scaffolding approaches:
Authentic instruction of any new skill or content knowledge requires scaffolding: connecting new ideas to prior knowledge and building on a learner's previous experiences. This is particularly important in teaching the CLD learner, whether the student has little or no English language proficiency. As stated by Herrera and Murry (2011), "...instructional scaffolding enables the CLD student, with support, to engage in literacy activities that build on a prior skill or knowledge base while stretching toward the development of new literacy skills" (pg. 74).
Some scaffolding techniques include cooperative learning, the use of visual supports and manipulatives relating to the content area, pre-teaching vocabulary, key terms, and concepts. One fascinating idea in the area of English Language Arts and Literacy is the utilization of poetry as a scaffolding technique to building skills in second language acquisition. In fact, poetry has been found useful in language development for ALL learners. According to Hadaway, Vardell and Young (2001), while poetry provides a fun and non-threatening way for ESL students to practice developing oral fluency, "...All children need opportunities to develop their oral language...Speaking in front of an audience, participating in a group oral presentation, and mastering the pronunciation of progressively more challenging vocabulary are important skills for children from every linguistic and cultural background, including mainstream students" (pg. 796). There is a great example of utilizing poetry as a scaffolding technique on colorincolorado.org.
The Center for Public Education provides various scaffolding methods that teachers can employ to assist CLD learners for their academic success:
Linda Robinson has a great article/video detailing how to tier assignments to reduce both student and teacher stress titled "Tiering to avoid tears: Developing assignments that address all learners' needs" that I found to be very informative and provided great scaffolding suggestions. Also, be sure to check out this video "Deeper learning for English language learners" from the Teaching Channel.
Some scaffolding techniques include cooperative learning, the use of visual supports and manipulatives relating to the content area, pre-teaching vocabulary, key terms, and concepts. One fascinating idea in the area of English Language Arts and Literacy is the utilization of poetry as a scaffolding technique to building skills in second language acquisition. In fact, poetry has been found useful in language development for ALL learners. According to Hadaway, Vardell and Young (2001), while poetry provides a fun and non-threatening way for ESL students to practice developing oral fluency, "...All children need opportunities to develop their oral language...Speaking in front of an audience, participating in a group oral presentation, and mastering the pronunciation of progressively more challenging vocabulary are important skills for children from every linguistic and cultural background, including mainstream students" (pg. 796). There is a great example of utilizing poetry as a scaffolding technique on colorincolorado.org.
The Center for Public Education provides various scaffolding methods that teachers can employ to assist CLD learners for their academic success:
- Bilingual Resources
- Native Language Support
- Visual Scaffolding
Linda Robinson has a great article/video detailing how to tier assignments to reduce both student and teacher stress titled "Tiering to avoid tears: Developing assignments that address all learners' needs" that I found to be very informative and provided great scaffolding suggestions. Also, be sure to check out this video "Deeper learning for English language learners" from the Teaching Channel.