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.
Gregory, Eve: Abstarct: Over the past three decades numerous studies from the English-speaking world have pointed to the advantages for young children of family involvement in their literacy development. However, their emphasis has always been firmly and almost exclusively upon parentsworking with children in specific waysand often using school-sanctioned materials. This article investigates the role played by young siblings close in age in each others’ literacy development and argues for a unique reciprocity in learning between older and younger child. Thus it steps outside hitherto recognized paradigms of ‘scaffolding’ and ‘collaborative learning’. This reciprocity of learning I refer to as a synergywhereby siblings act as adjuvants, stimulating and fostering each others’ development. Using examples from Bangladeshi and Anglo children living in East London, the article traces ways in which synergy takes place between dyads through play activities in home and community contexts.
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