Dissertations / Theses: '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.

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This research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.

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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.

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English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.

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MILLER, 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.

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This work concerns the language of history in secondary schools. It is a qualitative attempt to identify and distil content language features for upper secondary level history. The results of this effort are intended to serve the purpose of supporting the language of L2 students in a CLIL history content.

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Huang, 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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Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004). Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons. Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies. This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task. The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills. Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined.
published_or_final_version
Education
Master
Master of Education

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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.

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Heston, 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.

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The 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.

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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.

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Robertson, 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.

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Many studies have examined the relationship between a child’s temperament and its effect on his or her early language development. However, few studies have investigated the detrimental effects a child’s negative affectivity may have on their language development and potential ways these effects may be limited through parental behaviors. The current study aimed to investigate if physical or verbal maternal scaffolding behaviors moderated the effect negative affect has on language development. Although it was expected that maternal encouragement of physical activity would play a moderating role in the relationship between temperament and language development, no such relationship was found. One explanation for these findings is the operationalization of maternal scaffolding behaviors in the present study; previous studies have also included instances of emotional and motivational scaffolding. Future efforts should aim to incorporate a broader range of potential scaffolding behaviors in their coding protocols.

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Li, 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.

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Schodde, 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.

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Bremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.

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The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning.
Multiple 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.

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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.

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This study was conducted in order to find out what translanguaging practices are used in an English learning multilingual classroom and how those practices can create scaffolding structures for the students’ language development. By attending a second language English class with adult multilingual students and conducting a structured observation it was possible to achieve gathered material sufficient to answer these questions. In class all the translaguaging incidents were written down and afterwards these incidents were structured into different themes to outline scaffolding structures. After analyzing the notes it was clear to see that in this particular class translanguaging was used as a strategy to develop supportive learning structures. The result shows the translanguaging practices correlation between teacher and students as well as in relation to different types of educational classroom applications. Besides those features the results show some indications about the spoken production of translanguaging.

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Keith, 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.

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Auer, 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.

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The use of mobile devices for learning has led to an increased number of textbooks and reading materials being published in digital format. Specific digital literacies are required to take advantage of these digital texts, and students need to acquire these literacies if they are to read and learn efficiently. Teachers need to assist their students in reading with digital devices. However, research on supporting reading comprehension with mobile devices is still limited. This thesis addresses a gap in the field by identifying cognitive and metacognitive foreign language (FL) reading strategies that students employ when using tablets, and how digital features may support FL reading comprehension. Students learning Spanish at two educational institutions in Denmark (n=12) participated in this longitudinal qualitative study. The digital texts employed in the study were designed to model reading strategies by embedding prompts in the texts using features of the iBook Author application on the iPad. These prompts, which appear alongside the text for students using the iBooks app, provide opportunities to learn and practice reading strategies. Data collection was via students’ logs (records of their use of reading strategies with the iPads over three weeks), semi-structured interviews and a researcher’s log. Coding was conducted through thematic analysis. The findings indicate that students used a variety of metacognitive and cognitive reading strategies. Students engaged in higher-order thinking skills by following the scaffolds provided and benefitting from some of the iPads’ features. In conclusion, provided that the student is active in the reading process and is using appropriate strategies, he or she will be able to construct meaning from the digital text. FL reading is a skill that needs to be adapted for the use of mobile technology. This research suggests that, when employed effectively, the applications available on tablets can provide scaffolds for the reading process. This thesis contributes to knowledge by: 1) applying a language learning strategy (LLS) model to mobile technology; 2) applying metacognition in the context of reading electronic books with mobile devices; 3) addressing controversies in the field of digital reading; 4) proposing guidelines for designing digital textbooks, and 5) developing a research instrument for reading strategy research.

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Kirby, 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.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title 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.

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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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Current conceptual models of feedback in L1 writing pedagogy advocate a dialogic approach which can encourage independence and scaffold learning effectively. This represents a departure from the monologic ‘error correction’ approach which is still favoured in EAP classrooms. In this thesis, a ‘praxiology’ (Elliott, 1991) is outlined, which draws on theoretical models from both L1 and L2 writing pedagogy and comprises theoretical principles and practical strategies for a dialogic feedback practice to support L2 writers in realising the task of argumentation in their academic writing. A dialogic feedback framework (DFF) was developed through a comprehensive practitioner inquiry with the guiding research question: how can written commentary feedback be used more effectively to improve argumentation in second language writing? This inquiry was conducted over three stages. The first stage of the inquiry comprised an examination of conceptual models and challenges of feedback, and the learning and teaching of argumentation through a review of existing literature and in two published studies I conducted. The first of these published studies evaluated the effectiveness of an interactive self-evaluation essay cover sheet that I had developed. In the second published study, I explored the problems with argumentation that I identified in L2 undergraduate writing at the paragraph level, specifically in relation to the role of metadiscourse in developing an argument. In the second stage of the inquiry, I developed a proposed set of theoretical principles and strategies for a dialogic feedback practice to support L2 writers in the high task of argumentation. Feedback was re-conceptualised as ‘interactional contingent scaffolding’ (Hammond & Gibbons, 2005) through inter-related elements in a supporting chain, based on Beaumont, O’ Doherty and Shannon’s (2011) dialogic feedback cycle, rather than as monological and corrective comment solely on current text. In an approach grounded in socio-constructivism, practical strategies were framed using Ajjawi and Boud’s (2017) concept of ‘episodes of dialogue’. These practical strategies were operationalised in two tutorial classes of a first-year first semester course at one campus of an Australian university in Queensland – Griffith University. Teacher and student-generated data were collected through classroom observations and questionnaires, and from four case studies using a variety of instruments and methods. In the final stage of the inquiry, I used these findings to articulate the theoretical principles and practical strategies of an enhanced DFF. Qualitative and quantitative findings from this practitioner inquiry suggest that, although a dialogic and collaborative approach to feedback is unfamiliar, and therefore challenging for learners, this principled framework has pedagogic value for L2 novice writers.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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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.

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Moran, 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.

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Engin, 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.

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This thesis presents a description and analysis of scaffolding in the construction of teaching knowledge in a pre-service teacher training course in a Turkish university. Prior research in the area of scaffolding in primary school classrooms has focused on pupils operating in their native language and their interactions with the teacher and each other. The nature of scaffolding in the construction of knowledge has been identified and explored at an interactional level of talk. While these studies have informed educational practice in schools and teacher training contexts, there has been little research which puts the social, cultural and linguistic context at the heart of scaffolding. This thesis is based on a socio- cultural theory of learning and as such recognizes the influence of the context on the scaffolding of construction of teaching knowledge. This research was a qualitative study utilizing ethnographic techniques. Data emerged over time from recorded feedback sessions, recorded input sessions, self-evaluations, assignments, respondent validations and research diary. It became apparent early on in the study that scaffolding was taking place at both a micro-level, as manifested in the interaction between trainer and trainee, and at a macro-level, as manifested in the context of the training. The context of training included the second language context, the discourses of teaching and training, and the relationship between theory and practice. This study is significant in that it highlights the relationship between context and talk in scaffolding the construction of teaching knowledge. Hitherto, this relationship has not been emphasized in reports on scaffolding. The mutually beneficial relationship of macro and micro-scaffolding points to a teacher training pedagogy which acknowledges both macro-conditions for scaffolding, as well as micro-scaffolding techniques at an interactional level.

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Santoso, 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.

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This study sought to establish and develop innovative instructional procedures, in which scaffolding can be expanded and applied, in order to enhance learning of English as a Foreign Language (EFL) writing skills in an effective hybrid learning community (a combination of face-to-face and online modes of learning) at the university where the researcher is working. Many educational experts still believe that technology has not been harnessed to its potential to meet the new online characteristics and trends. There is also an urgency to reconsider the pedagogical perspectives involved in the utilisation of online learning systems in general and the social interactions within online courses in particular that have been neglected to date. An action research design, conducted in two cycles within a duration of four months, was utilised throughout this study. It was intended not only to achieve a paradigm shift from transmission-absorption to socio-constructivist teaching/learning methodologies but also to inform practice in these technology-rich environments. Five major findings emerged from the study. First, the scaffolding theory has been extended. Two new scaffolding types (i.e., quasi-transcendental scaffolding and transcendental scafolding), two scaffolding aspects (i.e., receptive and productive) and some scaffolding actions (e.g., providing a stimulus, awareness, reminder, or remedy) for EFL writing skills in an effective hybrid learning community have been identified and elaborated on. Second, the EFL ‘Effective Writing’ students used the scaffolds implemented in a hybrid environment to enhance and enrich their learning of writing of English essays. The online activities, conducted after the F2F sessions most of the time, gave students greater opportunities to both reinforce and expand the knowledge they had acquired in the F2F mode. Third, a variety of teaching techniques, different online tasks and discussion topics utilised in the two modes bolstered the students’ interests and engagement in their knowledge construction of how to compose English-language essays. Fourth, through the scaffolded activities, the students learned how to scaffold themselves and thus became independent learners in their future endeavours of constructing knowledge. Fifth, the scaffolding-to-scaffold activities provided the students with knowledge on how to effectively engage in transcendental scaffolding actions and facilitate the learning of English writing skills by less able peers within the learning community. Thus, the findings of this current study extended earlier understandings of scaffolding in an EFL hybrid learning environment and will contribute to the advancement of future ICT-mediated courses in terms of their scaffolding pedagogical aspects.

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O'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.

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Thesis advisor: Audrey A. Friedman
English 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

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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.

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Pei, 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.

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Dahlberg, 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.

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This essay presents an interventional field study that aims to refine practice in the English classroom in Swedish upper-secondary school by implementing imitation pedagogy. Imitation pedagogy is essentially learning to analyze and imitate texts’ internal structure for developing one’s own production. The focus on my first research question was on examining if imitation pedagogy with political mentor texts develop students’ language awareness, language control, and argumentative abilities in reading and writing. My second research question was focused on investigating if political mentor texts could be used to prepare students for future participation in civic discussions and debates. My initial hypothesis was that mentor texts with political topics in imitation pedagogy could be used to develop students’ argumentative abilities; the learners could through this pedagogy be taught to recognize linguistic features in political texts that aim to persuade audiences, and the learners could learn to imitate these mentor texts to produce own successful argumentative writing. To answer my research questions and to see if my hypothesis was accurate, I conducted an interventional field study that followed a lesson study model. The findings from my study indicate that imitation pedagogy does develop and enhance learners’ language awareness, argumentative abilities, and ability to provide stronger contributions to discussions in different social and democratic contexts. Imitation pedagogy enhances the learners’ confidence and improve their writing capabilities, specifically the ability to compose stronger argumentations in writing in different situations varying from smaller everyday issues to larger societal and political issues. Moreover, imitation pedagogy promotes the development of language control and critical language awareness. The learners practiced writing in new patterns, which forced the students to use their linguistic knowledge to produce sentences with language accuracy, fluency, and coherency. In addition, the students learned in this interventional study to recognize different linguistic and grammatical features that can add power to written compositions in different social and democratic contexts. By being able to recognize these features, the learners can be more aware of manipulative language in political texts and more effectively counter them.

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Shehadeh, 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.

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I dagens samhälle och skola finns det elever med flerspråkighet. Vårt samhälle innehåller språkliga resurser i en stor variation men de flerspråkiga eleverna får inte alltid den stöttning de behöver i det svenska språket. Det primära syftet med litteraturstudien är att tydliggöra hur lärare kan stötta flerspråkiga elever i deras andraspråksutveckling. Metoden som använts är en systematisk litteratursökning för att undersöka tillämplig forskning inom vårt valda område. Denna studie har identifierat några av de viktiga faktorerna för stöttning i andraspråksundervisning: modersmålsundervisning, höga förväntningar och krav, tydlighet i kommunikation och val av undervisning. För vidare forskning inom detta område behöver vi se och förstå stöttningens betydelse ur elevernas perspektiv, det vill säga att undersöka vad flerspråkiga elever själva anser att de behöver för att vidareutvecklas i sitt andraspråk.

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Acar, 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.

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The purpose of this study is to investigate how teachers use everyday language in parallel with school language to support students to develop their language in mathematics in 4-6 th grade. To examine this, three research questions were formulated: How do teachers use everyday language and school language in teaching mathematics? In what way do teachers support students to develop their mathematical scientific language in teaching mathematics? What type of interaction is given the opportunity in teaching mathematics for students to be able to develop their mathematical school language? To collect data for the study, four qualitative observations were performed of four different teachers av two different schools. Each observation was then followed by a qualitative interview. The result of the study indicates that teacher often use the everyday language to explain the school language for the students. Teachers also use different scaffolding methods as word explanations, asking questions or use student’s previous knowledge to support students to develop their mathematical scientific language. Finally, the result of the study shows that the students were given interaction with the teacher, interaction with each other but also individual learning to develop the mathematical school language.

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Taylor, 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/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Joyce 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).

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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.

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It is widely recognised that parents play an important role in children’s emotional and intellectual development, including their success at school. Recently, there has been a growing awareness of the potential of parents to support and enhance children’s English foreign language learning, especially since English learning resources are easily accessible through electronic media. In appreciation of this, there has been an increased interest in recent years in finding ways to harness parental potential through the creation of home-school partnerships in many parts of the world, including in the field of teaching English as an additional language. An important point of departure for developing effective home-school dialogues is an informed understanding of what parents are already doing to support their children’s learning, as an awareness of this can help schools and governments provide parents with targeted input to assist and improve their efforts. However, to date, this remains under researched. Of the limited research that has been undertaken, very little has examined parental efforts to support their children’s learning at home in non-western settings, and research into parental support for children’s foreign language learning is virtually non-existent. In order to address this research gap, the study reported in this thesis examines parental support for young children’s foreign language learning in Saudi Arabia with respect to English T.V. viewing. Drawing upon Vygotsky’s concepts of mediation and the ZPD, it aims to examine the extent and the ways in which parents currently mediate their children’s viewing of English T.V. programmes in Saudi Arabia, the factors which impact on their mediation practices, and how this is seen to contribute to their children’s experience of English language learning. The study is comprised two stages. The first stage entails the distribution of a questionnaire to 500 parents of children aged 6-8, who are currently learning English in a number of private schools in Jeddah, in Saudi Arabia in order to gain a global overview of parental perspectives on mediation. This is followed by stage 2, which aims to examine the features and quality of parent-child mediational dialogues. This is achieved by collecting recordings of the dialogues of two parent-child dyads watching DVDs of English T.V. programmes over a four-week period as well as interviewing parents and their children on the experience. The results of the study show that parents believe in the importance and value of supporting their children’s learning (both in general and with regard to their EFL learning). Moreover, they show that they are actively engaged in trying to do so. However, they also highlight a number of ways in which their mediational practices could be improved so that these are less directive and more responsive to their children’s learning needs and growing ability to self-regulate. More broadly, they highlight the need to engage with the complexity of parental mediation as an activity system in discussions of the quality of mediational practice. That is, to understand that parental efforts to mediate need to be considered alongside task, sociocultural setting and, most importantly, the child’s engagement with parental efforts. A number of implications are drawn from the results of the study. Chief among these is that research into parental mediation should look at the inter-relationship between the different elements of the parental mediational system identified and that this provides richer in-depth understandings of parental efforts to support their children than are currently available from those who seek to understand this merely as parental scaffolding. In addition, it is argued that the picture this in-depth analysis revealed provides valuable information which can be used to inform the need for home-school partnerships and the support parents need to make sure they engage in these effectively in settings such as Saudi Arabia where there is currently little appreciation of the importance of parental involvement and the concept of home school partnerships remains in its infancy. In line with the emphasis on the complex multidimensional understanding of mediation as activity as illustrated by the results of the study, it is argued that efforts to promote parental involvement should primarily focus on how parents can help promote quality learning experiences for their children.

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Svedberg, 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.

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This 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.

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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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This study focuses on the nature of scaffolding used by the Chinese student and teacher in a Chinese university English classroom located in Mainland China. Using the Vygotskian theory to analyze scaffolding events which occur during three transcripted lessons, it expands the present research on scaffolding. Previous research has predominantly utilized Wood, Bruner and Ross' (1976) six criteria to characterize the building and deconstructing of the scaffold by a tutor: 1) recruitment; 2) reduction in degrees of freedom; 3) direction maintenance; 4) marking critical features; 5) frustration control; and 6) demonstration. Many of these six criteria are utilized by the teacher within a lesson for scaffolding the students. This study, however, has shown that the teacher's scaffold is not the only scaffold that is built. Indeed, this study has shown that at any given moment in a lesson, many different layers of scaffolding are being built, which intertwine and overlap each other.Within the Chinese English classroom, it is more productive to discuss scaffolding in terms of layers, rather than only analyze Wood et al.'s (1976) strategies for building a scaffold. Four separate layers of scaffolding were discovered in the Chinese context. The layer one scaffold is where the teacher sets the backdrop for the lesson. She/He has planned the lesson, aware of what the students already know and lays down the foundation for it within the students' ZPD. Carrying out the work at this level involves creating intersubjectivity with the students and using prolepsis. The layer two scaffold occurs when students attend to the teacher's layer one scaffold and become mentally involved in the teacher's scaffold. Layer three involves two or more learners building and deconstructing scaffolds for each other. Finally, layer four shows the student actually building and deconstructing a scaffold for him/herself.This study discusses the strategies utilized by both the teacher and students in building a scaffold for other students and shows how these scaffolds are inter-related. In the conclusion, suggestions are made for native-English speaking teachers who are teaching in China concerning how to incorporate the findings of this study into their own teaching strategies.
Department of English

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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.

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Syftet med detta arbete är att beskriva uppfattningarna hos fyra gymnasielärare avseende undervisning i matematik på för ett eleverna annat språk än deras modersmål. Denna kvalitativa studie har genomförts med fyra semistrukturerade intervjuer som datainsamlingsmetod, två intervjuer med matematiklärare, en intervju med en språklärare och en intervju med en språk- och matematiklärare. Intervjuernas fokus låg på lärarnas upplevda möjligheter och utmaningar samt undervisningsstrategier i en flerspråkig matematikundervisning. Resultatet visade att lärarna är språkligt medvetna, att de förstod vad i språket som kan framstå som svårt allt från vardagsbegrepp till grammatik. Resultatet visade även att lärarna ofta stöter på olika språkliga utmaningar i undervisningen, som elevernas läs och skrivsvårigheter och begreppsförståelse. Dock menar lärarna att man genom fortbildning och samarbete mellan språk- och matematiklärarna kan överkomma utmaningarna som kan förekomma, och få lärdom över vilka språkliga strategier som är gynnsamma att använda och varför.
This 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.

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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.

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The main purpose of this essay is to study how classroom interaction can take place in a class for Second Language Learners (SLL).1 I have applied a case study methodology on a linguistic method used by a Teacher in Swedish as Second Language working on a primary school situated in the Southern suburbs of Stockholm. The learning method is based on extensive reading of books which comprehend several learning techniques organized into a process that support the development of linguistic skills such as discussing in a group, writing, reading and thinking in a second language. The methodology applied is based on observations, on an interview with a Teacher in Swedish as Second Language and on a questionnaire answered by 11 students that participated on “Boksamtal”. Based on a theoretical framework about socio cultural theories on learning and scaffolding,2 I attempt to integrate theory and practice to investigate how the Teacher succeed on applying effective methods for second language learning. Through the analyses of the data is also my intention to emphasize the advantages and disadvantages of such a method. In order to clarify the analysis I have identified two different kind of scaffolding: the Teacher-Student interaction and the scaffolding that creates through the learning methods on “Boksamtal”. The results of the analysis shows that a school organization that affirms the student’s identities, has a well organized program based on context-embedded teaching with a combination of different forms of scaffolding succeed to generate critical language awareness and cognitive skills. On the other hand I found several points that are worth attention such as the a lack of cooperation between the mother tongue Teachers and the other Teachers of the school, and the importance of choosing appropriated books on which the students can easily relate to. Furthermore I found two points that need deeper reflection, which strategies can be used for shy students that do not produce a word and how can the school find adequate support for a second language student born in Sweden who has not attained the expected level. 1 Cummins 2001: 3262 Gibbons 2006: 29

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Raoof, 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.

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Learning and assessment are inextricably intertwined, since assessment not only measures learning, but future learning is also dependent on assessment. The purpose of this two phase sequential mixed-methods study was to examine the interplay between informal and formal assessment in Grade 9 EFAL classrooms in order to gain a better understanding of teachers’ assessment practises. Argued from a constructivist point of view, the study endorses continuous assessment (CASS), which balances informal and formal assessment. In order to direct the study towards the stated purpose, the researcher embarked on a literature study to contextualise English as First Additional Language against the background of educational developments in South Africa since 1994 and to examine assessment of English First Additional Language in an OBE framework. The literature study was followed by an empirical study. By applying a sequential mixed-methods research design, 66 conveniently sampled EFAL teachers in the Johannesburg-North District of the Gauteng Department of Education participated in the quantitative phase of the empirical study. By means of a survey as strategy of inquiry, these teachers completed a questionnaire. Six randomly selected teachers from the initial sample participated in the qualitative phase of the empirical study which followed a case study strategy of inquiry and consisted of individual interviews and observations. The empirical research findings revealed that the sampled teachers experienced the official Departmental documents as regulatory, overwhelming and ambiguous and that they gave more attention to formal assessment than informal assessment. Due to this emphasis on formal assessment, the teachers felt uncertain about the purposes of informal assessment which, as a consequence, was considered as less important than formal assessment. A preference of conventional assessment methods was also disclosed which implied that the sampled teachers were not willing to experiment with alternative assessment methods. In conclusion, the researcher discovered that although CASS was implemented in the sampled teachers’ classrooms, learner-centred teaching founded on constructivism with the aim of encouraging scaffolding, was not high on the teachers’ teaching agendas.
MEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2013

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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.

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Gustafsson, 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.

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Syftet med arbetet är att studera några lärares uppfattningar när det gäller undervisningsmetoder och åtgärder för elever med språkstörning eller försenad språkutveckling i grundskolans tidigare år, samt när och hur elevernas språkliga svårigheter visar sig i undervisningssituationen. Metoden för insamlingen av empiriskt material är kvalitativa intervjuer med fyra lärare i grundskolans tidigare år. Intervjuerna var ostrukturerade och fokus var att försöka uppfatta och förstå lärares nyanserade beskrivningar om sin undervisning för elever med språkstörning eller försenad språkutveckling. Resultaten i arbetet visar att de riktigt stora riskerna att utveckla läs-och skrivsvårigheter är när språkförståelsen och ordförrådet är drabbat. Svårigheter inom språkförståelse och ordförråd är dock inte lika enkla att definiera som fonologiska svårigheter. Därför gäller det att lärare säkerställer att de undervisningsmetoder som används ger elever med språkliga svårigheter möjlighet att utveckla sidor av språket som handlar om förståelse. Resultaten visar även att många anpassningar är på individnivå utan sammanhang. Det gör att de kommunikativa delarna av undervisningen försvinner vilket gör att språkförståelsen och ordförrådet inte utvecklas särskilt effektivt. Anpassningar som är inkluderade i den ordinarie undervisningen gör det möjligt att utifrån ett sociokulturellt perspektiv på lärande bibehålla de kommunikativa delarna av undervisningen vilket i sin tur gör det möjligt att utveckla språkförståelsen och ordförrådet. Undervisningsmetoderna bör istället vara konkreta, kommunikativa, modellerande och av multimodal karaktär, där undervisningsmetoderna utgår från elevens starkaste språkliga sidor.
The 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.

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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.

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The aim of this study is to describe how four teachers in middle school work to verbally support students´ language and comprehension of subject-specific concepts, and also illustrate what teachers´ express they consider is linguistic development. The research questions posed in this study are: which multimodal linguistic representations do the teachers use in a group to verbally support students’ linguistic development, and what do the teachers consider to be linguistic methods. The study is a qualitative study with two different methods. The study set out to explore what multimodal linguistic support the teachers’ use in classroom, through observations using an observation scheme based on communicative representations. To find out, what teachers consider, is linguistic development, an interview in a focus group with the observed teachers was conducted. The sociocultural perspective on language and teaching, where learning is considered as a social process together with others, is used in the analysis collected for data. It was found that the teachers in the study use multimodal linguistic support for the students with learning difficulties. The students are able to be involved in the lessons. The teachers often use subject-specific concepts so that they will be well known and used by the students themselves. The teachers talk about linguistic development as subject-specific concepts and have not reflected that they develop the student’s language through the multimodal linguistic methods they use in their daily work with the group, both individually and collective.

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Smith, 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.

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Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.

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Lakey, 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.

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This paper investigates and identifies patterns of classroom languages use by both learners and teachers in the English learning classroom. In order to answer the research questions guiding the present study, data were collected both from learners (n= 36) and their teachers (n= 3). The instruments employed in the data collection were two, namely a questionnaire (administered to the learners), and a classroom observation grid (used with the teachers). The questionnaire is a survey, and as such a quantitative method. And, the observations are however qualitative. One of the main findings in the study was the correlation in pattern of language use between the teacher’s and the learners. More precisely, it was found that a high percentage of English use on the part of the teacher resulted in a high percentage of this language also in the learners. It was also found that the teachers’ use of both Swedish and English in instruction giving resulted in a higher use of English by the learners, perhaps because the learners were able to understand the instructions better if translanguaging occurred. Another important finding of the study is that learners reported not to be allowed nor encouraged to use their mother tongue as a resource. Besides, most of the learners did not think that using all of their languages would be an advantage in L3 learning English.

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Peetz-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.

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Despite the fact that the creation of films has a place in language teaching, there haven’t been many studies about the learning outcome of such film production projects so far. In this study, a group of eighth grade pupils at a comprehensive school in Sweden have been creating their own film in German. They have been observed while they did so, and they answered an online survey one year after the project. The results of the analysis of that data show a visible increase in awareness for the purpose, the receiver, and the situation of the produced texts during the writing process. The level of motivation and meaningfulness experienced by the pupils during the film project was high. Furthermore, the finished film gave the participants a feeling of success, something they were proud of, and eager to repeat. As a conclusion it can be stated that creating a film in a foreign language has a positive impact on language learning.

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Monforte, 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.

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Peer 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.

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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.

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Chen, 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.

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This case study is designed to examine Chinese university students’ English as a foreign language (EFL) learning in an online interactive context. Investigation focused on the students’ perceptions of and engagement in EFL learning that occurred in a technology-supported context. Informed by the sociocultural theory, four theoretical constructs: learner autonomy, interactive learning, Zone of Proximal Development (ZPD) and scaffolding, form the theoretical framework to investigate Chinese university students’ EFL learning in a Computer-Assisted Language Learning (CALL) context. This theoretical model informs the adoption of a qualitative case study approach with statistical descriptions. A total of 154 Chinese university EFL students participated in the research. Data were collected via a questionnaire, focus groups, individual face-to-face interviews and online documents. Through data analysis, it revealed that Chinese university EFL students had positive perceptions of interactive online language learning, which promoted learner autonomy. Participants were confident about their abilities to find out appropriate learning materials and associated well-scaffolded instructional resources that were within their ZPDs. In the learning process, they enjoyed an increasing level of autonomy in language learning. They autonomously selected, organized and engaged digital resources, including learning materials and tasks as well as learning strategies, in their learning which were appropriate to language levels and catered for their learning needs. They showed the sign of good language learners with high degree of learner autonomy, who indicated a desire to continue their language learning in the future. The participants also regarded online space as a low-stress context for more interactive learning in an English as a foreign language context. Although the participants had developed some degree of learner autonomy via learning in the online mode, their autonomy in language learning, particularly for after-class online EFL learning, was still in development. There was a need for them to expand their language knowledge and skills development, particularly in the area of intercultural learning. Their selection and adoption of learning resources were also expected to improve to suit their current language abilities and their learning needs. Their understanding of and engagement in interactive learning were yet to be enhanced as well as they became more familiar with learning in this emerging context. Built on these findings, a tentative model of online EFL learning for facilitating learner autonomy is proposed to fulfil Chinese EFL students’ language learning needs in an online context, and help them to achieve better learning outcomes. It is envisaged that such a model is replicable to teaching and learning EFL in similar contexts.

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Reville, 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.

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Blomqvist, 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.

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The purpose of this essay is to illuminate two teachers’ communication strategies when dealing with pupils with another first language than Swedish. One of the teachers teaches Swedish as a second language and the other teacher educates one class in most of the subjects such as mathematic, Swedish and social studies. I make an ethnographic study where I make non-participating observations and shorter interviews with the teachers. The observations lie in focus of my study and were made at eight occasions, four lessons with each teacher. My result shows that they have a lot of communication strategies in common, but not all. What makes the strategies different are the teachers different classes, there own different educations and their differences in personality. The Swedish as a second language teacher has the proper education for her teaching subject and the other teacher for her classroom. The most important thing to have in mind when teaching pupils with a second language is to have an intercultural approach which illuminates every pupils needs and that this approach stands as the basis for the education.

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Andersson, 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.

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There are three different strategies for language learning, translation, code switching and translanguaging. In this systematic review we have investigated how important translanguaging is for students language- and knowledge development. The aim of the review is to acknowledge which support there is for teachers when using translanguaging in the classroom. We have analyzed eight different studies focusing on students and teachers development when using translanguaging, to find a conclusion to if it is important. The results show that translanguaging is presented positively both in general but mostly in classrooms and that translanguaging is a helping tool for students to show their full knowledge.

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Petringa, 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.

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Worldwide, an influx of immigration, has increased the heterogeneity of our classrooms. In light of today’s heightened teacher accountability, standards and high-stakes assessment, traditional ways of teaching need to change in order to effectively serve the needs of our culturally and linguistically diverse students. Therefore, a qualitative-interpretive study was conducted with ten science teachers working in six private, international schools based in Portugal, Spain, Switzerland, and Belgium with a focus on teacher perceptions, beliefs, teaching practices, and instructional resources used to teach science to English Language Learners (ELLs). Emphasis was placed on the specific teaching modalities and resources that science teachers use to support ELLs in their classrooms. It also addressed the needs of teachers to effectively teach science to ELLs. In response to the research questions, the thematic analysis revealed that the teachers working in these schools had a good awareness of ELL needs in science and wanted to make a difference for these learners. They perceived ELLs as quiet, but hardworking and motivated students. To some degree, the teachers used all seven modalities of teaching: reading, writing, speaking, listening, doing, interpreting, and representing, with or without the use of technology, and considered multimodality to be the most effective way to make science accessible to ELLs. Though not exhaustive, this research offers a set of pedagogical tools and resources for pre-service and in-service teachers to meet the needs of their ELLs in science. Furthermore, based on the teacher responses, the research identifies five key areas which are necessary for science literacy development of culturally and linguistically diverse students. These include: (i) teachers’ positive mindset and awareness towards ELLs in science; (ii) school leadership and administrative support for ELLs; (iii) time, multimodality, and specialized professional development (PD) to scaffold science for ELLs; (iv) the provision of realistic opportunities to collaborate with the ELL or English Language Development (ELD) teacher; and (v) co-teaching science with an ELL/ELD teacher. I would hereby like to share the findings of this thesis and make these accessible to fellow science teachers in the hope that they will refer and/or utilize the proposed strategies and resources in their daily practice.

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Vasquez, Jorge. "Spanish Language Learning and Supporting Strategies in Mixed Classrooms at the Secondary Level." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6920.

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Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors' approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.

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Hu, 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/.

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International students are often under considerable pressure from language barriers, culture shock, social isolation and lack of social support in American universities. Those stressors often discourage international students as ESL learners from practicing English with native students on campus. Based on Krashen & Terrell’s subconscious acquisition and conscious learning hypothesis, Vygotsky’s Zone of Proximal Development , Cummins’ Basic Interpersonal Communication System (BICS) and Cognitive Academic Language Proficiency (CALP), Horwitz’s language anxiety and Oxford’s indirect learning strategies , this study explores how international students and American students, respectively, perceive English Corner and whether English Corner could be an applicable out-of-class learning environment for international students to practice English and socialize with American students on American campuses. English Corner refers to regular meetings that English learners in Mainland China voluntarily organize in public places to practice spoken English. A survey was conducted on language learning strategies, socialization, acculturation, autonomy and English Corner among international students and native students at the University of North Texas. The questionnaires were adapted from Oxford and Nyikos’ study as to what variables affect choice of language learning strategies, Iheanacho’s study as to how international students use the Morris Library at the University of Delaware and their perception of library services and programs, and Battle’s study as to how information literacy instruction affects library anxiety among international students. The findings of this study may help American universities realize the importance of English Corner as one optimal intervention program for international students and American students. The support for English Corner may help international students improve their English learning, alleviate their language anxiety and create more opportunities for international students and native students to socialize with each other.

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Andrén, 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.

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The aim of this study is to examine (from a didactic perspective) how two social studies teachers who work in two different elementary schools, grade three, pursue their oral instructions with subject terms. We have selected these four following questions as main evaluation points throughout the study, basing our conclusion upon the information composed from the answers: Which of the five “conceptions of high order thinking” do the teachers value as the purpose for the teaching content? How do the teachers in their use of notions relate to the needs of second language students and how do they reflect on it? How do the teachers use subject-specific notions in their teachings practices? How are students given the opportunity to use, communicate and integrate around notions and how are the teachers reflecting on it? In this study we applied two types of qualitative methods. Six observations combined with interviews in the form of four short unstructured interviews and an in-depth interview with each teacher. Previous research shows that great linguistic skills are a common factor for success in all subjects. Our investigation has been made from a sociocultural theory that promotes learning through interaction with others as well as by receiving support from the teacher, through scaffolding. Our result indicates, in conclusion that the number of second language learners in the class has an impact on how actively the teachers work to concretize abstract notions. The student population determines how they in teaching practices use notions. Social issues also decided how the teachers gave students room to use notions. For teacher no. 2 who worked in an environment where the second language students were a majority, a second language perspective was an obvious matter, whereas teacher no. 1 considered it to be a management issue and a collective responsibility.

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Johansson, 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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Abstract It has been claimed that teachers who possess a low level of self-efficacy may impede the learning process for students. When teachers do not possess a high self-efficacy, they may not believe strongly in their own ability to teach, which could in turn lead to unmotivated students in the second language classroom. The purpose of this research is to examine in what way the self-efficacy of Swedish L2 teachers of English influences their way of teaching in the second language classroom both in terms of how it affects their approach to teaching and how it affects the strategies and methods they choose touse in the classroom to strengthen their own students’ self-efficacy. The study uses a qualitative research method. Data was collected through questionnaires, classroom observations and follow-up questionnaires with five English teachers in Southern Sweden. Findings of the study suggest that teachers' with a high level of self-efficacy more positively influence their teaching approach than those who possess a low level of self-efficacy, which can impede their way of teaching. It was also found that the strategies teachers found useful for improving students’ self-efficacy were: language use, scaffolding and group work. This result could be important for further theoretical and pedagogical research for all in an educational position.

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Dissertations / Theses on the topic 'Language scaffolding'

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