Scaffolded instruction: promoting biliteracy for second language learners with language/learning disabilities

Scaffolded instruction: promoting biliteracy for second language learners with language/learning disabilities

For culturally and linguistically diverse learners, scaffolded instruction is important for not only content learning but for second language learning. In this case study of two bilingual education teachers and their third grade students, we expand the traditional concept of scaffolded instruction (...

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Bibliographic Details
Main Author: Lorri M. Johnson-Perrodin
Format: Article
Language:English
Published: Asociación Interuniversitaria de Investigación Pedagógía 1998-04-01
Series:RELIEVE: Revista Electrónica de Investigación y Evaluación Educativa
Subjects:
second language
language
bilinguism
biliteracy
language instruction
Online Access:http://www.uv.es/RELIEVE/v4n1/RELIEVEv4n1_3.htm

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