A preservice teacher’s learning of instructional scaffolding in the EAL practicum

Journal article


Nguyen, Minh Hue and Penry Williams, Cara 2019. A preservice teacher’s learning of instructional scaffolding in the EAL practicum. Australian Journal of Language and Literacy. 42, p. 156–166. https://doi.org/10.1007/BF03652035
AuthorsNguyen, Minh Hue and Penry Williams, Cara
Abstract

This qualitative case study examines how a preservice English as an Additional Language (EAL) teacher from the Faculty of Education at a large Melbourne-based university learned to scaffold EAL learning during a two-week practicum in a secondary school and the factors shaping his cognition. The data sources include individual interviews, oral reflections on lessons and recordings of those same lessons. The study was underpinned by a sociocultural perspective on scaffolding and van de Pol, Volman, and Beishuizen's (2010) framework for analysing scaffolding, which is based on a synthesis of previous models and findings. The findings indicate that the preservice teacher implemented a number of scaffolding strategies during the EAL practicum. The use of these strategies was shaped by the preservice teacher’s theoretical knowledge of scaffolding and belief about its importance, which he gained from the teacher education coursework and his prior practicum experience. Learning within practice was also found to be important in his cognition of scaffolding as through the practicum he developed knowledge about his students’ abilities and their difficulties in learning EAL, which are the basis for his contingent scaffolding strategies. Based on the findings, the paper suggests that instructional scaffolding is an important area of professional learning, especially for teachers working with EAL students, and needs to be explicitly built into teacher education in both coursework and the teaching practicum.

KeywordsEAL; scaffolding; Socio-cultural theory; preservice teachers
Year2019
JournalAustralian Journal of Language and Literacy
Journal citation42, p. 156–166
PublisherAustralian Literacy Educator's Association
ISSN1839-4728
Digital Object Identifier (DOI)https://doi.org/10.1007/BF03652035
Web address (URL)https://link.springer.com/article/10.1007/bf03652035
hdl:10545/623645
Output statusPublished
Publication dates01 Oct 2019
Publication process dates
Deposited02 Apr 2019, 08:22
Accepted17 Oct 2018
ContributorsMonash University (Victoria, Australia) (MHN) and La Trobe University (Victoria, Australia) (CPW)
File
File Access Level
Open
File
File Access Level
Restricted
Permalink -

https://repository.derby.ac.uk/item/952q7/a-preservice-teacher-s-learning-of-instructional-scaffolding-in-the-eal-practicum

Download files

  • 63
    total views
  • 87
    total downloads
  • 2
    views this month
  • 12
    downloads this month

Export as

Related outputs

A common language and shared understanding of family violence? Corpus-based approaches in support of system
Penry Williams, Cara and Stebbins, Tonya N. 2023. A common language and shared understanding of family violence? Corpus-based approaches in support of system. Corpora. 18 (1), pp. 1-34. https://doi.org/10.3366/cor.2023.0273
Discovering intercultural communication: From language users to language use
Kim, Hyejeong and Penry Williams, Cara 2021. Discovering intercultural communication: From language users to language use. Palgrave Macmillan/ Springer.
A sociolinguistic perspective on the (quasi-)modals of obligation and necessity in Australian English
Penry Williams, Cara and Korhonen, Minna 2020. A sociolinguistic perspective on the (quasi-)modals of obligation and necessity in Australian English. English World-Wide. 41 (3), pp. 267 - 294. https://doi.org/10.1075/eww.00051.pen
Here’s looking at youse: Understanding the place of yous(e) in Australian English
Mulder, Jean and Penry Williams, Cara 2020. Here’s looking at youse: Understanding the place of yous(e) in Australian English. in: Allan, K. (ed.) Dynamics of Language Changes: Looking Within and Across Languages Singapore Springer. pp. 57-72
Folklinguistics and social meaning in Australian English.
Penry Williams, Cara 2019. Folklinguistics and social meaning in Australian English. Abingdon, Oxfordshire Routledge.
Patient and clinician engagement with health information in the primary care waiting room: A mixed methods case study
Penry Williams, Cara, Elliott, Kristine, Gall, Jane and Woodward-Kron, Robyn 2019. Patient and clinician engagement with health information in the primary care waiting room: A mixed methods case study. Journal of Public Health Research. 8 (1), pp. 19-25. https://doi.org/https://journals.sagepub.com/doi/full/10.4081/jphr.2019.1476
Appeals to semiotic registers in ethno-metapragmatic accounts of variation
Penry Williams, Cara 2019. Appeals to semiotic registers in ethno-metapragmatic accounts of variation. Journal of Linguistic Anthropology. 29 (3), pp. 1-32. https://doi.org/10.1111/jola.12213
Losing people: a linguistic analysis of minimisation in First World War soldiers’ accounts of violence
Penry Williams, Cara and Rice-Whetton, John 2019. Losing people: a linguistic analysis of minimisation in First World War soldiers’ accounts of violence. in: Laugesen, A. and Fisher, C. (ed.) Expressions of War in Australia and the Pacific Language, Trauma, Memory, and Official Discourse Camden, London Palgrave. pp. 17-42
Sort of in Australian English: The elasticity of a pragmatic marker
Mulder, Jean, Penry Williams, Cara and Moore, Erin E. F. 2019. Sort of in Australian English: The elasticity of a pragmatic marker. Journal of Asian Pacific Communication. 29 (1), pp. 9-32. https://doi.org/10.1075/japc.00019.mul
Understanding the place of Australian English: exploring folk linguistic accounts through contemporary Australian authors
Mulder, Jean and Penry Williams, Cara 2018. Understanding the place of Australian English: exploring folk linguistic accounts through contemporary Australian authors. Asian Englishes. 20 (1), pp. 54-64. https://doi.org/10.1080/13488678.2018.1422323