Literaturnachweis - Detailanzeige
Autor/inn/en | de Oliveira, Luciana C.; Jones, Loren; Smith, Sharon L. |
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Titel | A Language-Based Approach to Content Instruction (LACI) for Multilingual Learners: Six Cs of Scaffolding in First Grade |
Quelle | In: Journal of Language, Identity, and Education, 22 (2023) 5, S.429-444 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (de Oliveira, Luciana C.) ORCID (Jones, Loren) ORCID (Smith, Sharon L.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8458 |
DOI | 10.1080/15348458.2021.1885409 |
Schlagwörter | Multilingualism; Teaching Methods; Grade 1; Elementary School Teachers; Scaffolding (Teaching Technique); Content and Language Integrated Learning; English Language Learners; Cultural Differences; Language Arts; English Instruction; Academic Language; Cultural Background; Case Studies; Bilingualism; Literacy Education Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; CLIL; Lernkonzept; Kultureller Unterschied; Sprachkultur; English langauage lessons; Englischunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Case study; Fallstudie; Case Study; Bilingualismus |
Abstract | Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an in-depth case study, we explored how a first-grade teacher used the LACI framework to support her linguistically and culturally diverse students in their development of academic language and access to English language arts content. Demonstrating overall positive findings, the framework provided her with various scaffolding moves to facilitate learning and to validate students' unique cultural and linguistic resources. This study contributes initial findings vis-à-vis this framework and showcases practical implications for both elementary teachers and teacher educators. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |