The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Scaffolding Instruction for English Language Learners: A Conceptual Framework
Abstract
Adolescent students learning academic subject matter in a new language face a number of challenges, both local and global in nature, as they negotiate the linguistic, academic and social world of schooling. Making a case for a pedagogy of rigour and hope, the author presents a model of scaffolding that emphasises the interactive social nature of learning and the contingent, collaborative nature of support and development. Drawing on Sociocultural Theory, as well as a large body of empirical research on effective practices with second language learners, the author examines the use of specific types of scaffolding to promote linguistic and academic develop-ment. The model, developed by the author, conceives of scaffolding as both structure and process, weaving together several levels of pedagogical support, from macro-level planning of curricula over time to micro-level moment-to-moment scaffolding and the contingent variation of support responsive to interactions as they unfold.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Cited by
Bunch, G. C. (2013) · Review of Research in Education · doi:10.3102/0091732x12461772 · Cited by 446
(2012) · e_Buah · Cited by 89
Lang, N. W. (2019) · Bilingual Research Journal · doi:10.1080/15235882.2018.1561550 · Cited by 34
Ayedoun, E., Hayashi, Y., & Seta, K. (2020) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2020.2989776 · Cited by 24
Teaching to support students with diverse academic needs
Blazar, D., & Archer, C. (2020) · Educational Researcher · doi:10.3102/0013189x20931226 · Cited by 23
Metadata
- Authors
- Walqui, A.
- Venue
- International Journal of Bilingual Education and Bilingualism
- Publisher
- Informa UK Limited
- Published
- 2006-03-15
- Volume
- 9
- Issue
- 2
- Pages
- 159-180
- ISSN
- 1367-0050 (ISSN-L)
- 1747-7522
- OpenAlex
- W2059668211
- Cited by
- 606
- References
- 1
- FWCI
- 20.38
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
