This insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners.
Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms.
Featuring examples from teacher education programs as well as principles for design of educative curriculum materials, this book is ideal for pre-service teachers and students in TESOL, applied linguistics, and language education.
1. Scaffolding for Multilingual Learners: Concepts and Practices
(Luciana C. de Oliveira and Ruslana Westerlund)
Section 1: Theories and Approaches to Scaffolding for Multilingual Learners
2. Scaffolding: Implications and Equity for Diverse Learners in Mainstream
Classes (Jennifer Hammond)
3. Reconceptualizing Scaffolding for English Learners: An
Ecological/Sociocultural Perspective (Aída Walqui and Mary Schmida)
4. Scaffolding Multilingual Learners Equitable Participation in Disciplinary
Learning: A Discussion of Concepts and Tools (Jennifer Wilfrid and Daniella
Molle)
5. Making Science Multilingual: Scaffolding for Equitable Engagement in
Science (Rita MacDonald and David T. Crowther)
Section 2: Examples and Case Studies of Scaffolding
6. Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning
Equitable Teaching Practices (Katherine Barko-Alva, Stephen Masyada, and
Claudia Norez)
7. "Oh, I was scaffolding!": Novice Teachers' Use of Scaffolding as
Humanizing Practice with Multilingual Students (Megan Madigan Peercy and John
K. Chi)
8. Sustaining Quality Interactions for English Learners in Virtual Learning
Formats (Aida Walqui)
9. Multimodality and Translanguaging as Scaffolding: Sense-Making in a
Bilingual Kindergarten (Laura Schall-Leckrone)
10. Scaffolds in Action: How Exemplary Teachers Use Interactional Scaffolds
to Generate and Sustain Emergent Bilinguals Engagement with Challenging
English Text (Erika Johnson)
Section 3: Professional Learning with Teachers
11. Scaffolding Learning for Teachers of Multilingual Learners Through
Agency, Leadership, and Collaboration (Kara Mitchell Viesca, Cindy H.
Linzell, Peiwen Wang, Molly Heeren, Jessica Mitchell-McCollough and Alexa
Yunes-Koch)
12. Educative Mathematics Curriculum Materials for English Learners: Varying
the Intensity of Scaffolding (Haiwen Chu and Leslie Hamburger)
13. Scaffolding "Scaffolding" in Pre-service Teacher Education (George C.
Bunch & Nora W. Lang)
Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and Professor in the School of Education at Virginia Commonwealth University, USA.
Ruslana Westerlund is an educational consultant specializing in research, design, and development of professional learning for teachers of multilingual learners across the United States.
