Universal ESL Scaffolding for the K-12 Teacher: A Literature Review

Macro-Scaffolding: Contextual Support for Teacher Learning

A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as macroscaffolding. This paper reports on research carried ou...

Literature in the ESL Classroom

Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive o...

Putting scaffolding to work: The contribution of scaffolding in articulating ESL education

In this paper we report on outcomes from recent research in which we have worked with the metaphor of ‘scaffolding’ to address questions about the nature of English as a Second Language (ESL) education. This work has involved a cyclical process: first, of drawing on developments in sociocultural theories of learning and on systemic linguistics in order to analyse and articulate the kinds of ped...

A Literature Review on the Determinants of Teacher Performance By

Esl Teacher Training in 3d Virtual Worlds

Iryna Kozlova, Carleton University Dmitri Priven, Algonquin College Although language learning in 3D Virtual Worlds (VWs) has become a focus of recent research, little is known about the knowledge and skills teachers need to acquire to provide effective task-based instruction in 3D VWs and the type of teacher training that best prepares instructors for such an endeavor. This study employs a sit...