Scaffolding to Support English Language Learners in a Kindergarten Classroom

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Author(s): Luciana C. de Oliveira (Columbia University, USA), Marshall Klassen (Purdue University, USA)and Alsu Gilmetdinova (Purdue University, USA)
Copyright: 2014
Pages: 16
Source title: Cross-Cultural Considerations in the Education of Young Immigrant Learners
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-4928-6.ch001

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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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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Scaffolding to Support English Language Learners in a Kindergarten Classroom

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