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A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners
Author(s) -
Oliveira Luciana C.,
Athanases Steven Z.
Publication year - 2017
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.663
Subject(s) - scaffold , mathematics education , action research , pedagogy , literacy , plan (archaeology) , population , domain (mathematical analysis) , psychology , faculty development , focus (optics) , professional development , computer science , sociology , mathematical analysis , physics , demography , archaeology , database , optics , history , mathematics
This commentary presents a coherent framework that reenvisions instructional scaffolding for linguistically and culturally diverse learners, based on our research, teaching, and collaborations with teachers. We have worked to understand how, why, and when supports work, for whom, and in what ways, as well as tensions and challenges that teachers encounter as they consider supports for an increasingly diverse student population. The framework is organized in three domains: scaffolding for whom, for what purpose(s), and how. Each domain includes guiding questions to help teachers plan, shaped by literacy research. Relevant actions illustrate ways to address the questions and focus on each domain. Practices of three teachers illustrate the framework in action.