Copyright © 2010 WestEd. All rights reserved. No part of this ...

Copyright © 2010 WestEd. All rights reserved. No part of this publication may be reproduced ordistributed in any form or by any means, or stored in a database or retrieval system, without the priorwritten permission of the publisher.cognition, cognitive psychology, 4–6Cognitive Academic LanguageProficiency (CALP), 46cognitive complexity, 46cognitive skills (higher-order thinking)development, 82–84, 87, 132, 143–144collaborative dialogue writing tasks,110, 115–117, 132–133, 152–153,178, 185collaborative posters, 35collaborative scaffolding, 30competition among languages, 58–59complexity, 46, 71content topics, 144–145contingency, 34, 37continuity, coherence, 34–35conversational language, 45–51. See alsoplayground languageCook, Vivian, 59create, exchange, assess task, 182–183Crescenzi, Stacia, 104–107, 119–137cricket (game), 63, 75–76Cummins, Jim, 44, 46curriculum. See quality curriculumDeFazio, Tony, 40, 50, 94–97, 143–151,199–214degrees of freedom, 21, 38designing instruction, 139–186developmental psychology, 7dialectical journal. See double-entryjournal tasksdialogical language use, 7, 19, 23dialogue performance tasks, 153DiCamilla, Fred, 59–60differentiation, 88–93disciplinary knowledge, 86, 144disciplinary language, 85, 145. See alsosubject matter languagediscourse, 66–67diversity in the classroom, 1, 11Donato, Richard, 29, 56double-entry journal tasksdescribed, 2–4in Black Boy study, 169–171in brain-injury study, 135in “Hunger” study, 152–153in interacting with text moment, 153,169in Macbeth study, 170–171promoting literary characterizationskills, 110, 113–115, 118Elmore, Richard, 86emergence (handover/takeover), 34, 37everyday language. See conversationallanguageexpectations. See high expectationsfor studentsexpected, unexpected events. Seeunpredictable vs. predictable outcomesexperimentation, student, 31expert group discussion, writing,reading tasks, 91, 121, 124–128, 134expert-novice interactions, 28–33, 40–41extended anticipatory guide tasks, 123,155, 165–167. See also anticipatoryguide tasksextending understanding. See threemoments in a lessonextralinguistic contexts, 39–40. See alsonon-linguistic meaning elementsextralinguistic meaning elements, 66-67famous phrases tasks, 181–182feedback, 73–76. See also assessmentsfirst-generation English languagelearners, 104–105, 154. See alsosecond-generation English languagelearnersFleming, Siobhan, 61flow, 34, 36Index217

Copyright © 2010 WestEd. All rights reserved. No part of this publication may be reproduced ordistributed in any form or by any means, or stored in a database or retrieval system, without the priorwritten permission of the publisher.fluency, 10, 46, 98. See also accuracyfluencydistinctionsfocus on form, meaning, 68–71focus on language. See language focusformative assessment, feedback, 75–76form-function distinctions, 67–68,73–77. See also accuracy-fluencydistinctionsform-meaning, form-function focus.See focus on form, meaningform-oriented IRE, 27formulaic expressions, 11, 97, 109–111,148, 164, 173–174Frost, Robert, 2–4, 31–33, 52, 54future-oriented pedagogy, 1, 4–6, 140–142Gage, Phineas, 48, 55, 91–92, 124–126,130–131, 134–136gallery walk tasks, 110, 152–153generative cognitive skills, 84, 87generative disciplinary concepts, 84, 87genre analysis, theory, 52–56geometry blackboard study, 56Gibbons, Pauline, 40, 46–47, 49–51goals. See also objectivesdefined, 83academic, 130, 136of academic rigor, 87in accuracy/fluency transactions, 71amplifying vs. simplifying and, 38classroom, 83, 119contingency and, 37of deep disciplinary knowledge, 87forward-looking teaching, 142of language awareness, 78long-term, 99QTEL principles and, 84–100of quality interactions, 93of quick-write round-robin task, 157scaffolding and, 20–21, 77student-created, 155summative assessment vs., 76supportive environments fostering,35–36of sustaining language focus, 97teachers’, 104–117uniformity in, 90–91grammar, 5, 55–56, 58, 70, 74, 94, 98Graves, Kathleen, 83group discussion, writing. See expertgroup discussion, writing,reading tasksgroup round-robin tasks, 121–122, 135,152–153Hakuta, Kenji, 50, 146–147handover/takeover (emergence), 34, 37,185Hawking, Stephen, 91, 124–126high expectations for students, 81, 84,88–93, 132–134higher-order thinking. See cognitiveskills“Hunger” (Black Boy excerpt), 108,152–153identities of English language learners,57–58individual reading tasks, 110, 121, 153information-processing theory, 62initiation-response-evaluation (IRE),26–27initiation-response-feedback (IRF),26–27initiative of learners, 9, 19, 21–22, 24interacting with text. See three momentsin a lessoninteractions. See quality interactionsamong teachers and peersintersubjectivity, 34, 36IRE. See initiation-response-evaluationIRF. See initiation-response-feedback218Scaffolding the Academic Success of Adolescent English Language Learners

Copyright © 2010 WestEd. All rights reserved. No part of this publication may be reproduced ordistributed in any form or by any means, or stored in a database or retrieval system, without the priorwritten permission of the publisher.Jackson, Shirley, 183jigsaw matrix, 125–129, 135, 162jigsaw projectsin brain-injury study, 120–121, 124–126, 135–136language focus in, 135–136in Macbeth study unit, 161–163participation promoted in, 90–91in preparing learners moment, 155,161–163in QTEL curriculum, 35quality interaction promoted in, 135students’ abilities accommodated in,133unpredictable vs. predictableoutcomes in, 23Johnson, Marcia, 63joint construction of understanding. Seeco-construction of understandingL1, L2 connections, 57–62languaculture, 58language and language learning roles,43–78, 203–204language and the brain, 62–67language development, 44–56language focus, 68–71, 81, 85, 87, 96–99, 135–136language interaction (teacher-student), 5Language Related Episodes (LRE), 71–73languaging (Language Related Episodes),71–73Lantolf, James, 5Leont’ev, A. N, 11–12lesson plans, 35, 90, 105, 121, 136–137,141, 149, 152. See also planning lessonslinguistic mediation, 7, 11linguistics in the ELL classroom. Seealso DeFazio, Tonyoverview, 199–214guidelines summary, 199–200rationales for, 200–202sounds theme, 209as subject matter, 200syntax theme, 209–211themes, 204–212unit instruction approaches, 212–214what is language theme, 205–209literary devices tasks, 183–184“The Lottery” (Jackson), 183–184LRE (Language-Related-Episodes). SeelanguagingMacbeth study unitanticipatory guide task in, 163–167collaborative mind mirror rubric taskin, 180collaborative mind mirror task in,179double-entry journal task in, 169–171extended anticipatory guide task in,165–167famous phrases task in, 182jigsaw projects in, 161–162monologue task in, 181reading with a focus task in, 171triple-entry journal task in, 175–177viewing with a focus task in, 172Maupassant, Guy de, 160–161meaning potential, 93mediation, 7, 11Merton, Robert, 88message abundancy, 40–41, 162metacognitive activities, 5, 84metalinguistic advancement in languagelearning, 49mind maps, 179mind-mirror rubric tasks, 110, 118, 133,153. See also rubricsmind-mirror tasks, 110, 118, 133, 152–153, 179–180monologue tasks, 181Index219

Copyright © 2010 WestEd. All rights reserved. No part of this publication may be reproduced ordistributed in any form or by any means, or stored in a database or retrieval system, without the priorwritten permission of the publisher.This is anexcerpt only.Continue tosample thebook or returnto the bookdescription andshopping cart.double-entry journal, 2–4, 110, 113–115, 118, 135, 152–153, 169–171expert group discussion/writing/reading, 91, 121, 124–128, 134extended anticipatory guide, 123,155, 165–167famous phrases, 181–182gallery walk, 110, 152–153group round-robin, 121–122, 135,152–153individual reading, 110, 121, 153literary devices, 183–184mind-mirror, 110, 118, 133, 152–153,179–180mind-mirror rubric, 110, 118, 133,153monologue, 181novel ideas only, 155, 159–161partner reading and discussion, 110,117, 152–153, 174partner sharing, 110quick-write, 121–123quick-write round-robin, 155, 157–159reading with a focus, 169, 171round-robin, 35, 110–111think-pair-share, 110–111, 152–153,155–157triple-entry journal, 169, 175–177viewing with a focus, 169, 172teacher modeling, 110, 153teachers’ goals, 104–117textbooks, 99think-pair-share tasks, 110–111, 152–153, 155–157Thought and Language (Vygotsky), 17three moments in a lessonoverview, 151–185extending understanding, 152–153,177–185interacting with text, 152–153,168–177preparing learners, 153–167triple-entry journal tasks, 169, 175–177Turnbull, M., 60tutoring study, 20–22unpredictable vs. predictable outcomes,18–19, 23–25, 33U.S. National Institutes of Health, 20van Lier, Leo, 29–31viewing with a focus, 169, 172vocabularyin extended anticipatory guide, 165as feedback priority, 74as fixed body of knowledge, 58in language focus, 96–98in language-learning process, 56linked to experience, 64in preparing learners moment, 152,155in round-robin tasks, 111–112specific to subject matter, 52voice, 37, 111, 141, 205von Humboldt, Wilhelm, 93Vygotsky, Lev, 1, 6–12, 16–17, 19, 24, 29walled language, 58Walqui, Aída, 105, 109, 130White, Ellen G., 125–127Whitman, Charles, 91, 124–126Wright, Richard, 45–46, 52–54, 108,113–117, 132, 152–153zone of proximal development (ZPD),8–9, 15–16, 28, 30–31, 33, 35222Scaffolding the Academic Success of Adolescent English Language Learners