Teacher Scaffolding and Language Socialization of English Learners in Literature-Based Activities

• 발행기관: 한국외국어교육학회
• 저자명: Hyunsoo Hur
• 간행물 정보: 『Foreign Languages Education』Vol.23 No.2, 51~83쪽, 전체 33쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.06.30

영문 초록

The contributions of teachers in building foundation of social processes, promoting learners’ agency and engagements have been constantly highlighted. This study explores language socialization of English Language Learners (ELLs) in an elementary school in U.S., focusing on the role of an ESL teacher. It examines how the ESL teacher provides linguistic and cultural scaffolding, and creates a learning environment conducive to ELLs’ socialization into American school academic discourse (Gee, 1999). A prevalent approach for linguistic scaffolding was through using questions. Questions were used for assessment, identifying prior knowledge, current understanding level, and potential level for future development, and to train ELLs to think critically and analytically. Cultural scaffolding was made through classroom scripts, such as whole group and small group activities, individual work with teacher assistance, and working locations in the classrooms. The classroom script projected American values of power functioning, respect for individuals, and freedom of choice. The findings imply that ESL learners need more than linguistic scaffolding and having the knowledge of cultural learning dynamics could be crucial in multicultural students’ socialization into the mainstream American school discourse.

목차

I. Introduction

II. Conceptual Framework

III. Methodology

IV. Findings

V. Discussion

VI. Implications

References

키워드

언어 사회화 문학 기반 학습활동 언어적, 문화적 스캐폴딩 language socialization literature-based activities linguistic and cultural scaffolding