ABSTRACT
This insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students’ needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners.
Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms.
Featuring examples from teacher education programs as well as principles for design of educative curriculum materials, this book is ideal for pre-service teachers and students in TESOL, applied linguistics, and language education.
TABLE OF CONTENTS
part Section 1|73 pages
Theories and Approaches to Scaffolding for Multilingual Learners
chapter 3|19 pages
Reconceptualizing Scaffolding for English Learners
chapter 4|15 pages
Scaffolding Multilingual Learners' Equitable Participation in Disciplinary Learning
part Section 2|82 pages
Examples and Case Studies of Scaffolding
chapter 6|19 pages
Scaffolding in DLBE Secondary Social Studies Classroom
chapter 7|19 pages
“Oh, I Was Scaffolding!”
chapter 9|13 pages
Multimodality and Translanguaging as Scaffolding
chapter 10|16 pages
Scaffolding in Action
part Section 3|50 pages
Professional Learning with Teachers