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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 concludes that pupils appreciate being stretched, and learn more when challenged and when they feel their opinions are valued. They were supported through scaffolding.
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.
Wyatt-Smith, C. and Kimber, K. (2009) ‘Working multimodally: challenges for assessment’, English Teaching: Practice and Critique, vol. 8, no. 3, pp. 70–90.
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.
This paper analyses the contribution of student agency and teacher contingency in the construction of classroom discourse in adult English for speakers of other languages (ESOL) classes for refugees and asylum seekers, for whom the identity of student itself can constitute a stable point in a highly unstable and potentially threatening lifeworld. In contrast to accepted ideas of the prevalence of teacher-initiated initiation–response–feedback (IRF) sequences in whole group teacher-fronted activity, characteristic student- initiated moves for bringing the outside into classroom discourse are identified. These are discussed in terms of the student agency and teacher contingency involved, drawing on the Bakhtinian notion of “answerability.”: teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to less docile more agentive and open-ended models of classroom discourse than have typically been evidenced in the literature.
This articlereportson a qualitativemultiplecase studythatexplored the academicdiscoursesocializationexperiencesof L2 learnersin a
Canadian Groundedin thenotionof of university. "community prac-
tice"(Lave&Wenger1,991,p.89),thestudyexaminedhowL2learners
negotiatedtheirparticipationand membershipin theirnewL2 class-
roomcommunities, in classdiscussionsT.he particularly open-ended
included6female studentfsrom and10of participants graduate Japan
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ofthestudents' abouttheir in-depthl,ongitudinaalnalysis perspectives
classparticipationacrossthecurriculumT.hreecase studiesillustrate
thatstudentsfaced a major challengein negotiatingcompetence,
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and be as and membersof participate recognized legitimate competent
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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
Mainstream ESL pedagogy has been dominated by monolingual methods for the past century, but the default teaching mode in many EFL contexts is in fact bilingual. A challenge we currently face is to find fresh ways of describing such bilingual teaching. This paper attempts to begin to do so by taking the notions of scaffolding and intertextuality – both deriving from monolingual, monocultural contexts – and applying these to Thai university English classes. Episodes of teacher talk from four classes are examined. It is found that the scaffolding metaphor can readily be applied to bilingual episodes; and that an intertextual analysis across two languages
Find information on the range of English for Speakers of Other Languages (ESOL) exams and English Language Teaching (ELT) schemes, offered by the University of Cambridge Local Examinations Syndicate (UCLES).
Englishpage.com offers free English lessons with English grammar and vocabulary exercises online. Hundreds of English lessons to help you learn English today!
Find information on the range of English for Speakers of Other Languages (ESOL) exams and English Language Teaching (ELT) schemes, offered by the University of Cambridge Local Examinations Syndicate (UCLES).
Longman English Language Teaching is a leading educational publisher of quality resources for all ages and abilities across the curriculum, providing solutions for teachers and students.
Longman English Language Teaching is a leading educational publisher of quality resources for all ages and abilities across the curriculum, providing solutions for teachers and students.
Find information on the range of English for Speakers of Other Languages (ESOL) exams and English Language Teaching (ELT) schemes, offered by the University of Cambridge Local Examinations Syndicate (UCLES).
Find information on the range of English for Speakers of Other Languages (ESOL) exams and English Language Teaching (ELT) schemes, offered by the University of Cambridge Local Examinations Syndicate (UCLES).
Find information on the range of English for Speakers of Other Languages (ESOL) exams and English Language Teaching (ELT) schemes, offered by the University of Cambridge Local Examinations Syndicate (UCLES).