This study investigates a high school science teacher's practice of using scaffolding with ELLs. Six indicators are identified from empirical data for promoting meaningful science instruction for ELLs, including scientific knowledge base, English language emphasis, student thinking, discourse, assessment, and differentiated instruction.
Jingjing Ma (Texas Christian University)
Tanya Warren (International Newcomer Academy)
Thursday January 8, 2015 9:15am - 10:15am PST
Salon A
