Catalog Home Page

Scaffolding and bilingual shared reading experiences: promoting primary school students' learning and development

Cumming-Potvin, W., Renshaw, P. and van Kraayenoord, C.E. (2003) Scaffolding and bilingual shared reading experiences: promoting primary school students' learning and development. Australian Journal of Language and Literacy, 26 (2). pp. 54-68.

[img]
Preview
PDF - Published Version
Download (1041kB) | Preview

    Abstract

    This paper explores the connections between scaffolding, second language learning and bilingual shared reading experiences. A socio-cultural theory of cognition (Vygotsky, 1978, 1986) underpins the investigation, which involved implementing a Language and Culture Awareness Program (LCAP) in a Year 4 classroom and in the school community. Selected passages from observations are used to analyse the learning of three students, particularly in relation to Languages Other Than English (LOTE). As these three case study students interacted in the classroom, at home and in the community, they co-constructed, appropriated and applied knowledge from one language to another. Through scaffolding, social spaces were constructed, where student learning and development were extended through a variety of activities that involved active participation, such as experimenting with language, asking questions and making suggestions. Extending these opportunities for student learning and development is considered in relation to creating teaching and learning environments that celebrate socio-cultural and linguistic diversity.

    Publication Type: Journal Article
    Publisher: Australian Literacy Educators' Association
    Copyright: 2003 Australian Literacy Educators' Association
    URI: http://researchrepository.murdoch.edu.au/id/eprint/5850
    Item Control Page

    Downloads

    Downloads per month over past year