Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students

Autor/in	Lucero, Audrey
Titel	Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students
Quelle	In: Journal of Early Childhood Literacy, 14 (2014) 4, S.534-561 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798413512848
Schlagwörter	Emergent Literacy; Scaffolding (Teaching Technique); Bilingualism; Academic Discourse; Bilingual Teachers; Teaching Methods; Elementary School Students; Elementary School Teachers; Spanish; Language Dominance; English (Second Language); Second Language Learning; Academic Achievement; Correlation; Oral Language; Participant Observation + Suchen Sie Ihr Suchwort? Frühleseunterricht; Bilingualismus; Discourse; Diskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanisch; Sprachliche Dominanz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Teilnehmende Beobachtung
Abstract	Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of first-grade dual language teachers as they support academic language development for their Spanish-dominant students. Academic language is viewed not only as a set of linguistic components but also as a way of accomplishing certain functions and participating in context-reduced communication. Findings indicate that teachers engage in scaffolding both within and across lessons, providing insights into ways teachers can support academic language development for emergent bilingual students in general. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10