ERIC Number: ED463654
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom.
This book explains that mainstream elementary classroom teachers with little or no English-as-a-Second-Language training can meet the needs of linguistically diverse students by integrating the teaching of English with the content areas of the regular curriculum. It begins with a strong theoretical underpinning for this practice, drawing on a functional model of language, sociocultural theories of learning, and current research on second language development. It demonstrates the ways in which content areas provide a context for teaching English skills, from speaking and listening to reading and writing. This integration is illustrated with a wide range of teaching and learning activities across the curriculum, supplemented with programming and assessment formats and checklists. Seven chapters focus on (1) "Scaffolding Language and Learning"; (2) "Classroom Talk: Creating Contexts for Language Learning"; (3) "From Speaking to Writing in the Content Classroom"; (4) "Writing in a Second Language across the Curriculum: An Integrated Approach"; (5) "Reading in a Second Language"; (6) "Listening: An Active and Thinking Process"; and (7) "Learning Language, Learning through Language, and Learning about Language: Developing an Integrated Curriculum." A glossary of teaching activities is included. (Contains 97 references.) (SM)
Descriptors: Diversity (Student), Elementary Education, English (Second Language), Integrated Curriculum, Language Minorities, Listening Skills, Mainstreaming, Reading Skills, Second Language Instruction, Second Language Learning, Writing Skills
Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($19). Tel: 800-793-2154 (Toll Free); Fax: 800-847-0938 (Toll Free); Web site: http://www.heinemann.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
IES Cited: ED497258