Taking a Closer Look at Collaborative Writing and Effective Scaffolding Practices for Emergent Bilingual Students

• In Event: 66.088 - Sheraton Roundtable 13 - Osgoode Ballroom
  In Roundtable Session: 66.088-6 - New Developments in Cooperative Learning

Abstract

Effectively teaching writing to emergent to advanced bilinguals (EABs) has been identified as one of the most prominent challenges currently facing our educators. Collaborative writing has been identified as one promising pedagogical practice that responds to this challenge; however, little of the existing research focuses on the elementary level. This study seeks to address this gap in the literature, describing a design-based research study focused on collaborative writing with EABs in a diverse first-grade classroom. This paper highlights specific ways that the teacher was able to scaffold the collaborative writing activities before, during, and after each iteration to support EABs’ writing development, providing a practical set of strategies that can contribute to educators' professional development and practices.

Authors

• Loren Jones, University of Maryland - College Park

• Sharon Lynn Smith, University of Miami

• Luciana C. de Oliveira, University of Miami