Scaffolding That Supports Ninth-Grade English Learners Acquire Language Tools for Learning and Communicating Content

• In Event: Language, Literacy, and Disciplinary Practices

Abstract

This intervention study presents promising results for an innovative, integrated ELA curriculum for 9th grade English learners and all students that incorporates four modes of literacy, ELA content, use of grade-level informational texts, and grammar instruction. Functional language analysis using metalanguage for the functions and meanings of grammar parts in juicy sentences from grade-level informational text was the instructional approach for syntax. Student factors, pre- and post-literacy, English language proficiency level, and competency in prepositional phrases and complex sentences, the syntax patterns taught, were analyzed as mediators of the intervention impact. Analysis of scaffolding strategies employed by the teachers for supporting ELs in content, literacy, and grammar indicated think aloud, revoicing, extending ELs’ responses, and asking follow-up questions.

Author

• Anna E.L. Chee, California State University - Los Angeles