Scaffolding for Multilingual Learners in Elementary and Secondary Schools PDF
Preview Scaffolding for Multilingual Learners in Elementary and Secondary Schools
SCAFFOLDING FOR MULTILINGUAL LEARNERS IN ELEMENTARY AND SECONDARY SCHOOLS 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 understand- ings and practices of teaching multilingual learners. Contributors address diverse topics, including translanguaging in the class- room, 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 teach- ers and students in TESOL, applied linguistics, and language education. 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. SCAFFOLDING FOR MULTILINGUAL LEARNERS IN ELEMENTARY AND SECONDARY SCHOOLS Edited by Luciana C. de Oliveira and Ruslana Westerlund Cover image: Getty images First published 2023 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 Luciana C. de Oliveira and Ruslana Westerlund The right of Luciana C. de Oliveira and Ruslana Westerlund to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data A catalog record for this title has been requested ISBN: 978-1-032-05143-7 (hbk) ISBN: 978-1-032-02047-1 (pbk) ISBN: 978-1-003-19622-8 (ebk) DOI: 10.4324/9781003196228 Typeset in Bembo by SPi Technologies India Pvt Ltd (Straive) CONTENTS Editor Biographies viii Contributor Biographies ix 1 Scaffolding for Multilingual Learners: Concepts and Practices 1 Luciana C. de Oliveira and Ruslana Westerlund SECTION 1 Theories and Approaches to Scaffolding for Multilingual Learners 7 2 Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes 9 Jennifer Hammond 3 Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective 29 Aída Walqui and Mary Schmida 4 Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools 48 Jennifer Wilfrid and Daniella Molle vi Contents 5 Making Science Multilingual: Scaffolding for Equitable Engagement in Science 63 Rita MacDonald and David T. Crowther SECTION 2 Examples and Case Studies of Scaffolding 81 6 Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices 83 Katherine Barko-Alva, Stephen Masyada, and Claudia Norez 7 “Oh, I was scaffolding!”: Novice Teachers’ Use of Scaffolding as Humanizing Practice with Multilingual Students 102 Megan Madigan Peercy and John K. Chi 8 Sustaining Quality Interactions for English Learners in Virtual Learning Formats 121 Aída Walqui 9 Multimodality and Translanguaging as Scaffolding: Sense-Making in a Bilingual Kindergarten 134 Laura Schall-Leckrone 10 Scaffolding in Action: How Exemplary Teachers Use Interactional Scaffolding to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text 147 Erika Johnson SECTION 3 Professional Learning with Teachers 165 11 Scaffolding Learning for Teachers of Multilingual Learners through Agency, Leadership, and Collaboration 167 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 181 Haiwen Chu and Leslie Hamburger Contents vii 13 Scaffolding “Scaffolding” in Pre-service Teacher Education 197 George C. Bunch and Nora W. Lang Index 222 EDITOR BIOGRAPHIES Luciana C. de Oliveira, PhD, is Associate Dean for Academic Affairs and Graduate Studies and Professor in the School of Education at Virginia Commonwealth University. Her research focuses on issues related to teaching multilingual learners at the K-12 level, including the role of language in learning the content areas and teacher education, advocacy, and social justice. Currently, Dr. de Oliveira’s research examines scaffolding in elementary classrooms. She has authored or edited 24 books and has several and has over 200 publications in various outlets. She served as President (2018–2019) of TESOL International Association and was a member of the Board of Directors (2013–2016). She was the first Latina to ever serve as President of TESOL. Ruslana Westerlund, EdD, is an educational consultant and, previously, a researcher at WIDA, the Wisconsin Center for Educational Research, University of Wisconsin-Madison conducting research on disciplinary literacy for multilin- gual students, focusing on writing in the disciplines. Her research interests focus on using language as a mediational tool in the service of learning using Systemic Functional Linguistics. She draws on the synergy of Hallidayan linguistics and Vygotskyan pedagogy to inform her work. She is also an author of From Borsch to Burgers: A Cross-Cultural Memoir, where she chronicled her Soviet childhood and an ongoing formation of her transcultural identity as a Ukrainian immigrant living in the Midwest. CONTRIBUTOR BIOGRAPHIES Katherine Barko-Alva, PhD, is Assistant Professor and Director of ESL/Bilin- gual Education Program at William & Mary School of Education in Virginia. She focuses on how teachers understand language in ESL and dual language bilingual education classroom settings. She serves as part of the ESL National Advisory Council for iCivics and is an executive board member of Virginia Dual Language Educator Network. George C. Bunch is Professor of Education at the University of California, Santa Cruz. An experienced K-12 ESL and social studies teacher and teacher edu- cator, he holds a PhD in educational linguistics from Stanford University. His research focuses on language and literacy challenges and opportunities for mul- tilingual learners in K-12 and higher education and on policies, curricula, and teacher preparation designed to serve them. He has received a Spencer Founda- tion Midcareer Grant to serve as a visiting scholar at the Carnegie Foundation for the Advancement of Teaching, is a former National Academy of Education/ Spencer Postdoctoral Fellow, and has received the Midcareer Award from the Second Language Research Special Interest Group of the American Educational Research Association. John Chi is a PhD student in Applied Linguistics and Language Education in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. His research focuses primarily on heritage language education, with an emphasis on minority dialect speakers in the context of community- based programs. He is also interested in the role of race and identity in language education, humanizing education, teacher preparation for working with multi- lingual learners, and language program evaluation.
The list of books you might like
