Linguistic analysis can be used to describe texts students could produce: teachers and students should have acces to successful texts to determine how texts are linguistically shaped and structured and how grammar and lexis is drawn upon: the genre. In genre beginning and stages can be identified on basis of shifts in lexical and grammatical patterning. As student move through school the type of texts they should produce becomes increasingly generalized and abstract, more interpretation and evaluation. This is done through nominalization, movein from chronological sequencing to embedding events as part of an argument and in using more evaluative lexis.
What does knowing a word entail? difference in undertanding depts vs width of vocabulary knowldege, using polysemosity of words to instruct, different appraoches to vacabulary instruction: using L1, read alounds, making connection with L1,
doi;10.1111/j.1540-5826.2005.00120
Bilingual education: always concerned with power relations among languages, Critical Approach there should be a fundamental pedagogical assumption and a commitment to social justice: in order to create the best learning environments for bilingual learners, educators should acknowledge these three central principles (affirming linguistic and cultural identities, promoting additive bilingualism, and fostering integration) When teachers are empowered and see themselves as agents of change, they can graps and integrate various approaches to bilingualism to support the students
Support for children with special educational needs (SEN) in inclusive classrooms, in many countries, continues to be provided by teaching assistants (TAs). Whilst they frequently take responsibility for instruction, they are rarely adequately trained and prepared. As TAs have ample opportunities for individualised and group interactions, this paper recommends scaffolding as the key theory to inform their practice
a sociocultural approach that involves observation of development in three planes of analysis corresponding to personal, interpersonal, and community processes.
report on outcomes from recent research in which we have
worked with the metaphor of ‘scaffolding’ to address questions about the
nature of English as a Second Language (ESL) education.