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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.
List of contents
1. Scaffolding for Multilingual Learners: Concepts and Practices (Luciana C. de Oliveira and Ruslana Westerlund)
Section 1: Theories and Approaches to Scaffolding for Multilingual Learners
2. Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes (Jennifer Hammond)
3. Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective (Aída Walqui and Mary Schmida)
4. Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools (Jennifer Wilfrid and Daniella Molle)
5. Making Science Multilingual: Scaffolding for Equitable Engagement in Science (Rita MacDonald and David T. Crowther)
Section 2: Examples and Case Studies of Scaffolding
6. Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices (Katherine Barko-Alva, Stephen Masyada, and Claudia Norez)
7. "Oh, I was scaffolding!": Novice Teachers' Use of Scaffolding as Humanizing Practice with Multilingual Students (Megan Madigan Peercy and John K. Chi)
8. Sustaining Quality Interactions for English Learners in Virtual Learning Formats (Aida Walqui)
9. Multimodality and Translanguaging as Scaffolding: Sense-Making in a Bilingual Kindergarten (Laura Schall-Leckrone)
10. Scaffolds in Action: How Exemplary Teachers Use Interactional Scaffolds to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text (Erika Johnson)
Section 3: Professional Learning with Teachers
11. Scaffolding Learning for Teachers of Multilingual Learners Through Agency, Leadership, and Collaboration (Kara Mitchell Viesca, Cindy H. Linzell, Peiwen Wang, Molly Heeren, Jessica Mitchell-McCollough and Alexa Yunes-Koch)
12. Educative Mathematics Curriculum Materials for English Learners: Varying the Intensity of Scaffolding (Haiwen Chu and Leslie Hamburger)
13. Scaffolding "Scaffolding" in Pre-service Teacher Education (George C. Bunch & Nora W. Lang)
About the author
Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and Professor in the School of Education at Virginia Commonwealth University, USA.
Ruslana Westerlund is an educational consultant specializing in research, design, and development of professional learning for teachers of multilingual learners across the United States.
Summary
This volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning.Scaffolding facilitates responsive and adaptive teaching and learning; addresses students’ needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction.
