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Scaffolding to Support English Language Learners in a Kindergarten Classroom

Scaffolding to Support English Language Learners in a Kindergarten Classroom

Luciana C. de Oliveira, Marshall Klassen, Alsu Gilmetdinova
Copyright: © 2014 |Pages: 16
ISBN13: 9781466649286|ISBN10: 1466649283|EISBN13: 9781466649293
DOI: 10.4018/978-1-4666-4928-6.ch001
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MLA

de Oliveira, Luciana C., et al. "Scaffolding to Support English Language Learners in a Kindergarten Classroom." Cross-Cultural Considerations in the Education of Young Immigrant Learners, edited by Jared Keengwe and Grace Onchwari, IGI Global, 2014, pp. 1-16. https://doi.org/10.4018/978-1-4666-4928-6.ch001

APA

de Oliveira, L. C., Klassen, M., & Gilmetdinova, A. (2014). Scaffolding to Support English Language Learners in a Kindergarten Classroom. In J. Keengwe & G. Onchwari (Eds.), Cross-Cultural Considerations in the Education of Young Immigrant Learners (pp. 1-16). IGI Global. https://doi.org/10.4018/978-1-4666-4928-6.ch001

Chicago

de Oliveira, Luciana C., Marshall Klassen, and Alsu Gilmetdinova. "Scaffolding to Support English Language Learners in a Kindergarten Classroom." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, edited by Jared Keengwe and Grace Onchwari, 1-16. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4928-6.ch001

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Abstract

This chapter presents a case study of a kindergarten classroom and examines how a kindergarten teacher uses scaffolding to diversify instruction in the classroom to support ELLs. The authors focus on the scaffolding resources used to support learning and describe the kinds of support provided and opportunities for students created so they can use their developing language in class with the teacher and classmates. The authors identify planned and interactional scaffolding resources used in the classroom.

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