Teacher scaffolding and immersion language learning of refugee-background students in an elementary immersion classroom

Heo, Saem

doi:10.1016/j.linged.2022.101055

Cited by 5 publications

(1 citation statement)

References 47 publications

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“…This study contends that it is very possible that teachers who use scaffolding in the teaching of history in English would be able to grow their students' learning more effectively. As argued by Heo (2022), scaffolding offers students intensive and temporary assistance until they become autonomous and independent in learning, given that it is a process that allows students to perform a task or accomplish a goal through adapted assistance from more proficient history teachers. The essence of scaffolding is to support both language and content learning.…”

Section: Scaffolding and Teaching History In Englishmentioning

confidence: 99%

Navigating the complexities of learning history in English in two South African schools

Chimbunde,

Lekhethe,

Moreeng

2024

History Education Research Journal

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Despite extensive research into the intersection between English aptitude and academic achievement, the challenges that learners for whom English is not their first language face when taught history in English are still underexplored. Underpinned by Vygotsky’s sociocultural theory, this study investigates the linguistic challenges that South African learners face when taught history using the English language, and then explores how learners would want to be taught. Using semi-structured interviews and classroom observations, this phenomenological study adopting a qualitative approach generated data from 12 purposively sampled participants drawn from two rural schools. Themed findings explicate that learners had poor command of the English language used for teaching and learning, and hence misunderstood command words, lacked confidence, mispronounced words and did not read for comprehension. The learners proposed that history teachers must employ scaffolding and translanguaging approaches to enhance mastery of history concepts. These findings suggest the need for schools through the Department of Education in South Africa, and in any other countries in similar contexts, to embrace scaffolding and translanguaging as pedagogical approaches in teaching history for understanding, rather than for uniformity. These insights could inform policies and practice for the language of teaching for the history curriculum in countries that are multilingual societies.

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Section: Scaffolding and Teaching History In Englishmentioning

confidence: 99%