Pauline Gibbons who
has published extensively in the area of English language education points to
the importance of introducing cultural features intrinsic to English as part of
a throughout planning for literacy; “...part of learning a language involves
learning about the culture in which it is used...” (p. 83).
Gibbons suggests useful strategies that will enable us to teach students how to read not only a particular type of text, but a variety of them. To prepare the student’s knowledge about the text prior to reading it will greatly increase their comprehension and interaction. It is important to observe that we ought not to reduce this precious time with the teaching of key words only. Since language and culture are strictly related, it is also important to understand the social aspects inherent to the texts. The specific activities for reading in a second language can be found in Chapter 5 of “Scaffolding Language, Scaffolding Learning”(1), and adaptations can be made for secondary students.
Although there are many suggestions and lesson plans suitable for teaching English in a Social Studies context, I have found this one from professor Coelho(2) a good example to include.
More can be found in the Resources for Teachers section.
From a student's point of view, the following chart shows how teachers can scaffold student's learning in a four step process:
Developing readers... Developing writers...
Exploration *Examine 2 or 3 sources on the same topic *Examine several models of a
(show me what it is) particular genre.
*Identify features that make the material *Rank the effectiveness of the challenging(e.g.,vocabulary and models and identify common sentence length)and helpful features elements and specific features,
(e.g.,chapter summaries,headings, glossary). such as word choice, than make
some more effective than others.
Modeled and Shared *Observe, while teacher reads, *Observe while teacher writes in the
reading & writing in order to learn strategies, same genre and focuses attention on
(show me such as skipping unknown words, key vocabulary and grammar.
how to do it) skimming, scanning and inferring
meaning from context. *Contribute with ideas, words, and
sentences to complete the piece(e.g.,
*Are invited to make suggestions 'I don't think communism is the best
(e.g.,'I wonder what____means). term to use here. I would use____').
Guided practice or *Read text with the support of key *May complete activities that
Scaffolding visuals and guided reading activities. highlight key terminology or
(help me do it) The supports are scaffolds that enable vocabulary.
students to handle challenging text
that they would not be able to read. *Write a piece modeled on the example provided by the teacher. Teachers support students with key visual or other scaffolds.
Independent work *Gradually receives less support *Produces writing in the same genre,
(Let me try it as they begin to use specific strategies using the writing process to develop
on my own) independently. and refine their work.
*Receives feedback from teacher,
peers or both.
1. Gibbons, Pauline. 2002. Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. Chapt 5. Portsmouth: Heinemann.
2. Coelho, Elizabeth. 2004. Adding English: A guide to teaching in multilingual classrooms., pp.137, Toronto: Pippin Publishing.
Gibbons suggests useful strategies that will enable us to teach students how to read not only a particular type of text, but a variety of them. To prepare the student’s knowledge about the text prior to reading it will greatly increase their comprehension and interaction. It is important to observe that we ought not to reduce this precious time with the teaching of key words only. Since language and culture are strictly related, it is also important to understand the social aspects inherent to the texts. The specific activities for reading in a second language can be found in Chapter 5 of “Scaffolding Language, Scaffolding Learning”(1), and adaptations can be made for secondary students.
Although there are many suggestions and lesson plans suitable for teaching English in a Social Studies context, I have found this one from professor Coelho(2) a good example to include.
More can be found in the Resources for Teachers section.
From a student's point of view, the following chart shows how teachers can scaffold student's learning in a four step process:
- Show me what it is.
- Help me how to do it.
- Help me do it.
- I will try it on my own.
Developing readers... Developing writers...
Exploration *Examine 2 or 3 sources on the same topic *Examine several models of a
(show me what it is) particular genre.
*Identify features that make the material *Rank the effectiveness of the challenging(e.g.,vocabulary and models and identify common sentence length)and helpful features elements and specific features,
(e.g.,chapter summaries,headings, glossary). such as word choice, than make
some more effective than others.
Modeled and Shared *Observe, while teacher reads, *Observe while teacher writes in the
reading & writing in order to learn strategies, same genre and focuses attention on
(show me such as skipping unknown words, key vocabulary and grammar.
how to do it) skimming, scanning and inferring
meaning from context. *Contribute with ideas, words, and
sentences to complete the piece(e.g.,
*Are invited to make suggestions 'I don't think communism is the best
(e.g.,'I wonder what____means). term to use here. I would use____').
Guided practice or *Read text with the support of key *May complete activities that
Scaffolding visuals and guided reading activities. highlight key terminology or
(help me do it) The supports are scaffolds that enable vocabulary.
students to handle challenging text
that they would not be able to read. *Write a piece modeled on the example provided by the teacher. Teachers support students with key visual or other scaffolds.
Independent work *Gradually receives less support *Produces writing in the same genre,
(Let me try it as they begin to use specific strategies using the writing process to develop
on my own) independently. and refine their work.
*Receives feedback from teacher,
peers or both.
1. Gibbons, Pauline. 2002. Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. Chapt 5. Portsmouth: Heinemann.
2. Coelho, Elizabeth. 2004. Adding English: A guide to teaching in multilingual classrooms., pp.137, Toronto: Pippin Publishing.
