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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.
*from Abstract* Maybin, Janet; Mercer, Neil and Stierer, Barry (1992). 'Scaffolding': learning in the classroom. In: Norman, Kate ed. Thinking Voices: The work of the National Oracy Project. London: Hodder & Stoughton, pp. 186–195.
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.
The article discusses the implications of bilingual education. AS an EFL teacher and having studied other language, the idea of including second language learning within another class and subject is quite foreign to me. However, I think it is a really interesting idea as students can either learn a language or compliment their current language class by using language in a real life situation.
Suggests and addresses the need for further curriculum development within the IB PYP in terms of additional (often foreign) language learning within the diverse community of International schools that follow the IB curriculum, in order for schools to become more explicit and unified in their language policies. Includes suggestions for how additional language learning can be linked to the process of inquiry and the promotion of the core values of the IB, embodied in the PYP learner profile.
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The move from page to screen: the multimodal reshaping of school English.
Authors:
Jewitt, Carey1
Source:
Visual Communication; Jun2002, Vol. 1 Issue 2, p171-195, 25p