ABSTRACT
Chapter 5 addresses the roles of teacher scaffolding and teacher questions in immersion and dual language (ImDL) classrooms. The chapter first describes verbal, procedural, and instructional scaffolding as strategic ways to support ImDL students in their comprehension and production of a language they are still learning. The chapter then explores a range of teacher questioning techniques with an emphasis on those that push students to use quantitatively more language and qualitatively more complex language. Examples from actual classroom interactions illustrate how crucial it is for teachers to avoid overusing evaluative statements and instead to use strategically planned follow-up questions that encourage student language production and consolidate content knowledge.
