Content-Area Teachers and Scaffolded Instruction for English Language Learners.

By Faridah Pawan. 2008

87 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4b383ff7bb521ba18ccbcf93ac9c697d94e5ebfa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. K. R. Mahan
2. Arthur Bakker
3. J. Smit
4. H. V. Eerde

In Literature and Literary Theory

1. K. R. Mahan

Citations in the corpus

• Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “Effectiveness of Scaffolding Scaffolding is often presented as an effective instructional method (e.g., Cole, 2006; Hogan & Pressley 1997; Pawan, 2008).”
• The comprehending teacher: scaffolding in content and language integrated learning (CLIL) (2020, methodology): “They stand in contrast to Pawan (2008)’s study, which suggests that content teachers in ELL classrooms only use scaffolding strategies for comprehending material 28% of the time.”
• A conceptualisation of whole‐class scaffolding (2013, background): “This type of classroom scaffolding has been extended to less taskoriented types of scaffolding, such as ‘cultural’ scaffolding (Pawan, 2008) and ‘social’ scaffolding (Williams & Baxter, 1996; Nathan & Knuth, 2003), as well as to scaffolding that occurs in symmetrical groups of pupils, or in…”