Table of Contents
Preface ix
Chapter 1 A Pedagogy of Promise 1
Helping Students Become What They Are Not Yet 2
The Theoretical Foundations of Future-Oriented Pedagogy 4
The QTEL Application of Sociocultural Learning Theory 6
Development Follows Learning 6
Participation in Activity Is Central in the Development of Knowledge 7
Participation in Activity Progresses from Apprenticeship to Appropriation, or from the Social to the Individual Plane 9
Learning Can Be Observed As Changes in Participation Over Time 10
Conclusion 12
Chapter 2 Scaffolding Reframed 15
The Zone of Proximal Development and the Peekaboo Game 16
Peekaboo 17
Predicting the Unpredictable 18
Scaffolding in a Tutoring Setting 20
Scaffolding in Classrooms 23
Learning Tasks That Promote Autonomy 23
Teacher Interactions That Promote Autonomy 25
Interactions Beyond "Expert-Novice" That Scaffold Learning 28
Features of Pedagogical Scaffolding 33
Amplify, Don't Simplify! 38
Conclusion 40
Chapter 3 The Role of Language and Language Learning 43
Language Development 44
Conversational Language 45
Academic Language 47
Conversational and Academic Language: A Continuum 49
Genre 52
Culture, Language, and Identity 56
The Identities of English Language Learners 57
The L1-L2 Connection 58
Language and the Brain 62
Schema and the Experiential Basis of Cognition 62
Multimodal Discourse and Multisensory Learning 66
Accuracy and Fluency 67
Feedback and Assessment 73
Conclusion 77
Chapter 4 Principles of Quality Teaching for English Learners 81
Principles: The Cornerstone of Practice 82
Principle 1 Sustain Academic Rigor 83
Principle 2 Hold High Expectations 88
Principle 3 Engage English Language Learners in Quality Teacher and Student Interactions 93
Principle 4 Sustain a Language Focus 96
Principle 5 Develop a Quality Curriculum 99
Conclusion 100
Chapter 5 Pedagogy in Action: The Apprenticeship of Two Teachers 103
Two Contexts 104
Using Tasks to Learn About Literary Character Development 108
Using Tasks to Understand Brain Structure and Function 119
A Map of QTEL Principles in Two Lessons 131
Academic Rigor 131
High Expectations 132
Quality Interactions 134
Language Focus 135
Quality Curriculum 136
Conclusion 137
Chapter 6 Designing Instruction 139
The Need for an Inviting and Future-Oriented Pedagogy 140
Planning Units of Study 142
Determining Macro Unit Objectives 143
Determining the Assessment of Macro Objectives 144
Determining Meso Objectives, Content Topics, and Benchmark Moments 144
A Sample Final Unit Assessment 146
The Interrelationship of Disciplinary, Cognitive, and Language Objectives 147
Planning Lessons 149
Three Moments in a Lesson 151
1 Preparing Learners 152
2 Interacting with Text 168
3 Extending Understanding 177
Conclusion 185
References 189
Appendix: Linguistics in the ELL Classroom 199
