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ERIC Number: EJ1004199
Record Type: Journal
Publication Date: 2013-May
Pages: 6
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-1074-4762
Scaffolding Content and Language Demands for "Reclassified" Students
Rubinstein-Avila, Eliane
Voices from the Middle, v20 n4 p28-33 May 2013
Students who are reclassified from English Language Learners (ELLs) to Fluent English Proficient (FEPs) do not necessarily developed the complex linguistic competencies to succeed across content areas. Through vivid snapshots of two middle school lessons (Science and Reading), the author points out that content area teachers can (and should) employ instructional strategies to continue scaffolding--from a Vygotskian sense--content and language demands to support the academic learning of reclassified students. The instructional strategies employed by the two teachers include: "wait-time," think-pair-share, context setting, use of visuals/objects (e.g., realia), modeling on overhead projector, and the use of small groups (and structured talk). These strategies help render the content comprehensible to reclassified students as well as more accessible to "all" students.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A