Profiles of three preservice ESOL teachers' development of instructional scaffolding

Joyce E. Many, Deborah Dewberry, Donna Lester Taylor, Kim Coady

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This study explored English as a second language (ESOL) preservice teachers' conceptions of and abilities to provide scaffolded instruction. In-depth study of three interns indicated that each was unique with respect to their views of scaffolding and in the degree to which their implementation of scaffolded instruction changed over the course of the year. Participants differed in the focus of scaffolding and in their attempts to scaffold within lesson frameworks, across sequential lessons, and through responsive instruction. Though some preservice teachers can develop complex conceptions of the process, scaffolding is closely linked to interns' understanding of language and literacy development.

Original languageEnglish (US)
Pages (from-to)148-174
Number of pages27
JournalReading Psychology
Volume30
Issue number2
DOIs
StatePublished - Mar 1 2009
Externally publishedYes

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Language Development
Aptitude
Language
instruction
teacher
language
literacy
ability
Literacy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

Cite this

Profiles of three preservice ESOL teachers' development of instructional scaffolding. / Many, Joyce E.; Dewberry, Deborah; Taylor, Donna Lester; Coady, Kim.

In: Reading Psychology, Vol. 30, No. 2, 01.03.2009, p. 148-174.

Research output: Contribution to journalArticle

Many, Joyce E. ; Dewberry, Deborah ; Taylor, Donna Lester ; Coady, Kim. / Profiles of three preservice ESOL teachers' development of instructional scaffolding. In: Reading Psychology. 2009 ; Vol. 30, No. 2. pp. 148-174.
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