Article published In:
Journal of Immersion and Content-Based Language EducationVol. 3:1 (2015) ► pp.77–101
Vol. 3:1 (2015) ► pp.77–101
Teacher scaffolding and pair work in a bilingual pre-kindergarten classroom
This paper presents findings from a year-long study of pair work and bilingual development in a hybrid developmental bilingual pre-kindergarten classroom. Grounded in sociocultural theory and developed using ethnographic approaches to data collection and analysis, the researchers analyzed how a master bilingual teacher scaffolded pair work and peer teaching. Findings revealed an association between teacher modeling of language use and behavior, and student language use and behavior in pair work. How the teacher scaffolded both the structure and processes of pair work and the resulting student interaction and peer scaffolding contributes both practical teacher strategies and a deeper theoretical understanding of how teachers can create spaces for young students to engage in their non-dominant language.
References
Angelova, M., Gunawardena, D., & Volk, D
(2006) Peer teaching and learning: Co-constructing language in a dual language first grade. Language and Education, 20(3), 173–190. 
Ballinger, S.G
(2013) Towards a cross-linguistic pedagogy: Billiteracy and reciprocal learning strategies in French immersion. Journal of Immersion and Content-Based Language Education, 1(1), 131–148.
Center for Applied Linguistics
(2012) Directory of two-way bilingual immersion programs in the U. S. Washington, DC: Center for Applied Linguistics. Retrieved from [URL]
Christian, D
(2011) Dual language education. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 21, pp. 3–20). London: Routledge.
Chamot, A.U., & O’Malley, J.M
(1996) The cognitive academic language learning approach: A model for linguistically diverse classrooms. The Elementary School Journal, 96(3), 259–273.
Cohen, E.G
(1994) Designing groupwork: Strategies for the heterogeneous classroom (Rev. ed.) New York: Teachers College Press.
Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P
(2000) Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3), 458–465.
Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S.L., & Clarke-Stewart, K
(2010) Instruction, teacher-student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102(2), 407–417.
Curby, T.W., LoCasale-Crouch, J., Konold, T.R., Pianta, R.C., Howes, C., Burchinal, M., & Barbarin, O
(2009) The relations of observed pre-K classroom quality profiles to children’s achievement and social competence. Early Education and Development, 20(2), 346–372.
de Jong, E.J
(2012) Teacher discourse and peer interaction in linguistically diverse classrooms. In Y. Bogum & H. Kim (Eds.), Teachers’ roles in second language learning: Classroom applications of sociocultural theory (pp. 191–212). Charlotte, NC: Information Age.
Dong, Y.R
(2002) Integrating language and content: How three biology teachers work with non-English speaking students. International Journal of Bilingual Education and Bilingualism, 5(1), 40–57.
Echevarria, J., Vogt, M.J., & Short, D.J
(2007) Making content comprehensible for English learners: The SIOP model. Boston, New York: Allyn & Bacon.
Emerson, R.M., Fretz, R.I., & Shaw, L.L
(1995) Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
Erickson, F
(2006) Definition and analysis of data from videotape: Some research procedures and their rationales. In J. Greene, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 177–192). Mahwah, NJ: Lawrence Erlbaum & Associates.
Fassler, R
(1998) Room for talk: Peer support for getting into English in an ESL kindergarten. Early Childhood Research Quarterly, 13(3), 379–409.
Freedson, M.J
(2008) Supports for dual language vocabulary development in bilingual and English immersion pre-kindergarten classrooms. Journal of School Connections, 1(1), 25–62.
García, O., & Kleifgen, J.A
(2010) Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York: Teachers College Press.
Genesee, F
(1987) Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House.
Genesee, F., & Lindholm-Leary, K
(2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language, 1(1), 3–33.
Gómez, L., Freeman, D., & Freeman, Y
(2005) Dual language education: A promising 50–50 model. Bilingual Research Journal, 29(1), 145–164.
Gort, M
(2008) “You give me idea!”: Collaborative strides toward bilingualism, biliteracy, and cross-cultural understanding in a two-way partial immersion program. Multicultural Perspectives, 10(4), 192–200.
Gutiérrez, K.D., Baquedano-López, P., & Tejeda, C
(1999) Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303.
Hamm, K., & Ewen, D
(2006) From the beginning: Early head start children, families, staff, and programs in 2004 (Policy brief 1-8). Retrieved from [URL]
Hornberger, N.H
(Ed.) (2003) Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon, UK: Multilingual Matters.
Howard, E.R., Olague, N., & Rogers, D
(2003) The dual language program planner: A guide for designing and implementing dual language programs. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
Howard, E.R., Sugarman, J., & Christian, D
(2003) Trends in two-way immersion education. Washington, DC: Center for Applied Linguistics.
Lindholm-Leary, K
(2001) Dual language education. Clevedon, UK: Multilingual Matters.
Medina, M., & Escamilla, K
(1992) English acquisition by fluent-and limited-Spanish-proficient Mexican Americans in a 3-year maintenance bilingual program. Hispanic Journal of Behavioral Sciences, 14(2), 252–267.
National Early Literacy Panel (NELP)
Olmedo, I.M
(2003) Language mediation among emergent bilingual children. Linguistics and Education, 14(2), 143–162.
Reese, L., Garnier, H., Gallimore, R., & Goldenberg, C
(2000) Longitudinal analysis of the antecedents of emergent spanish literacy and middle-school English reading achievement of Spanish-speaking students. American Educational Research Journal, 37(3), 633–662.
Swain, M., Brooks, L., & Tocalli-Beller, A
(2002) Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22(1), 171–185.
Trawick-Smith, J., & Dziurgot, T
(2011) ‘Good-fit’ teacher–child play interactions and the subsequent autonomous play of preschool children. Early Childhood Research Quarterly, 26(1), 110–123.
Walqui, A
(2006) Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159–180.
Webb, N.M
(1989) Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21–39.
Vygotsky, L.S
(1978) Mind in society. Cambridge, MA: Harvard University Press.
Cited by
Cited by 12 other publications
Curiel, Lucía Cárdenas
2023. A Multiliteracies Classroom Ecology for Elementary Bilingual Language Learners. The Reading Teacher 77:1 ► pp. 104 ff. 
Cárdenas Curiel, Lucia & Deborah K. Palmer
2023. Collaborative Translanguaging and Transmodal Literacies: Learning the Language of Science in a Dual-Language Classroom.
Research in the Teaching of English
57:4 ► pp. 355 ff.
Henderson, Kathryn I. & Deborah K. Palmer
2019. “I wonder why they don’t do the two-way”: Disrupting the one-way/two-way dichotomy, re-envisioning the possibilities of dual language bilingual education. NABE Journal of Research and Practice 9:1 ► pp. 47 ff.
Heo, Saem
2022. Teacher scaffolding and immersion language learning of refugee-background students in an elementary immersion classroom. Linguistics and Education 70 ► pp. 101055 ff.
Langeloo, Annegien, Marjolein I. Deunk, Mayra Mascareño Lara, Maaike van Rooijen & Jan-Willem Strijbos
2020. Learning Opportunities of Monolingual and Multilingual kindergarteners and their Early Literacy and Executive Functioning Development. Early Education and Development 31:8 ► pp. 1224 ff.
Langeloo, Annegien, Marjolein I. Deunk, Mayra Mascareño Lara & Jan-Willem Strijbos
2023. Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms. Journal of Research in Childhood Education 37:1 ► pp. 136 ff.
Langeloo, Annegien, Mayra Mascareño Lara, Marjolein I. Deunk, Nikolai F. Klitzing & Jan-Willem Strijbos
2019. A Systematic Review of Teacher–Child Interactions With Multilingual Young Children. Review of Educational Research 89:4 ► pp. 536 ff.
Protassova, Ekaterina, Anna Golubeva & Ilze Mikelsone
2021. Russian as a Home Language in Early Childhood Education. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Protassova, Ekaterina, Anna Golubeva & Ilze Mikelsone
2022. Russian as a Home Language in Early Childhood Education. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 373 ff.
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2 ► pp. 249 ff.
Sato, Masatoshi & Susan Ballinger
2016. Understanding peer interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 1 ff.
Xu, Jinfen, Yumei Fan & Qingting Xu
2019. EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness 28:4 ► pp. 329 ff.
This list is based on CrossRef data as of 1 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.