NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1046377
Record Type: Journal
Publication Date: 2014-Dec
Pages: 28
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-1468-7984
Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students
Lucero, Audrey
Journal of Early Childhood Literacy, v14 n4 p534-561 Dec 2014
Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of first-grade dual language teachers as they support academic language development for their Spanish-dominant students. Academic language is viewed not only as a set of linguistic components but also as a way of accomplishing certain functions and participating in context-reduced communication. Findings indicate that teachers engage in scaffolding both within and across lessons, providing insights into ways teachers can support academic language development for emergent bilingual students in general.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A