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ERIC Number: EJ910116
Record Type: Journal
Publication Date: 2010
Pages: 28
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: N/A
Scaffolding through Questions in Upper Elementary ELL Learning
Kim, Youb
Literacy Teaching and Learning, v15 n1-2 p109-136 2010
Among teachers' various classroom discourse strategies, teacher questions are a powerful tool for guiding the linguistic and cognitive development of English as a second language (ESL) students (Gerstein, 1996; Gibbons, 2003). Because we do not know much about effective questioning strategies that support the growth of ESL students' thinking and language skills, the purpose of this article is to explain two successful ESL teachers' instructional practice, with a focus on their questions, specifically (a) the types of questions teachers asked and their functions, and (b) changes in students' participation and use of English oral language in classroom activities. Results show that the two teachers used different types of questions to scaffold their students' learning across a school year, and teacher questions positively affected student participation in classroom activities and language learning. (Contains 1 table.)
Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A