Contingency in Context: A Study of Exemplary Reading Teachers' Use of Planned Scaffolds in Secondary English Classes with Emergent Bilinguals

Autor/in	Johnson, Erika
Titel	Contingency in Context: A Study of Exemplary Reading Teachers' Use of Planned Scaffolds in Secondary English Classes with Emergent Bilinguals
Quelle	In: Reading & Writing Quarterly, 37 (2021) 3, S.260-278 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2020.1776654
Schlagwörter	English Language Learners; Scaffolding (Teaching Technique); Middle School Teachers; Student Diversity; Student Needs; Bilingual Students; Second Language Learning; Middle School Students; Language Arts; English Instruction; Grade 6; Grade 7; Teaching Methods; Planning; Instructional Materials; Group Instruction; Language Proficiency; Student Characteristics + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Zweitsprachenerwerb; Student; Students; Schüler; Schülerin; Sprachkultur; English langauage lessons; Englischunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Ablaufplanung; Planungsprozess; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gruppenunterricht; Language skill; Language skills; Sprachkompetenz
Abstract	Planned instructional scaffolding--the temporary use of materials, routines and structures to support students in doing challenging academic work--is a critical component of English-language reading instruction with emergent bilinguals (students formally categorized as English Language Learners). Although scholars describe how scaffolds "should" be used to support language and literacy development in classes, no extant research describes how teachers actually choose and use a range of scaffolds that are responsive to the varied skills and needs of larger, diverse groups of emergent bilinguals, all within the complex and dynamic environment of a classroom. Drawing on Walqui's conceptual framework for use of scaffolds with emergent bilinguals and Corno's theories of adaptive teaching, this comparative case study of three exemplary teachers' reading instruction in middle school sheltered English classes focuses on how teachers selected and used instructional scaffolding "contingently," by adapting the support to the needs of an individual or the group. Following the call by van de Pol et al., this research also investigates how the teachers' use of scaffolds was shaped by their immediate context. Data, which include 30 video-recorded reading lessons and 9 teacher interviews conducted over one school year, were analyzed using qualitative methods. Findings show that the teachers' use of a range of whole-class and small-group planned scaffolds was shaped by their understandings of their class context, namely the heterogeneity of their classes and their adolescent students' socioemotional needs. The study's implications for teacher educators, coaches and researchers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01