Scaffolding to Support English Language Learners in a Kindergarten Classroom

Oliveira, Luciana C. de; Klassen, Marshall; Gilmetdinova, Alsu

doi:10.4018/978-1-4666-4928-6.ch001

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…This shows that scaffolding learning can be very beneficial for autistic children in acquiring and learning different concepts related to language. This is in accordance with the previous results which suggest that instructions given in the form of scaffolding improves the ability of a learner to learn a second language (Rivera, 2010) and it also increases the active participation of the student (Wilcock, 2014).…”

Section: Discussionsupporting

confidence: 93%

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Autism and Scaffolding Language Learning: A Case Study of Two Children with Autism

JECCE¹

2023

JECCE

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Autism is a neuro developmental disorder, that is associated with social and interactive abnormalities and with other language impairments. Language learning is related to the embodiment and acquisition of thelinguistic concepts depends on the socio-physical experiences. Studies have also approved that assisted or scaffolding learning can also help in language learning and acquisition. The present research studied the role of scaffolding learning in autistic children. The level of the lexical concepts of autistic children was observed in pre and post experiment. Children were taughtthe concept of birthday party event with the help of video and pictures. Theresults showed significant improvement in the acquisition of the concept of nouns; however, they were lagging in acquiring the concept of verbs related to the event of birthday party. It is assumed that visual experience helped the children in acquiring the nouns but no experience of performing the action can be the reason for the poor acquisition of verbs.

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Section: Discussionsupporting

confidence: 93%

“…Therefore, it is concluded from the present study that scaffolding learning can be a very effective method for autistic children in language learning and acquisition. Previous researches related to scaffolding and language learning gives similar results (Rivera, 2010).…”

Section: Discussionmentioning

confidence: 63%

Autism and Scaffolding Language Learning: A Case Study of Two Children with Autism

JECCE¹

2023

JECCE

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“…'message abundance', [9]). This is viewed as a way to facilitate the students' understanding and development of the verbal language (spoken and written) [10,11] in particular when making meaning about complex or abstract phenomena. Research suggests that such practices may be beneficial for all students, but especially for those learning the language of instruction and content in parallel [9,12].…”

Section: Introductionmentioning

confidence: 99%

Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom

Danielsson

Uddling

2022

Education Sciences

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Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerning science learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher’s design for learning for students’ meaning-making about ‘sound’. Thereto, students’ ‘signs of learning’ regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher’s design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students’ development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher’s choices appeared to be a hindrance for the students.

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Second Language Writing in Elementary Classrooms: An Overview of Issues

Oliveira

Silva

2016

Second Language Writing in Elementary Classrooms

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Scaffolding to Support English Language Learners in a Kindergarten Classroom

Cited by 4 publications

References 12 publications

Autism and Scaffolding Language Learning: A Case Study of Two Children with Autism

Autism and Scaffolding Language Learning: A Case Study of Two Children with Autism

Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom

Second Language Writing in Elementary Classrooms: An Overview of Issues

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