Scaffolding Students' Literacy Development Through the Use of Purposeful Repetition

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-12 - Language Across Domains: Literacy and Oracy Experiences for Emergent Bilinguals in the Curriculum

Abstract

Teacher discourse plays an important role in students’ education and has been showcased as an opportunity to scaffold student learning, especially that of emergent to advanced bilinguals (EABs). This study aims to contribute to the current body of research on scaffolding by presenting a new interactional scaffolding move, purposeful repetition. By analyzing a first-grade teacher’s classroom discourse across various instructional instances, we identify three reasons for which she appeared to implement this novel move. Outlining and describing this interactional scaffolding move provides educators with an additional tool that they can utilize when working with diverse student populations.

Authors

• Loren Jones, University of Maryland - College Park

• Sharon Lynn Smith, University of Miami

• Luciana C. de Oliveira, University of Miami