Triadic Scaffolds: Tools for Teaching English Language Learners with Computers

dc.creator	Carla Meskill
dc.date	2005-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:24Z
dc.date.available	2015-07-20T22:09:24Z
dc.identifier	1094-3501
dc.identifier	https://doaj.org/article/eaa5b6266d75400797c2246248c47d5f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12759
dc.description	Active communication with others is key to human learning. This straightforward premise currently undergirds much theory and research in student learning in general, and in second language and literacy learning in particular. Both of these academic areas have long acknowledged communication's central role in successful learning with the exact intricacies of instructional conversations and the forms these take having been the focus of close analysis (Cazden, 1988; Gee, 2001; Nystrand, Gamoran, Kachur, & Prendergast, 1997; Tharp & Galimore, 1991; van Lier, 2000). In this examination of computer-supported classroom discourse, specific forms of instructional conversation employed by a veteran elementary teacher of beginning-level English language learners (ELLs) are examined. The focal teacher orchestrates instructional conversations around computers with children whose immediate needs are to learn the English language, specifically the "language of school" and the concomitant social complexities implied in order to participate in mainstream instructional activity. With these goals shaping language and literacy activity, their ESOL (English for speakers of other languages) teacher makes use of the computer to capture, motivate, and anchor learner attention to, and render comprehensible the target language they hear and see on and around the computer screen. The anatomy of the activity she orchestrates around the computer and the language she uses to support it -- labeled here as triadic scaffolds -- are the focus of analysis. Forms and functions of triadic discourse (teacher, learner, computer) are examined for their potential unique role in second language and literacy instruction.
dc.language	English
dc.publisher	University of Hawaii, National Foreign Language Resource Cen
dc.relation	http://llt.msu.edu/vol9num1/meskill/default.html
dc.relation	https://doaj.org/toc/1094-3501
dc.source	Language Learning and Technology, Vol 9, Iss 1, Pp 46-59 (2005)
dc.subject	second language acquisition
dc.subject	discourse analysis
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.title	Triadic Scaffolds: Tools for Teaching English Language Learners with Computers
dc.type	article