A Language-Based Approach to Content Instruction (LACI) for Multilingual Learners: Six Cs of Scaffolding in First Grade

Autor/inn/en	de Oliveira, Luciana C.; Jones, Loren; Smith, Sharon L.
Titel	A Language-Based Approach to Content Instruction (LACI) for Multilingual Learners: Six Cs of Scaffolding in First Grade
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 5, S.429-444 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Oliveira, Luciana C.) ORCID (Jones, Loren) ORCID (Smith, Sharon L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2021.1885409
Schlagwörter	Multilingualism; Teaching Methods; Grade 1; Elementary School Teachers; Scaffolding (Teaching Technique); Content and Language Integrated Learning; English Language Learners; Cultural Differences; Language Arts; English Instruction; Academic Language; Cultural Background; Case Studies; Bilingualism; Literacy Education + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; CLIL; Lernkonzept; Kultureller Unterschied; Sprachkultur; English langauage lessons; Englischunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Case study; Fallstudie; Case Study; Bilingualismus
Abstract	Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an in-depth case study, we explored how a first-grade teacher used the LACI framework to support her linguistically and culturally diverse students in their development of academic language and access to English language arts content. Demonstrating overall positive findings, the framework provided her with various scaffolding moves to facilitate learning and to validate students' unique cultural and linguistic resources. This study contributes initial findings vis-à-vis this framework and showcases practical implications for both elementary teachers and teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01