Scaffolding Language, Scaffolding Learning, Second Edition: Teaching English Language Learners in the Mainstream Classroom / Edition 2

by Pauline Gibbons

Overview

The bestselling Scaffolding Language, Scaffolding Learning helped tens of thousands of mainstream elementary teachers ensure that their English language learners became full members of the school community with the language and content skills they needed for success.  In the highly anticipated Second Edition, Pauline Gibbons updates her classic text with a multitude of practical ideas for the classroom, supported by the latest research in the field of ELL/ESL.

With clear directions and classroom tested strategies for supporting students’ academic progress, Gibbons shows how the teaching of language can be integrated seamlessly with the teaching of content, and how academic achievement can be boosted without sacrificing our own vision of education to the dictates of knee-jerk accountability.  Rich examples of classroom discourse illustrate exactly how the scaffolding process works, while activities to facilitate conversation and higher-level thinking put the latest research on second language learning into action.

Product Details

ISBN-13:	9780325056647
Publisher:	Heinemann
Publication date:	10/08/2014
Edition description:	New Edition
Pages:	272
Sales rank:	144,454
Product dimensions:	7.40(w) x 9.20(h) x 0.70(d)
Age Range:	5 - 13 Years

About the Author

Pauline Gibbons taught postgraduate and undergraduate TESOL courses at the University of Technology, Sydney, for many years, and is now an Adjunct Professor at the University of New South Wales, Sydney. She is also an independent EL consultant and her work with teachers has taken her to Hong Kong, Sweden, Laos, Singapore, Indonesia, Thailand, China, South Africa, Marshall Islands, Iran, Germany, UK, and USA. She has published extensively in EL education, including Bridging Discourses in the ESL Classroom: students, teachers and researchers (Continuum, 2006), and two other Heinemann books: Learning to Learn in a Second Language (1993) and English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone (2009).

Table of Contents

Acknowledgments xi

1 Scaffolding Language and Learning 1

An Introductory Story-and Some Implications for Teachers 1

EL Learners in the Mainstream Classroom: Some Key Issues 4

Views of Teaching and Learning 11

An Outline of the Book 19

In Summary 21

To Think About 21

Suggestions for Further Reading 22

2 Classroom Talk: Creating contexts for Language Learning 23

What Helps Learners to Learn a New Language? 24

Classroom Talk and EL Learners 31

In Summary 46

To Think About 47

Suggestions for Further Reading 47

3 Collaborative Group Work and Second Language Learning 49

Making Group Work Effective 54

Some Suggestions for Group and Pair Activities Across the Curriculum 64

Activities Especially for Beginners 71

Developing and Maintaining Relationships 74

In Summary 76

To Think About 77

Suggestions for Further Reading 77

4 From Speaking to Writing in the Content Classroom 79

Using the Mode Continuum: From Speaking to Writing 80

Some Implications for the Classroom 92

In Summary 94

To Think About 94

Suggestions for Further Reading 95

5 Learning to Write in a Second Language and Culture 96

Some Challenges for EL Learners 97

What Is a Genre? 98

The Genres of School 102

Explicit Teaching About Writing 108

The Teaching and Learning Cycle 109

Additional Scaffolding for Young Learners and EL Beginners 121

A Scaffolded Approach to Writing 125

Assessing Students' Writing: What Their Texts Can Tell Us 126

In Summary 133

To Think About 134

Suggestions for Further Reading 134

6 Reading in a Second Language and Culture: Barriers and Bridges 135

The Process of Reading 136

Reader Roles 140

Implications for EL Learners 143

Developing Phonemic Awareness: How Listening and Reading Interact 169

Building on Phonemic Awareness: Developing Phonic Knowledge 172

Choosing Books: A Reason for Turning the Page 175

In Summary 179

To Think About 180

Suggestions for Further Reading 180

7 Listening: An Active and Thinking Process 182

Making Sense of What We Hear 183

Types of Listening 186

Implications for Teaching 188

Focusing on the Sounds of English 198

In Summary 203

To Think About 204

Suggestions for Further Reading 204

8 Developing an Integrated Curriculum: Learning Language, Learning Through Language, and Learning About Language 206

Why Integrate? 207

Integrating Language and Subject Learning: What Do We Need to Know? 210

Selecting Language-Based Activities for the Unit 218

Summarizing and Documenting Subject and Language Outcomes 220

Learning About Language 224

In Summary 229

A Final Word 230

To Think About 231

Suggestions for Further Reading 232

Glossary of Teaching Activities 233

References 243

Index 252