Pauline Gibbons (2008) Research to investigate what 'intellectual quality' is, and how this is reflected in classroom activity and practise, with reference to students learning through the medium of English as an L2. Based on SCLA, with emphasis on considering how pedagogy can be redefined in terms of sociocultural conceptual frameworks and analytical tools.
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
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.
This article explores the development of innovative approaches to the education of adults and young people in Ireland. The author begins by describing briefly the context in which those who are involved in adult education are working and some of the changes that have affected the development of the adult education service in the country.
Over a period of two months, as an integral part of their ESL homework, groups of students designed and put together, through a series of successive drafts, a description of their secondary school which they had joined from primary school a few months previously.
Wyatt-Smith, C. and Kimber, K. (2009) ‘Working multimodally: challenges for assessment’, English Teaching: Practice and Critique, vol. 8, no. 3, pp. 70–90.
Gibbons, P. 2008: Abstract: This paper reports on some of the findings from research that investigated how
the notion of ‘intellectual quality’ is played out in schools where there are large
numbers of students who are learning through the medium of English as a second
language (ESL). Starting with the premise that high challenge, high support
classrooms benefit all learners, the paper discusses and illustrates the recurring
intellectual practices identified in five linguistically and culturally diverse classrooms,
where the teachers were involved in action research projects. The paper also
discusses the collaborative process by which the research was undertaken, and the
teacher learning that resulted. It concludes with a brief discussion of the implications
for pedagogy, and suggests that the ‘apprenticeship’ approach that broadly
describes the pedagogy adopted by the teachers has the potential to be particularly
significant for ESL learners’ engagement and participation in curriculum and
language learning.
Kayi-Aydar, Hayriye : Abstract: This study investigated how ESL learners in an academic oral skills class
sought, responded to, and directed scaffolding across various classroom
interactions, and how power relations affected scaffolding. The scaffolding
episodes in three different types of classroom discourse were identified,
analysed recursively, and interpreted within the broader class context using
other data sources. The findings demonstrated that student and teacher
questions scaffolded language learning and use, and positively affected
students’ participation during teacher-led whole class interactions. However,
scaffolding did not occur or mostly failed in small group work and student-led
discussions as power struggles among students were dominant and students
were less responsive with their peers. Implications and suggestions for effective
scaffolding in ESL classrooms are discussed.
Gagne, Nathalie and Parks, Susan
Cooperative peer based learning focused on how students scaffold each other in upper elementary intensive ESL class; meaning negotiation and a sociocultural focus
Model of pedagogical practices around various scaffolding strategies to support ESL learners in learning content and developing language in mainstream curricula.
A detailed description about how ESL teachers can help students improving their writing and reading skill by applying genre-based method provided by Caroline Coffin.
The article concludes that pupils appreciate being stretched, and learn more when challenged and when they feel their opinions are valued. They were supported through scaffolding.
Draws on recent developments in sociocultural theories of learning and SFL to analyse and articulare ESL pedagogy, and to present a model of scaffolding resulting from the research.
Drawing
on sociocultural theory, the present study investigated how children in an intensive elementary
level Grade 6 class for English as a second language (ESL) scaffolded each other while carrying
out cooperative learning tasks.
The article highlights the complexity of bilingual education programmes. It is suggested that 'Pedagogically, second language students ... benefit from context-embedded communication'(p.249) which concurs with the ideas suggested by Derewinka (2003)