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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.

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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
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