Scaffolding language, scaffolding learning : teaching second language learners in the mainstream classroom

By P. Gibbons. 2002

910 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8d0c52c07ae0c8eb6786b42ec523c8c1ee013b5

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Citations in the corpus

A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia. (2005, background): “Finally, the fact that students need to sit for the midterm and final tests indicates that the teaching of writing still follows “the traditional one-off writing task” (Gibbons, 2002, p. 67).”
Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers. (2011, background): “…for fostering oral language development with attention to description and narration, and beginning the class period with a review of a chapter by Gibbons (2005) on the progression from speaking to writing (multiple subjects) and a chapter by Ur (1981) on linguistic and practical aspects of…”
Linguistically Responsive Teacher Education (2008, background): “When the language of a lesson is too demanding for ELLs, extralinguistic supports give them a medium other than language through which to access the content (Echevarda et al., 2000; Gibbons, 2002).”
The Grammar of History: Enhancing Content-Based Instruction Through a Functional Focus on Language (2004, background): “Gibbons (2002) also suggests ways of contextualizing a focus on functional grammar within a broader curriculum framework.”
Balancing Content and Language in Instruction: The Experience of Immersion Teachers (2012, background): “Nevertheless, Gibbons (2002) argues that “there is a place for children to learn about language, as well as to learn it and to learn through it” (p.”
What counts as evidence for the long-term realisation of whole-class scaffolding? (2013, methodology): “A reason put forward is that the development of subject-specific language is intertwined with conceptual development in a particular school subject (e.g., Gibbons, 2002).”
A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom (2011, unknown): “One key strategy to foster language development in multi-lingual mathematics classrooms is scaffolding language (Gibbons, 2002).”
Action-based Teaching, Autonomy and Identity (2007, background): “Only in this way can scaffolding be a practical pedagogical tool that is supportive as well as liberating, guiding as well as autonomy-supporting (Gibbons, 2002; Hammond & Gibbons, 2005).”
Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education (2013, background): “ELLs need particular types of language-related scaffolding that their fluent English-speaking peers may not need, including extralinguistic supports such as visuals and hands-on activities, supports for written text such as study guides, supports for oral text such as redundancy and repetition in in”
SYSTEMIC FUNCTIONAL LINGUISTIC GENRE PEDAGOGY (SFL GP) IN A TERTIARY EFL WRITING CONTEXT IN INDONESIA (2015, background): “Temmy’s and Sandra’s statements above suggest the value of teaching writing as a process, when the students write different drafts to lead to students’ awareness that writing is not a one shot activity (Gibbons, 2002; Bitchener & Ferris, 2012).”
Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “The process of gradually increasing independence of performance has been referred to as scaffolding (Gibbons, 2002; Wood, Bruner, & Ross, 1976).”
The Missing Piece in Teacher Education: The Preparation of Linguistically Responsive Teachers (2010, background): “Widely recognized as fundamental to the teaching and learning of ELLs (Echevarria, Vogt, & Short, 2004; Gibbons, 2002; Schleppegrell, 2004; Verplaetse & Migliacci, 2007), scaffolding is the instructional response to Vygotsky’s (1978) theory of the zone of proximal development, that is, the metaphori”
A conceptualisation of whole‐class scaffolding (2013, background): “In more recent scaffolding research, this crucial role of the teacher has been advocated by many scholars (see Wells, 1999; Gibbons, 2002; Mercer et al., 2004; Gillies & Boyle, 2005) with the learner’s autonomy as the ultimate aim (Mariani, 1997; Walqui & Van Lier, 2010).”
The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis (2008, unknown): “If you can look into the seeds of time And say which grain will grow and which will not Speak, then, to me … (Macbeth, Act 1, Scene 3)”