Exemplary Reading Teachers’ Use of Instructional Scaffolds With Emergent Bilinguals: How Knowledge and Context Shape Their Choices

Johnson, Erika

doi:10.1002/tesq.471

Cited by 7 publications

(5 citation statements)

References 28 publications

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“…A weak area to be noted is the need for a more indepth look at the processes surrounding requirements for teacher instruction for results to be analyzed. Johnson (2019) Information is summarized in tables using a clear and concise format for each structure.…”

Section: Discussionmentioning

confidence: 99%

“…The knowledge related to teachers' understanding of the English language affected their knowledge of how to best transfer language. -Regardless of where and how teachers attain knowledge, it affects every aspect of teaching (Connelly et al, 1997)‖ (in Johnson, 2019. Daniel et al (2016) explain, -In teacher-led, whole-class literacy activities, teachers have been cautioned against ‗providing so much … information that students are simply filling in the blanks'‖ (Valencia & Wixson, 2013, in Daniel et al, 2016.…”

Section: Teacher Instructional Expertisementioning

confidence: 99%

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Untitled

2020

RJE

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This review of the literature analyzes scaffolding as it relates to best practices in the English as a second language (ESL) classroom, grades K-12. As defined by many professional educators, instructional scaffolding is temporary support provided to students on an individual basis based on their needs. Despite the ever-increasing population of ESL students in K-12 classrooms, the ESL instructional approach lacks consistency from country to country, state to state, and classroom to classroom. There is a wealth of research on ESL instructional techniques, but a lack of studies on the impact of various approaches to instructional scaffolding. The articles in question address instructional scaffolding in different ways for different grade levels spanning K-12. Did one prevail as a potential universal scaffold? How might we, as educators, stop reinventing the wheel and rely on a sound methodology? Studies on scaffolding as it relates specifically to ESL students' comprehension is limited. These findings have important implications for the practices of current and future ESL teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Teacher Instructional Expertisementioning

confidence: 99%

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2020

RJE

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“…-Limited vocabulary seems to obstruct their [students] thinking which results in boredom and despair‖ (p. 283). Johnson (2019) 6 middle school teachers from 4 lowperforming, Title 1 schools in California Qualitative research included video recording of teachers, interviews with teachers, and transcription of instruction.…”

Section: Discussionmentioning

confidence: 99%

Developing Competencies Among Learners; Teachers Perception of Music and Drama

Atuta¹,

Manyasi²

2019

RJE

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The study investigated Teachers Perception of the Use of Music and Drama in Developing Competencies among learners in secondary schools. The research questions were: To what extent does participation in music develop competencies among learners in secondary schools? and to what extent does participation in drama develop competencies among learners in secondary schools. The study used a descriptive research design in describing teacher’s perception of the use of Music and Drama in developing competencies among learners. Eighty teachers who were in charge of Music and Drama were selected to form the target population. The sampling technique used was census hence all the eighty teachers formed the study sample. Data was generated using Questionnaires. Validity of the instruments was done using research experts. A pilot study of the questionnaires to test their reliability was conducted by the researcher. Data was analyzed and interpreted according to the research questions. It was presented using frequencies and percentages. The findings revealed that learners who participated in music and drama developed various competencies such as: communication skills, creativity skills, critical thinking, problem solving, leadership skills and social skills. The study concluded that learners should be encouraged to participate in co-curricular activities such as Music and Drama to facilitate acquisition of diverse competencies. There is need for supportive policies to be developed and implemented.

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“…Simply put, learning takes shape through individuals relying on influential and meaningful interactions with others. Peer interaction is evident through planned partnering activities in Johnson's (2019) study of language acquisition for emergent bilingual students. Daniel et al (2016) highlight the value of peer-to-peer discussions and a menu of scaffolding moves as instructional supports for ESL learners (pp.…”

Section: Peer Interactionmentioning

confidence: 99%

Universal ESL Scaffolding for the K-12 Teacher: A Literature Review

Tatum¹,

Huber²

2020

RJE

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This review of the literature analyzes scaffolding as it relates to best practices in the English as a second language (ESL) classroom, grades K-12. As defined by many professional educators, instructional scaffolding is temporary support provided to students on an individual basis based on their needs. Despite the ever-increasing population of ESL students in K-12 classrooms, the ESL instructional approach lacks consistency from country to country, state to state, and classroom to classroom. There is a wealth of research on ESL instructional techniques, but a lack of studies on the impact of various approaches to instructional scaffolding. The articles in question address instructional scaffolding in different ways for different grade levels spanning K-12. Did one prevail as a potential universal scaffold? How might we, as educators, stop reinventing the wheel and rely on a sound methodology? Studies on scaffolding as it relates specifically to ESL student’s comprehension is limited. These findings have important implications for the practices of current and future ESL teachers.

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Exemplary Reading Teachers’ Use of Instructional Scaffolds With Emergent Bilinguals: How Knowledge and Context Shape Their Choices

Cited by 7 publications

References 28 publications

Untitled

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Developing Competencies Among Learners; Teachers Perception of Music and Drama

Universal ESL Scaffolding for the K-12 Teacher: A Literature Review

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