ABSTRACT
This case study explores how a multilingual first grade teacher in an international school in the United Arab Emirates, scaffolds and supports multicultural and multilingual students in their reading comprehension. The teacher familiarizes and orients herself to her diverse students by completing an inventory of language skills, reviewing prior students’ assessments and through the use of interactive games. As a globally minded teacher, this teacher critically reflects upon the literacy development and dilemma of her students. The teacher recognizes that while the majority of her young students are learning English as a second language, others are learning English as their native language. All of her students need support. She considers the range of abilities as well as the nuances of languages present in the class. The teacher prioritizes her students’ learning needs and sets goals. The teacher implements seven strategies in order to unlock her students’ potential to learn, build understanding, and comprehend texts written in the English language. This case study demonstrates how one teacher consider her roles, implements high impact teaching practices, teacher-led and student-led structures, to help students access content and develop literacy. Additionally, it highlights the utility of innovative tools such as a Literacy Teaching Toolkit and a Student Literacy Toolbox, in foundational and primary year classrooms, in order to improve student learning outcomes.
