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.
This article explores the complex interrelationships between and culture, between teachers' sociocultural identities and practices, and between their explicit discussions of culture modes of cultural transmission.
Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to. By integrating analytical tools from both traditions, this study examined the scaffolding functions of a fifth grade teacher's talk. The study found that the teacher utilized various communicative moves to engage ELLs in referential questions. Examples illustrating these communicative moves and their scaffolding functions are provided. Implications from these findings for teacher education are discussed
This paper describes a methodology for the analysis of classroom talk, called sociocultural discourse analysis, which focuses on the use of language as a social mode of thinking — a tool for teaching-and-learning, constructing knowledge, creating joint understanding and tackling problems collaboratively. It has been used in a series of school-based research projects in the UK and elsewhere and its use is illustrated with data from those projects. The methodology is expressly based on sociocultural theory and, in particular, on the Vygotskian conception of language as both a cultural and a psychological tool. Its application involves a combination of qualitative and quantitative methods and enables the study of both educational processes and learning outcomes. ABSTRACT FROM AUTHOR
Teachers with high expectations lead to high achivement, aspects of an intellectually challenging curriculum: sociocultural approach, both teacher and studetn are bein gactive in collaborative process, nature of scaffolding, higher order thinking multimodality. problematisin gknowledge
Since some of my students are new to using technology in their teaching and learning, this element of compulsion would need to be scaffolded. For future course redesign, at the beginning of the course I could set a task for the students, as practising teachers, to investigate how forums can be used in their teaching and how they promote learning.