Dissertations / Theses on the topic 'Language scaffolding'
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George, May. "Teacher Scaffolding of Oral Language Production." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145738.
Full textMcKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.
Full textMILLER, KATHERINE CHARLOTTE. "Scaffolding the language of CLIL history at secondary level." Doctoral thesis, Università degli Studi di Milano, 2006. http://hdl.handle.net/2434/227862.
Full textHuang, Shu-ling, and 黃淑玲. "Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/209556.
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Chau, Hiu-wai, and 周曉慧. "Scaffolding students' oral presentation performance in junior ESL classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/b44383629.
Full textHeston, Dawn M. "Scaffolding the Continua of Biliterate Development in the Spanish Language Immersion Classroom." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877148.
Full textThe purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion classroom. As language immersion programs and dual language schools continue to grow in popularity in Canada and the United States, this study seeks to illuminate and interpret a teacher’s work with students in the Spanish Language Immersion Program (SLIP), a research site located in the urban Midwestern United States.
This instrumental case study employed the lens of Sociocultural Theory to explore the principal research question: How does the teacher scaffold student development of biliteracy within language and content instruction in the immersion school context? The research also explores pre-planned scaffolding versus interactional scaffolding, as well as the tensions and forces within the broader context that the teacher encounters while working with students in this bilingual educational environment. Classroom observations, teacher interviews, administration interviews, and artifacts were analyzed using methods borrowed from Grounded Theory.
Findings from this study highlight the characteristics of the Community of Practice created by the teacher in this classroom that include a focus upon encouragement, knowledge, organization, and literate habitus. Additionally, two visual models were created to present the data including: “Scaffolding Episodes in the Development of Biliteracy,” to illustrate the task-oriented support provided by the teacher, and “Centripetal versus Centrifugal Forces,” to present the forces and tensions that the teacher faced within the historical phases of the Spanish Language Immersion Program.
Demott, Miles Lamar Whyte Alyson Isabel. "Writing conference interaction and scaffolding the possible and the actual /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/DEMOTT_MILES_20.pdf.
Full textRobertson, Chelsea L. "Exploring the Moderating Effect of Maternal Scaffolding on The Temperament - Language Development Relationship." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3613.
Full textLi, Danli. "Scaffolding and its impact on learning grammatical forms in tertiary Chinese EFL classrooms." HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/870.
Full textSchodde, Thorsten [Verfasser]. "Integrating Socially Assistive Robots into Language Tutoring Systems. A Computational Model for Scaffolding Young Children's Foreign Language Learning / Thorsten Schodde." Bielefeld : Universitätsbibliothek Bielefeld, 2019. http://d-nb.info/1201818710/34.
Full textBremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.
Full textMultiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.
Dahlberg, Anna. "Translanguaging as a scaffolding structure in a multilingual group studying English in Sweden." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23795.
Full textKeith, Karin, and Renee Rice Moran. "Practical Strategies for Scaffolding the Reading of Informational Texts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1013.
Full textAuer, Natalia. "Scaffolding foreign language learners' reading strategies using tablet computers at two secondary schools in Denmark." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/39027.
Full textKirby, Susannah Becker Misha Karen. "Semantic scaffolding in first language acquisition the acquisition of raising-to-object and object control /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2233.
Full textTitle from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Linguistics First Language Acquisition." Discipline: Linguistics; Department/School: Linguistics.
Rodway, Claire Louise. "Reconceptualising feedback as interactional contingent scaffolding: Improving argumentation in second language undergraduate writing: A praxiology." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/376520.
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Pei, Miao. "Scaffolding and participation in classroom interaction perspectives from English immersion teaching in the People's Republic of China /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37391471.
Full textMoran, Renee Rice. "Scaffolding the Use of Non-fiction Text with Young Readers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3627.
Full textEngin, Marion. "Scaffolding the construction of teaching knowledge in a pre-service teacher training context : language teacher education in a Turkish university." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555742.
Full textSantoso, Agus. "Scaffolding an EFL (English as a foreign language) ‘effective writing’ class in a hybrid learning community." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/31811/1/Agus_Santoso%27s_Thesis.pdf.
Full textO'Connor, Kevin Michael. "Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104233.
Full textEnglish learners (ELs) in US K-12 classrooms are falling behind their peers as they struggle to develop the proficiency needed to succeed in an academic setting (NCELA, 2012). The majority of teacher preparation programs are not preparing teacher candidates (TCs) with the skills needed to help recently mainstreamed ELs succeed in their content area classrooms (Bunch, 2011). This study examined how one undergraduate, secondary education teacher candidates who had participated in supplemental trainings developed their ability to recognize linguistic demand, shelter instruction, and promote academic language proficiency. Using a Sequential Mixed Design (Teddlie & Tashakkori, 2006), this longitudinal study examined the journals and lesson plans submitted by 31 undergraduate, secondary education TCs as they progressed through their prepractica. Six of these TCs were followed as case studies, with observations and interviews collected during their full practica. Collective data analysis indicates that TCs scored higher on all measures when they were in a linguistically diverse classroom. Furthermore, recognition of linguistic demand precedes ability to plan instruction: many TCs were able to recognize linguistic demand in lessons they observed, but few were adept at describing or designing sheltered instruction that could promote academic language development. For many participants, the attention to linguistic demand was focused largely on content-specific vocabulary that is challenging for all learners. However, a small number of TCs were able to attend to the morphological and lexical aspects of their content areas that would be especially difficult for ELs. In classroom observations a few participants were able to plan instruction that sheltered content and promoted academic language. Findings also indicate that supplemental trainings and infusions into methods courses helped TCs to realize the linguistic challenges of their respective content areas. Most importantly, the findings suggest that TCs are better able to focus on the language of instruction when they witness instruction that is focused on language. Therefore, TCs learn best how to support ELs when they observe and teach in linguistically diverse classrooms with knowledgeable mentoring teachers and field supervisors
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Keith, Karin, Huili Hong, and Renee Rice Moran. "Scaffolding Student Reading of Informational Texts with Science Literacy Centers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1014.
Full textPei, Miao, and 裴淼. "Scaffolding and participation in classroom interaction: perspectives from English immersion teaching in thePeople's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37391471.
Full textDahlberg, Andreas. "Imitation PedagogyDeveloping Argumentative Abilities in Swedish Upper-Secondary School." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76658.
Full textShehadeh, Alisar, and Grans Paulinn Nilsson. "Stöttning för flerspråkiga elevers andraspråksutveckling." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32486.
Full textAcar, Nathalie. "”Rektangel – En avlång fyrkant, som formen av en fotbollsplan” : En kvalitativ studie om språket lärare använder i sin matematikundervisning i årskurs 4-6." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41812.
Full textTaylor, Donna Lester. "A kaleidoscope of decisions using cognitive flexibility theory to advance a novice ESOL teacher's scaffolding expertise /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-07312007-084841/.
Full textJoyce E. Many, committee chair; Mona W. Matthews, Dana L. Fox, Lori N. Elliott, committee members. Electronic text (190 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed June 19, 2008; title from file title page. Includes bibliographical references (p. 177-187).
Alsowayegh, Najat. "An exploration of parental mediation of English language T.V. programmes in Saudi Arabia with young children learning English as a foreign language." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19182.
Full textSvedberg, Linda. "Att arbeta språkutvecklande : En kvalitativ intervjustudie på en mångkulturell gymnasieskola i en av Stockholms förorter." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3080.
Full textThis essay presents and discusses a study that was performed in a multicultural school, where the teachers, since August 2004, have obtained internal training in how to work with language development. The objective with this essay is to investigate how the connection between language development and the development of knowledge can be understood and apprehended by teachers working in this school, and furthermore, to show how a language developing way of work can be accomplished in the teachers daily work.
Moreover, I have studied which objectives and strategies, the three language developers in charge of the training of the teachers, have concerning this work, furthermore I have looked into if these objectives and strategies differ from what the teachers understand and practically perform.
Pauline Gibbons book, Stärk språket, stärk lärandet (2006), has become a base for this school’s work when it comes to language development. Gibbons presents theories and practical exercises which have their origin from Vygotskij, Halliday and Cummins. Their theories have also become my theoretical base in this study.
I have made qualitative interviews with four teachers working in this school, and with one of the language developers. The results, from the teacher’s views and opinions in this subject, are presented individually. The spread between the teacher’s thoughts, when it comes to the connection between language development and knowledge, is quite extensive and so are the methods they choose, consciously or unconsciously, to work in a language developing way. The most important result, drawn from this study, is that all four teachers give examples of how to work in a language developing way, but only one presents a more well-thought-out method of how to work, and also explains why these methods develops the students knowledge and not only the language development.
Consequently, there is a gap between the awareness of how important language development is in the process of developing ones knowledge, and how this is performed in the teachers’ daily work with the students’. This could be of interest for the school to investigate further.
Richley, Sandra L. "Expanding the concept of scaffolding : an ethnography in the Chinese university English classroom context." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325997.
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Dhia, Peter Heba. "Tjugofyra är lika med fyra tjugo : En kvalitativ studie om matematik-och språklärares uppfattningar om matematikundervisning på ett främmande språk." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49182.
Full textThis study aims at describing the views of mathematics and language teachers regarding teaching mathematics in a language that is not students’ native language. The data were collected through four semi-structured interviews, with two mathematics teachers, one language teacher and one language and mathematics teacher. The interviews took 30 minutes to complete. The interviews were focused on the opportunities and challenges, as well as teaching strategies that teachers encounter in multilingual mathematics education. The results of this study showed that teachers are linguistically aware, that they understand what in the language can be considered difficult. The results also showed that teachers often encounter different linguist challenges in teaching, such as student’s reading and writing difficulties and conceptual understanding. They, however, had difficulties knowing what strategies and methods were most useful to use to facilitate the use of language in mathematics. Nevertheless, through continuing education and collaboration with the language teachers, they can work out the challenges that occurred, and learn about which linguistic strategies are most beneficial to use and why.
Gonzalez, Mary Selva. "Boksamtal : En språkutvecklande metod för andraspråkstalare." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6248.
Full textRaoof, Fazila Banoo. "The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof." Thesis, North-West University, 2013. http://hdl.handle.net/10394/10177.
Full textMEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2013
Pentimonti, Jill Marie. "Meeting the Needs of All Children: The Use and Impact of Scaffolding in the Preschool Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306336860.
Full textGustafsson, Sofia. "Undervisningsmetoder och åtgärder för elever med språkstörning eller försenad språkutveckling : Lärares uppfattningar om undervisningsmetoder i grundskolans tidigare år." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68103.
Full textThe purpose of the study is to study some teachers' perceptions regarding teaching methods and measures for students with language impairment or late language development in the early year's primary school, as well as when and how students' linguistic difficulties appear in the teaching situation. The method for collecting empirical material is qualitative interviews with four teachers in the primary school's early years. The interviews were unstructured and the focus was to try and perceive teachers' nuanced descriptions of their teaching for language impaired students or students with late language development. The results in the study show that the major risks of developing reading and writing difficulties are when linguistic difficulties and vocabulary is already affected. However, linguistic difficulties and vocabulary are not as easy to define as phonological difficulties. Therefore, teachers must ensure that the teaching methods used give students with linguistic difficulties the opportunity to develop sides of language that concern understanding. The results also show that many adaptions are at individual level without context. This causes the communicative parts of teaching to disappear, which hinders language comprehension and vocabulary to develop efficiently. Adaptations that are included in the regular practice allow for the communicative parts of the teaching from a socio-cultural perspective of learning. This makes it possible to develop linguistic understanding and vocabulary. The teaching methods should instead be concrete, communicative, explicit and using a variation of learning methods. Where the methods are based on the student's strongest linguistic aspects.
Larsén, Susanne. "Språk, begrepp och inkluderande undervisning : En studie av fyra lärares multimodala kommunikation och språkutvecklande arbetssätt i klassrum där elever i behov av särskilt stöd är inkluderade." Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68029.
Full textSmith, Jennifer Ann. "Rethinking homework for foreign language teaching and learning in primary school." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.
Full textLakey, Rebecca. "Young bilingual Swedish learners in the English classroom : A study comparing the learners and teachers language use." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146748.
Full textPeetz-Ullman, Juliane. "Filmschaffen im DaF-Unterricht : Untersuchung zu lernfördernden und motivierenden Effekteneines Kurzfilmprojekts im zweiten Unterrichtsjahr." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-90408.
Full textMonforte, Pernilla. "Upper Secondary Students' Opinions of the Value of Peer Response." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-11.
Full textPeer response is a method which is widely used on higher levels of second-language learning in Sweden, such as universities. The approach is not used as much in upper secondary school; and, the aim of this paper is to investigate upper secondary students' opinions of the value of peer response. The aim is also to investigate if the teacher's grading differed between the first version of a text and the final vesrion that had been revised after peer response.
Research has shown that there seems to be more negotiation of meaning when students are working collaboratively and this can lead to better revisions of written texts, especially in terms of content development. On the other hand, collaborative writing can also create anxiety in some students who therefore dislike peer response. This investigation has shown that students taking part in the investigation are generally positive towards the approach. They also believe that giving and receiving feedback can help them improve their writing. There are, however, a few students who dislike it and want the texts to be read only by the teacher. The investigation has also shown that students mainly focus on formal aspects such as spelling and grammar when giving feedback to each other, whereas content was rarely commented on. Moreover, the results have shown that many of the students' grades improved on the final version compared to the first version. In conclusion, this investigation indicates that peer response could be used as an alternative, or complement, to ordinary teacher-student feedback in upper secondary school.
Anthony, Brooke Allen Murray Bruce A. "Making students' writing bloom the effect of scaffolding oral inquiry using Bloom's taxonomy on writing in response to reading and reading comprehension of fifth graders /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/SPRING/Curriculum_and_Teaching/Dissertation/Brooks_Anthony_dissertation.pdf.
Full textChen, Chen. "Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20388.
Full textReville, Kathleen. "How to improve children's success with arithmetical word problems through the use of a range of scaffolding strategies targeted at the language domain." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=187.
Full textBlomqvist, Linda. "En klasslärares och en svenska som andraspråkslärares kommunikationsstrategier i ett flerspråkigt klassrum : En jämförande studie." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8960.
Full textAndersson, Josefin, and Ella Fahlin. "Transspråkande, ett alternativ i ett flerspråkigt klassrum? –en systematisk litteraturstudie om transspråkande klassrummet." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-89930.
Full textPetringa, Natascia. "Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42499.
Full textVasquez, Jorge. "Spanish Language Learning and Supporting Strategies in Mixed Classrooms at the Secondary Level." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6920.
Full textHu, Jiaying. "The Perception and Viability of English Corner on the American Campus." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699981/.
Full textAndrén, Sandra, and Sara Zaoujan. "Språkpraktiker i samhällskunskap : Begreppsanvändning och lärande i två skolor med olika grad av mångfald." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30259.
Full textJohansson, Caroline, and Ann-Louis Johansson. "The impact of teachers' self-efficacy on their approach to teaching English as a second language and the strategies they perceive as effective to develop students' self-efficacy." Thesis, Malmö universitet, Malmö högskola, Institutionen för barndom, utbildning och samhälle (BUS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42220.
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