کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
360578 | 620487 | 2006 | 16 صفحه PDF | دانلود رایگان |
The purpose of this action research study was to explore possibilities for scaffolding academic language and historical thinking for non-native English speaking students in two middle school classrooms. The teaching approach focused on six dimensions of historical thinking: background knowledge, cause, effect, bias, empathy, and application. The following questions guided the observations and conclusions: (1) What types of instructional activities appear to develop historical thinking skills and related academic language among English Language Learners (ELLs)? (2) How can teaching for a writing assessment help to shape this thinking and language development? Results suggested that multi-modal scaffolds for both thinking and language, designed to help students succeed on a motivating assessment task, developed cognitive and communication skills.
Journal: Journal of English for Academic Purposes - Volume 5, Issue 4, October 2006, Pages 317–332