Scaffolding in Formative Assessments in a Linguistically Diverse Classroom: A Case Study

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Scaffolding Learning Among Linguistically Diverse Students

Abstract

Using a framework of scaffolding from Pawn (2008), this study investigates an elementary mainstream teacher’s scaffolding use during formative assessments in her 4th and 5th math classes. Finding shows, the most frequently used scaffolding for Emergent bilinguals in formative assessments was conceptual and social scaffolding. However, linguistic and cultural scaffolding related to emergent bilinguals’ home languages and cultures was less frequently used. Meanwhile, Mrs. Smith and emergent bilinguals’ learning are co-constructed within ZPD during the formative assessments. Through the scaffolding process, Mrs. Smith was able to better understand emergent bilinguals' struggles and thus adjust her instruction. This study has implications on teacher professional development and future research.

Author

• Xuexue Yang, SUNY - College at Oneonta