Scaffolded instruction: promoting biliteracy for second language learners with language/learning disabilities

dc.creator	Lorri M. Johnson-Perrodin
dc.date	1998-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:53:15Z
dc.date.available	2015-07-20T22:53:15Z
dc.identifier	1134-4032
dc.identifier	https://doaj.org/article/a47b62f2ce6444369edafbf1bfb7b22e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23802
dc.description	For culturally and linguistically diverse learners, scaffolded instruction is important for not only content learning but for second language learning. In this case study of two bilingual education teachers and their third grade students, we expand the traditional concept of scaffolded instruction (e.g., experts, tools, routines) to include Krashen's notion of comprehensible input (1982) as a scaffold for acquiring a second language yielding an effective transfer of first language (L1) academic language development to second language (L2) academic language development. A variety of scaffolds were used as multiple support systems that facilitated the biliteracy learning process for the students. Peer interactions, expert/ novice groupings, and literacy tools and routines were some of the scaffolds used to facilitate biliteracy instruction. Key to transfer from L1 to L2 was the teaching the tools and routines in the students' L1 prior to biliteracy instruction. Considerations for students with language/learning disabilities (LLD) were included in this case study. Results suggest that by scaffolding for L2 development using previously acquired knowledge from first language (L1) instruction, students including those with LLD efficiently transferred cognitive academic skills from L1 to L2. Educational implications are discussed. Para alumnos cultural y linguisticamente diversos, la instrucción basada en el andamiaje es importante no unicamente para el contenido del aprendizaje sino para el aprendizaje de un segundo idioma. En este estudio de caso de dos profesores bilingües y sus alumnos de tercer curso, ampliamos el tradicional concepto de instrucción mediante andamiaje (e.g.,expertos, herramientas, rutinas) incluyendo la noción de Krashen de entrada comprensiba (1982) como un apoyo para adquirir un segundo lenguaje produciendo un transfer efectivo del primer idioma desarrollado academicamente (L1) al segundo (L2). Una gran variedad de andamiajes fueron usados como sistemas de apoyo múltiple que facilitan el proceso de aprendizaje bilingüe en los alumnos. Interacciones con los compañeros, agrupamientos experto/novato, herramientas de lectoescritura y rutinas fueron algunos de las ayudas empleadas para facilitar la enseñanza bilingüe. La clave para transferir de L1 a L2 fue la enseñanza de herramientas y rutinas a los estudiantes en L1 previas a la enseñanza bilingüe. Támbien se ha incluido en este caso de estudio consideraciones para alumnos con dificultades de aprendizaje y en el lenguaje. Los resultados indican que apoyando el desarrollo de L2 usando el conocimiento previo adquirido del primer idioma (L1), los estudiantes, incluidos aquellos con dificultades de aprendizaje y en el lenguaje, transfieren eficientemente las habilidades cognitivas académicas de L1 a L2. Las implicaciones educativas son también tratadas.
dc.language	Spanish
dc.language	English
dc.publisher	The Department of Methods of Research and Diagnostic in Educ
dc.relation	http://www.uv.es/RELIEVE/v4n1/RELIEVEv4n1_3.htm
dc.relation	https://doaj.org/toc/1134-4032
dc.source	Revista Electrónica de Investigación y Evaluación Educativa, Vol 4, Iss 1 (1998)
dc.subject	second language
dc.subject	language
dc.subject	bilinguism
dc.subject	biliteracy
dc.subject	language instruction
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Scaffolded instruction: promoting biliteracy for second language learners with language/learning disabilities
dc.type	article