesson plans and teaching materials, and semi-structured interviews to elicit participants' perspectives on how they scaffolded instruction. The results suggest inexperienced content teachers can develop an instructional repertoire to scaffold instruction for EBs. Participants consistently used four types of scaffolds: visuals, vocabulary instruction, graphic organizers, and adapted and/or annotated texts. Classroom experience and the support of a mentor teacher, who could provide site based coaching seemed to increase participants' ability to scaffold content instruction for EBs. Further research is recommended that shifts the focus from teacher learning to student learning to examine the extent to which scaffolding instruction improves learning opportunities and outcomes for emergent BLs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01