Scaffolding 2

1. SCAFFOLDING What is it? and How to do it ...

2. TABLE OF CONTENTS WHAT IS SCAFFOLDED LITERACY? WHY IS IT NECESSARY? AREAS OF SCAFFOLDING (E.G. SCAFFOLDING READING, FORMS OF SCAFFOLDING (E.G. MINDMAPS, TABLES, CLOZE) EXAMPLES WHAT DEMANDS DOES SCAFFOLDING PLACE ON THE TEACHER? CONCLUSION: WHAT TO KEEP IN MIND WHEN SCAFFOLDING

3. LIST OF RELEVANT RESOURCES THE FOLLOWING TWO RESOURCES PROVIDE A GOOD STARTING POINT TO INVESTIGATE WAYS IN WHICH MAINSTREAM CLASSROOM TEACHERS (AND TEACHERS IN TRAINING) CAN INCORPORATE SCAFFOLDED LITERACY INTO CLASSROOM ACTIVITIES AND STUDENT SUPPORT. GIBBONS, P. (2002) SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING : TEACHING SECOND LANGUAGE LEARNERS IN THE MAINSTREAM CLASSROOM, PORTSMOUTH: HEINMANN. EMBRACING LITERACY, DOWNLOADABLE COPY AVAILABLE AT HTTP://HOMEPAGE.MAC.COM/EBRACE/LITERACY/STRATEGIES.HTM/ ALL LOWER CASE, EXCEPT THAT THE “L” IN LITERACY AND THE “S” IN STRATEGIES MUST BE CAPITALISED.

4. WHAT IS SCAFFOLDING?

5. WHAT IS SCAFFOLDING? WHAT IT IS?

6. WHAT IS SCAFFOLDING? WHAT IT IS? SCAFFOLDED LITERACY INVOLVES PROVIDING RESOURCES THAT HELP STUDENTS ACCESS AND ENGAGE IN THE LANGUAGE AND TEXT TYPES OF CLASS

7. WHAT IS SCAFFOLDING? WHAT IT IS? SCAFFOLDED LITERACY INVOLVES PROVIDING RESOURCES THAT HELP STUDENTS ACCESS AND ENGAGE IN THE LANGUAGE AND TEXT TYPES OF CLASS GUIDES SO THAT ESL STUDENTS MAKE PROGRESS TOWARD INDEPENDENT LANGUAGE USE IN THE MAINSTREAM CLASSROOM.

8. WHAT IS SCAFFOLDING? WHAT IT IS? WHAT IT ISN’T? SCAFFOLDED LITERACY INVOLVES PROVIDING RESOURCES THAT HELP STUDENTS ACCESS AND ENGAGE IN THE LANGUAGE AND TEXT TYPES OF CLASS GUIDES SO THAT ESL STUDENTS MAKE PROGRESS TOWARD INDEPENDENT LANGUAGE USE IN THE MAINSTREAM CLASSROOM.

9. WHAT IS SCAFFOLDING? WHAT IT IS? WHAT IT ISN’T? SCAFFOLDED LITERACY IT IS NOT LANGUAGE INVOLVES PROVIDING GAMES, OR EXPLICIT RESOURCES THAT HELP LEARNING OF PHONEMES, STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC ENGAGE IN THE LANGUAGE AND TEXT TYPES OF CLASS GUIDES SO THAT ESL STUDENTS MAKE PROGRESS TOWARD INDEPENDENT LANGUAGE USE IN THE MAINSTREAM CLASSROOM.

10. WHAT IS SCAFFOLDING? WHAT IT IS? WHAT IT ISN’T? SCAFFOLDED LITERACY IT IS NOT LANGUAGE INVOLVES PROVIDING GAMES, OR EXPLICIT RESOURCES THAT HELP LEARNING OF PHONEMES, STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC ENGAGE IN THE LANGUAGE AND TEXT TYPES OF CLASS IT IS NOT LEARNING THROUGH GUIDES SO THAT ESL CONVERSATIONAL STUDENTS MAKE IMMERSION PROGRESS TOWARD INDEPENDENT LANGUAGE USE IN THE MAINSTREAM CLASSROOM.

11. WHAT IS SCAFFOLDING? WHAT IT IS? WHAT IT ISN’T? SCAFFOLDED LITERACY IT IS NOT LANGUAGE INVOLVES PROVIDING GAMES, OR EXPLICIT RESOURCES THAT HELP LEARNING OF PHONEMES, STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC ENGAGE IN THE LANGUAGE AND TEXT TYPES OF CLASS IT IS NOT LEARNING THROUGH GUIDES SO THAT ESL CONVERSATIONAL STUDENTS MAKE IMMERSION PROGRESS TOWARD INDEPENDENT LANGUAGE IT IS NOT INSTRUCTION USE IN THE MAINSTREAM FOCUSING ONLY ON CLASSROOM. LANGUAGE

12. WHAT IS SCAFFOLDING? WHAT IT IS? WHAT IT ISN’T? SCAFFOLDED LITERACY IT IS NOT LANGUAGE INVOLVES PROVIDING GAMES, OR EXPLICIT RESOURCES THAT HELP LEARNING OF PHONEMES, STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC ENGAGE IN THE LANGUAGE AND TEXT TYPES OF CLASS IT IS NOT LEARNING THROUGH GUIDES SO THAT ESL CONVERSATIONAL STUDENTS MAKE IMMERSION PROGRESS TOWARD INDEPENDENT LANGUAGE IT IS NOT INSTRUCTION USE IN THE MAINSTREAM FOCUSING ONLY ON CLASSROOM. LANGUAGE MULTIPLE APPROACHES ARE REQUIRED FOR LITERACY DEVELOPMENT

13. WHY IS IT NECESSARY? TEACHING INVOLVES INITIATING AN INDIVIDUAL INTO A SERIES OF PRACTICES TEACHING INVOLVES MODELING THE PRACTICES AND PROCESSES TO THE “UNINITIATED” TEACHING INVOLVES PROVIDING SCAFFOLDED ACTIVITIES SO STUDENTS CAN BEGIN TO NOTICE THE PATTERNS IN CONTENT AND IN THE LEARNING PROCESS.

14. WHY IS IT NECESSARY? TEACHING INVOLVES INITIATING AN INDIVIDUAL INTO A SERIES OF PRACTICES TEACHING INVOLVES JOINT MODELING THE CONSTRUCTION PRACTICES AND PROCESSES TO THE “UNINITIATED” TEACHING INVOLVES PROVIDING SCAFFOLDED ACTIVITIES SO STUDENTS CAN BEGIN TO NOTICE THE PATTERNS IN CONTENT AND IN THE LEARNING PROCESS.

15. WHY IS IT NECESSARY? TEACHING INVOLVES INITIATING AN INDIVIDUAL INTO A SERIES OF PRACTICES TEACHING INVOLVES MODELING THE PRACTICES AND PROCESSES TO THE “UNINITIATED” TEACHING INVOLVES PROVIDING SCAFFOLDED ACTIVITIES SO STUDENTS CAN BEGIN TO NOTICE THE PATTERNS IN CONTENT AND IN THE LEARNING PROCESS.

16. WHY IS IT NECESSARY? TEACHING INVOLVES INITIATING AN INDIVIDUAL INTO A SERIES OF PRACTICES TEACHING INVOLVES MODELING MODELING THE PRACTICES AND PROCESSES TO THE “UNINITIATED” TEACHING INVOLVES PROVIDING SCAFFOLDED ACTIVITIES SO STUDENTS CAN BEGIN TO NOTICE THE PATTERNS IN CONTENT AND IN THE LEARNING PROCESS.

17. WHY IS IT NECESSARY? TEACHING INVOLVES INITIATING AN INDIVIDUAL INTO A SERIES OF PRACTICES TEACHING INVOLVES MODELING MODELING THE PRACTICES AND GUIDED PROCESSES TO THE “UNINITIATED” CONSTRUCTION TEACHING INVOLVES PROVIDING SCAFFOLDED ACTIVITIES SO STUDENTS CAN BEGIN TO NOTICE THE PATTERNS IN CONTENT AND IN THE LEARNING PROCESS.

18. WHY IS IT NECESSARY? TEACHING INVOLVES INITIATING AN INDIVIDUAL INTO A SERIES OF PRACTICES TEACHING INVOLVES MODELING MODELING THE PRACTICES AND PROCESSES TO THE “UNINITIATED” TEACHING INVOLVES PROVIDING SCAFFOLDED ACTIVITIES SO STUDENTS CAN BEGIN TO NOTICE THE PATTERNS IN CONTENT AND IN THE LEARNING PROCESS.

19. WHY IS IT NECESSARY? TEACHING INVOLVES INITIATING AN INDIVIDUAL INTO A SERIES OF PRACTICES TEACHING INVOLVES MODELING MODELING THE PRACTICES AND PROCESSES TO THE SCAFFOLDING “UNINITIATED” TEACHING INVOLVES PROVIDING SCAFFOLDED ACTIVITIES SO STUDENTS CAN BEGIN TO NOTICE THE PATTERNS IN CONTENT AND IN THE LEARNING PROCESS.

20. WHY IS IT NECESSARY? TEACHING INVOLVES INITIATING AN INDIVIDUAL INTO A SERIES OF PRACTICES TEACHING INVOLVES MODELING MODELING THE PRACTICES AND PROCESSES TO THE SCAFFOLDING “UNINITIATED” TEACHING INVOLVES INDEPENDENT PROVIDING SCAFFOLDED CONSTRUCTION ACTIVITIES SO STUDENTS CAN BEGIN TO NOTICE THE PATTERNS IN CONTENT AND IN THE LEARNING PROCESS.

21. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO EXPLORE TO ORGANISE KNOWLEDGE WORDS AND TO SUPPORT READING CONCEPTS TO GUIDE WRITING TO SCAFFOLD LISTENING * SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

22. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO EXPLORE TO ORGANISE KNOWLEDGE WORDS AND TO SUPPORT READING CONCEPTS TO GUIDE WRITING TO SCAFFOLD LISTENING * SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

23. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING * SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

26. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE TO ORGANISE KNOWLEDGE AND SEQUENCE TO SUPPORT READING KNOWLEDGE TO GUIDE WRITING TO SCAFFOLD LISTENING * SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

30. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE TO GUIDE KNOWLEDGE TO SUPPORT READING READING TO GUIDE WRITING TO SCAFFOLD LISTENING * SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

33. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO PLAN, TO ORGANISE PREPARE and KNOWLEDGE TO SUPPORT READING STRUCTURE TO GUIDE WRITING WRITING TO SCAFFOLD LISTENING * SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

37. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE TO GUIDE KNOWLEDGE TO SUPPORT READING LISTENING TO GUIDE WRITING TO SCAFFOLD LISTENING * SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

41. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS CLOZE MINDMAPS GUIDING EXERCISES QUESTIONS COLUMNED NOTES * SEE EMBRACING LITERACY

42. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS CLOZE MINDMAPS GUIDING EXERCISES QUESTIONS COLUMNED NOTES * SEE EMBRACING LITERACY

43. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES * SEE EMBRACING LITERACY

44. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS TABLES and MINDMAPS INFORMATION GUIDING GRIDS QUESTIONS COLUMNED NOTES * SEE EMBRACING LITERACY

47. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES * SEE EMBRACING LITERACY

49. FORMS OF Characteristic 2 SCAFFOLDING Characteristic 1 CLOZE EXERCISES Characteristic 3 TABLES AND Example Group 1 Example GRIDS MINDMAPS Example Example GUIDING Characteristic 1 Characteristic 1 Classification QUESTIONS Characteristic 1 Group 2 Group 3 COLUMNED Characteristic 1 Characteristic 1 Characteristic 1 NOTES Example Example * SEE EMBRACING LITERACY

51. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS GUIDING MINDMAPS QUESTIONS and GUIDING STUDY GUIDES QUESTIONS COLUMNED NOTES * SEE EMBRACING LITERACY

54. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS COLUMNED MINDMAPS GUIDING GUIDES QUESTIONS COLUMNED NOTES * SEE EMBRACING LITERACY

56. ESSAY FORMS OF Essay Topic: Essay Question Justice How has media unfairly portrayed particular groups? SCAFFOLDING INTRODUCTION Define the general concept Define the central topic(s) raised in the question CLOZE EXERCISES Thesis Statement: Brief statement of your main argument in the essay Orientation / Outline: Points you will make in the essay that will satisfy your argument TABLES AND FIRST BODY First Topic : Portrayal of women GRIDS First Topic Statement: Woman are portrayed unfairly. They are portrayed according to social expectations, whether this is family or beauty expectation. General and background - images of the housewife ! image of the skinny model MINDMAPS features/ details / ideas: Specific evidence: A statistic or a particular TV show, or ad or newspaper article Significance of the point: and how it contributes to your argument GUIDING SECOND BODY Second Topic : Portrayal of religious minorities QUESTIONS Second Topic Statement: Religious minorities are unjustly portrayed as not share the same values and beliefs as Australian. This broad generalization gives a wrong impression of a diverse group in the community COLUMNED General and background In Australia – in America features/ details / ideas: Specific evidence: Haneef – how has this been exaggerated: viewed as guilty, and NOTES the media presented him as a terrorist. Significance of the point: and how it contributes to your argument THIRD BODY Third Topic : Portrayal of disabled minorities * SEE EMBRACING LITERACY

58. COMPREHENDING AND Gorillas in Crisis RESPONDING TO A TEXT By Kathleen Donovan-Snavely What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to know that these “gentle creatures of the jungle” regularly appear as the featured entrée at A TEXT many a meal served near the African rainforest. That isn’t the only problem that haunts gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at risk. MAP TO RECORD 1. DETAILS Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of central and West Africa. Some Africans prefer bush meat, such as gorilla, because it provides an economical source of daily protein. Poor families without the means to purchase food at the market travel a short distance to the rainforest to get bush meat. Their MAP TO only expense is the cost of ammunition and the fee to rent a gun. Some of these same families raise chickens and goats, but do not eat them. Instead, they sell the animals for the cash they need for buying supplies. Africa’s population is increasing rapidly, along with its SUMMARISE demand for bush meat. If nothing changes, primatologists fear that gorillas may become extinct in the next thirty years. CAUSE AND EFFECT 2. Moving away from one’s childhood home sometimes leaves us longing for familiar places and traditions. Naturally, the African families who move away from their original rainforest homes struggle with these feelings of sadness and displacement. Now living in QUESTIONS TO villages and cities, they eat bush meat to feel closer to the past and to their old way of life. For them, gorilla feeds the body and the soul as well. This custom brings little comfort to endangered gorillas, whose females produce only one offspring every five to seven years. It SKIM FOR FACTS is easy to see why gorillas are being killed faster than they can reproduce. 3. While Africans plunder the gorilla population, they are not the only ones. Over the years, AND DRAW their European neighbors have developed a taste for exotic bush meat as a status symbol. Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters persist in the decades-long practice of trapping young gorillas to sell to zoos and private CONCLUSIONS citizens across the world. When mature members of the gorilla troop try to defend an infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this way. The international gorilla trade continues even though it is illegal, since the laws are nearly impossible to enforce. Gorilla populations continue to decline. LETTER RESPONSE WRITTEN AS A CLOZE EXERCISE

59. COMPREHENDING AND Gorillas in Crisis RESPONDING TO A TEXT By Kathleen Donovan-Snavely What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to know that these “gentle creatures of the jungle” regularly appear as the featured entrée at A TEXT many a meal served near the African rainforest. That isn’t the only problem that haunts gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at risk. MAP TO RECORD 1. DETAILS Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of central and West Africa. Some Africans prefer bush meat, such as gorilla, because it provides an economical source of daily protein. Poor families without the means to purchase food at the market travel a short distance to the rainforest to get bush meat. Their MAP TO only expense is the cost of ammunition and the fee to rent a gun. Some of these same families raise chickens and goats, but do not eat them. Instead, they sell the animals for the cash they need for buying supplies. Africa’s population is increasing rapidly, along with its SUMMARISE demand for bush meat. If nothing changes, primatologists fear that gorillas may become extinct in the next thirty years. CAUSE AND EFFECT 2. Moving away from one’s childhood home sometimes leaves us longing for familiar places and traditions. Naturally, the African families who move away from their original rainforest homes struggle with these feelings of sadness and displacement. Now living in QUESTIONS TO villages and cities, they eat bush meat to feel closer to the past and to their old way of life. For them, gorilla feeds the body and the soul as well. This custom brings little comfort to endangered gorillas, whose females produce only one offspring every five to seven years. It SKIM FOR FACTS is easy to see why gorillas are being killed faster than they can reproduce. 3. While Africans plunder the gorilla population, they are not the only ones. Over the years, AND DRAW their European neighbors have developed a taste for exotic bush meat as a status symbol. Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters persist in the decades-long practice of trapping young gorillas to sell to zoos and private CONCLUSIONS citizens across the world. When mature members of the gorilla troop try to defend an infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this way. The international gorilla trade continues even though it is illegal, since the laws are nearly impossible to enforce. Gorilla populations continue to decline. LETTER RESPONSE WRITTEN AS A CLOZE EXERCISE

60. COMPREHENDING AND RESPONDING TO A TEXT Sample Fishbone Map A TEXT MAP TO RECORD d foo as ing high in protein DETAILS rill kill for bush meat for s ch go lla as hunters infect gorillas oa ri rt rill go sp economical po go kill for trophies government can’t ex ls se kil protect gorillas ill rea ns sick gorillas sk accidental killings while at war MAP TO ola ea inc more people while stealing infants infect other gorillas an Eb rop r need more food ric for zoos Wa Eu Af x z | ~ Root Directly and indirectly, SUMMARISE ffect Cause humans kill gorillas. CAUSE AND EFFECT orillas may y { destroy habitat } Mi Af a t Af a tr Lo and food miners bring an increase in ecome extinct. comfort food i ric s p ad ni nin gg i a bush meat hunting QUESTIONS TO g an ar iti e s gor ers gor g gi ns rt tio se o n nc logging roads indilllas i ea f homesick r rea t b the help poachers a ire s ie bu t i se se SKIM FOR FACTS us ir c ctll sh sp y me kil oa i ea ac ll ch t ing AND DRAW CONCLUSIONS Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink LETTER RESPONSE materials may be reproduced for educational purposes. WRITTEN AS A CLOZE EXERCISE

61. COMPREHENDING AND RESPONDING TO A TEXT A TEXT MAP TO RECORD DETAILS MAP TO SUMMARISE CAUSE AND EFFECT QUESTIONS TO SKIM FOR FACTS AND DRAW CONCLUSIONS LETTER RESPONSE WRITTEN AS A CLOZE EXERCISE

64. PREPARING TO AN ANNOTATED WRITE A TEXT REVIEW A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF

70. WHAT IT REQUIRES FROM THE TEACHER? SCAFFOLDING REQUIRES THAT TEACHERS REFLECT UPON BOTH THE FEATURES OF DIFFERENT TEXTS AND THE WAYS HOW WE READ OR HOW WE WRITE THEM). SCAFFOLDING REQUIRES THAT TEACHERS INDICATE CONCEPTUAL CATEGORIES AND SEQUENCES THAT ARE INVOLVED IN PARTICULAR SUBJECTS, IN WAYS OF THINKING OR IN THE USE OF WORDS. SCAFFOLDING REQUIRES THAT TEACHERS EITHER SELECT OR CREATE APPROPRIATE SCAFFOLDS TO GUIDE STUDENTS TO WORK INDEPENDENTLY WITHIN THEIR SKILL AREA. SCAFFOLDING REQUIRES TEACHERS TO USE DIFFERENT SCAFFOLDS BASED UPON THE SKILLS OF THE STUDENT AND HIS/ HER STAGE OF LANGUAGE DEVELOPMENT.

71. WHAT TO KEEP IN MIND SCAFFOLDING IS A WAY IN WHICH A TEACHER CAN GUIDE A STUDENT WHILST STILL ALLOWING THE STUDENT TO WORK INDEPENDENTLY. IN A SCAFFOLD, A TEACHER MAKES EXPLICIT CERTAIN UNDERLYING STRUCTURES, SEQUENCES AND (PLANNING) PROCESSES THAT A STUDENT MAY NOT BE AWARE OF. SCAFFOLDS ALLOW A TEACHER TO FOCUS ON ONE SKILL AT A TIME. FOR EXAMPLE, A CLOZE EXERCISE MAY EMPHASISE THE USE OF ADJECTIVES OR THE APPROPRIATE LANGUAGE FOR LETTER WRITING. ULTIMATELY, A SCAFFOLD ALLOWS A STUDENT TO WORK WITHIN A SET OF PARAMETERS WITH WHICH HE/SHE IS COMFORTABLE. AS TIME GOES ON, THE SCAFFOLDS BECOME LESS STRUCTURED AND STUDENTS PRODUCES SELF-GENERATED TEXT OR NOTES.

72. LIST OF RELEVANT RESOURCES THE FOLLOWING TWO RESOURCES PROVIDE A GOOD STARTING POINT TO INVESTIGATE WAYS IN WHICH MAINSTREAM CLASSROOM TEACHERS CAN INCORPORATE SCAFFOLDED LITERACY INTO CLASSROOM ACTIVITIES AND STUDENT SUPPORT. GIBBONS, P. (2002) SCAFFOLDING LANGUAGE, SCAFFOLDING : TEACHING SECOND LANGUAGE LEARNERS IN THE MAINSTREAM CLASSROOM, PORTSMOUTH: HEINMANN. EMBRACING LITERACY, DOWNLOADABLE COPY AVAILABLE AT HTTP://HOMEPAGE.MAC.COM/EBRACE/LITERACY/STRATEGIES.HTM/ ALL LOWER CASE, EXCEPT THAT THE “L” IN LITERACY AND THE “S” IN STRATEGIES MUST BE CAPITALISED.

73. THANK YOU

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