This chapter presents a case study of a kindergarten classroom and examines how a kindergarten teacher uses scaffolding to diversify instruction in the classroom to support ELLs. The authors focus on the scaffolding resources used to support learning and describe the kinds of support provided and opportunities for students created so they can use their developing language in class with the teacher and classmates. The authors identify planned and interactional scaffolding resources used in the classroom.

Research has shown that foreign language classroom anxiety often has a debilitating effect on language learners’ self-perceptions (Horwitz, 2001). Self-efficacy is also a notable concept in relation to learners’ self-perceptions of their ability to complete tasks (Bandura, 1982). Relating experiences of anxiety in the classroom with self-efficacy, in this study we looked at correlations between self-efficacy and foreign language anxiety and changes in these affective factors for university English learners. A pretest–posttest methodology was utilized before and after the participants studied abroad. Negative correlations were found between language anxiety and self-efficacy across both tests. In addition, significant findings from the individual test could be seen before and after studying abroad, showing in what ways study abroad may affect learner’s anxiety and self-efficacy. 先行研究では、外国語教室不安が言語学習者の自己認識を衰弱させる効果があることを示している（Horwitz, 2001）。また、自己効力感は、自分自身がタスクをどれだけ遂行できるかの自己認識に関連している注目すべき概念である（Bandura, 1982）。本研究では、 外国語の不安と自己効力感を関連付けて、大学での英語学習者に対する感情的要因の変化を調べた。方法として、参加者が留学する前後にテストを行った。そこでは 両方のテストで、言語不安と自己効力感に負の相関関係が見つかった。さらに、留学の前後の調査結果は、留学が学習者の不安や自己効力感にどのような影響を与えるかを示していた。

Abstract. The K-12 student population in many English-dominant countries is becoming increasingly diverse. In the United States, the number of English Language Learners (ELLs) has increased significantly over the past two decades. This increase leads educators to consider the professional preparation of English/literacy teachers to work with ELLs, especially in the area of writing instruction. Yet this student population is consistently ignored when content standards are conceptualized. This was the case with the Common Core State Standards (CCSS) in English Language Arts, which were designed for a general student population, and provide little guidance for English/literacy teachers who have ELLs in their classrooms. This article highlights key concepts that students, and English/literacy teachers, would need to know in the area of writing. We then conceptualize what the CCSS are missing in regards to the English/literacy teacher knowledge base for teaching writing to ELLs.