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by Luciana C. de Oliveira (Editor), Ruslana Westerlund (Editor)
This insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students' needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners.
Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms.
Featuring examples from teacher education programs as well as principles for design of educative curriculum materials, this book is ideal for pre-service teachers and students in TESOL, applied linguistics, and language education.
Author Biography
Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and Professor in the School of Education at Virginia Commonwealth University, USA.
Ruslana Westerlund is an educational consultant specializing in research, design, and development of professional learning for teachers of multilingual learners across the United States.
