During this presentation
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Transcript of During this presentation
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© WestEd, Teacher Professional Development, 2003© WestEd, Teacher Professional Development, 2003
Scaffolding as Structure and as Process in the Development of Oracy
with English Learners
Aída WalquiDirector, Teacher Professional Development Program
[email protected]/qtel
The CULI 6th International Conference 2006November 28, Bangkok, Thailand
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© WestEd, Teacher Professional Development, 2003© WestEd, Teacher Professional Development, 2003
During this presentation
I will briefly address:• How ESL work is different than EFL work• The theoretical basis of my work• The process of apprenticeship in teacher
professional development
I will expand a bit more on:• Scaffolding as structure and as process• An instantiation of these two aspects in the
apprenticeship of a teacher
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© WestEd, Teacher Professional Development, 2003© WestEd, Teacher Professional Development, 2003
A sociolinguistic look at L2s: Foreign Lg. Second Lg.
• Student does not need L2 to interact in country of residence
• Standards for proficiency are quite tolerant
• The L1 of the student is valued and unquestioned
• The FL does not displace the L1
• Leads to “elite” (Fishman) or “elective” (Valdés) bilingualism
• The language is required for effective civil participation
• Standards for proficiency are very demanding
• Value of students’ L1 is not appreciated by many
• Over time L1 is displaced by L2 with severe consequences
• Leads to “folk” or “circumstantial” bilingualism
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Teaching English as a Second Language in the United States
• An activity directed at minorities
• Stigmatized
• Increasing Educational Gaps in the system between majority and minority students
• Three demographic facts to illustrate the point…
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Demographic changes: Population of ELs by state, 2003-2004
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The big surprise:More adolescent ELs are native than foreign born
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Average scores of 8th graders in reading by English language proficiency and state: 2003
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Quality Teaching for English Learners (QTEL) is based on
Sociocultural Theory • Development follows learning (therefore, instruction
precedes development)
• Participation in activity is central in the development of knowledge
• Participation in activity progresses from apprenticeship to appropriation, from the social to the individual plane
• Learning can be observed as changes in participation over time
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Quality Teaching with ELLs
Is premised on apprenticeship notions of schooling. This means that students:
• Are perceived and treated as capable, legitimate participants
• Engage in rich, intellectually demanding interactions that have been deliberately crafted
• Engage in high challenge, high support tasks that provide them with multiple points of entry to the academic community
• Takeover responsibilities that are handed over to them
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Teachers going through QTEL professional development also learn
by participating in activity
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During professional development, teachers work through tasks. This enables them to understand the language and pedagogy necessary to implement tasks, and builds the
base for pedagogical reflection
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Other activities in QTEL’s teacher professional
development portfolio
• Coaching
• Collaborative Lesson Planning
• Video Clubs (adaptation of Lesson Study)
• Intervisitations
• Professional Conferences
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Domains of Teacher Expertise QTEL Professional Development
Addresses
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CONTEXT
CONTEXTCONTEXT
CONTEXTVision (beliefs)
of teachingof students
Motivation
reasonsincentivesemotions
Reflection
1. anticipatory2. active/interactive3. recollectivemindfulness
Knowledge
subject matter (ELD)pedagogical
pedagogical subject matterstudents
self
Practice
enactment of learningcontingent scaffoldingongoing assessmentWalqui, 1997, adapted from Shulman, 1995
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Teacher expertise
• ESL teachers: Specialists in taking students from zero level of proficiency in English to a “threshold level” of understanding and performance in the language
• Disciplinary teachers: Take students from that threshold level and teach them at the same time the concepts and relationships studied by the discipline and the language needed to express, discuss, and create within that field
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The emphasis of scaffolding(from the students’ point of
view)
• Is on students’ learning potential
• Is not on students’ current abilities
• Consequently, we raise the expectations about what is possible: Vygotsky’s notion of prolepsis
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Scaffolding takes place within four types of relationships that need to be well constructed in
classrooms
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Assistance from more capable peers or adults
Inner Resources: knowledge, experience, memory investment
Interaction with equal peers
Interaction with less capable peers
An Expanded ZPD
REGULATIONSELF
Scaffolding: Modeling…Resourcefulness, Self-access
“Docendo discimus” (We learn by teaching)
“If one member of a dyad undergoes developmental change, the other is also likely to do so”
(Bronfenbrenner 1979:65)
van Lier, 2004
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© WestEd, Teacher Professional Development, 2003© WestEd, Teacher Professional Development, 2003
Scaffolding: How does the teacher make it happen?
Is a dynamic and situated act that is responsive to a particular set of circumstances in a particular classroom context. It manifests itself:
• when teachers plan what to do in a classroom with specific students to ripen their potential (anticipatory reflection)
• when they act contingently in a class to support the development of new skills or understandings (scaffolding as process)
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Two Elements of Scaffolding:
• Conventionalized, ritual structure (constant and flexible): teachers scaffold as they prepare tasks for their students, know what they are good for, decide when they are appropriate, how they connect to each other
• An interactional process, jointly constructed from moment to moment: teachers scaffold as they support students’ interactions
The process is enabled by the scaffolding structure, and a constant evaluation of the process indicates when parts of the scaffolding structure can be dismantled or shifted elsewhere
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Principles of Quality Teaching with Second Language Learners
• Sustain Academic Rigor in teaching English Learners
• Hold High Expectations in teaching English Learners
• Engage in Quality Interactions with English Learners
• Sustain a Language Focus in teaching English Learners
• Develop Quality Curricula in teaching English Learners
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The Development of Academic Uses of English
• Different disciplines use the same language differently for specific purposes
• Academic uses of language, therefore, need to be taught within the disciplines, by subject matter teachers
• Within disciplinary language we use the concept of genre
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Genre
Staged, goal-oriented, purposeful communicative events that a community of practitioners share.
• Purpose
• Structure
• Preferred linguistic instantiations (taking situation into account)
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Oral Development Jigsaw: From Description to Narrative
AA BB CC DD AA BB CC DD AA BB CC DD AA BB CC DD
BASE GROUP
AA BB CC DD AA BB CC DD AA BB CC DD AA BB CC DD
BASE GROUP
AA AA AA AA BB BB BB BB CC CC CC CC DD DD DD DD
EXPERT GROUP
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Teacher scaffolds the process:Guidelines for the
apprenticeship of the genre: description
Discusssion of purpose: why do people describe scenes to others?
Structure:• Where does the scene take place?• Who is the central character(s) in the picture?• What does this person look like (approximate
age, sex, height, face, hair, clothes)?• What is this person doing?• Any other relevant information?
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Preferred language: Teacher offers models of language that
students may use:
• This scene takes place in …• My picture shows …• The picture I have shows a …
• The central character in my picture is• In my picture you can see a …
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Oral Development Jigsaw
AA BB CC DD AA BB CC DD AA BB CC DD AA BB CC DD
BASE GROUP
AA AA AA AA BB BB BB BB CC CC CC CC DD DD DD DD
EXPERT GROUPGenre:Description
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Apprenticing a Second Genre: Narratives… Short Stories
Discussion of purpose: Why do people tell stories?
Structure:• Setting, title • There is a central character (and other
character/s)• Something happens to the character• Resolution• The event transforms the character
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© WestEd, Teacher Professional Development, 2003© WestEd, Teacher Professional Development, 2003
Oral Development Jigsaw
AA BB CC DD AA BB CC DD AA BB CC DD AA BB CC DD
BASE GROUP
AA BB CC DD AA BB CC DD AA BB CC DD AA BB CC DD
BASE GROUP
AA AA AA AA BB BB BB BB CC CC CC CC DD DD DD DD
EXPERT GROUPDescription
FromDescriptionTo Narrative
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© WestEd, Teacher Professional Development, 2003© WestEd, Teacher Professional Development, 2003
What would we see in a QTEL class?
• Students apprenticing disciplinary English from the teacher and from each other
• Students getting multiple opportunities to use the language in deliberate, purposeful ways
• Students gradually appropriating language that initially they did not have
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The Apprenticeship of One Teacher
• Teacher: Roza Ng
• School: MS 131, Chinatown, New York City
• Students: Range of recent arrivals in the U.S. between three years and three months
• Issue that moved Roza to participate in QTEL professional development: traditional, teacher-fronted class
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Change is possible, but it requires
• Systematic work
• Long, sustained, coherent teacher professional development
• Building communities of teachers who are supportive of each other in the same way that they need to be supportive of their students
• Visions of the possible guiding the work