Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades  

Oleh:

Zwiers, Jeff

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of English for Academic Purposes (Full Text) vol. 5 no. 4 (2006), page 317–332.
Topik: English for academic purposes; Scaffolding; Action research; Middle school; Historical thinking
Fulltext: Zwiers_Jeff.pdf (167.77KB)

Isi artikel

The purpose of this action research study was to explore possibilities for scaffolding academic language and historical thinking for non-native English speaking students in two middle school classrooms. The teaching approach focused on six dimensions of historical thinking: background knowledge, cause, effect, bias, empathy, and application. The following questions guided the observations and conclusions: (1) What types of instructional activities appear to develop historical thinking skills and related academic language among English Language Learners (ELLs)? (2) How can teaching for a writing assessment help to shape this thinking and language development? Results suggested that multi-modal scaffolds for both thinking and language, designed to help students succeed on a motivating assessment task, developed cognitive and communication skills.

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