Essential Question: How is differentiated instruction different for English Language Learners in Literacy?
After reading an article in the International Journal of Bilingual Education and Bilingualism entitled Scaffolding Instruction for English Language Learners: A Conceptual Framework, it is apparent that most researchers can agree that teachers must make an effort to incorporate English Language Learners' culture and background into the classroom. This may be as simple as getting to know the students outside of the classroom. It is important that ELLs get as much social interaction as possible, as this is the "basis for learning and development." It is believed that scaffolding will help English Language Learners achieve more. The argument is that there should be assistance from others to help English Language Learners achieve in the classroom.
Another example of scaffolding for ELLs is continuity, in which there is a lot of repetition with tasks and connections between classwork and projects. It is believed that students should be free to explore in the classroom without fear or lack of support. Classroom tasks should be geared towards the needs of the learners. As ELLs begin to increase their skills and confidence, the teacher can release some power in what is called handover/takeover. Instead of a linear curriculum, ELLs should receive a cyclical curriculum to have repetitive exposure to skills and language. Students should receive multiple clues when learning a difficult content. Modeling and bridging are great stategies to use to help ELLs in Literacy. Teachers can also extend anticipatory guides. Teachers can work to build schema and personal connections for students through exposure and experience. Re-presenting text is another great way to scaffold for English Language Learners.
Scaffolding Instruction for English Language Learners: A Conceptual Framework. Walqui, Aida. The International Journal of Bilingual Education and Bilingualism. Vol. 9, No. 2, 2006.
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