Table Of ContentSCAFFOLDING FOR MULTILINGUAL
LEARNERS IN ELEMENTARY AND
SECONDARY SCHOOLS
This insightful and timely volume addresses how scaffolding can be used to
support multilingual learners to amplify their opportunities for learning. As
a dynamic educational process, scaffolding facilitates responsive and adaptive
teaching and learning; addresses students’ needs; increases student autonomy; and
promotes adaptive, high-level learning without simplifying instruction. Section I
covers the theoretical grounding and reconceptualizations of scaffolding. Section
II offers concrete examples and case studies from varied classroom contexts.
Section III provides a window into professional development to discuss the work
of pre-service and in-service teachers, and how they develop their understand-
ings and practices of teaching multilingual learners.
Contributors address diverse topics, including translanguaging in the class-
room, scaffolding as a tool for equitable teaching, virtual learning, as well as
learning in dual language and content area classrooms.
Featuring examples from teacher education programs as well as principles for
design of educative curriculum materials, this book is ideal for pre-service teach-
ers and students in TESOL, applied linguistics, and language education.
Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate
Studies and Professor in the School of Education at Virginia Commonwealth
University, USA.
Ruslana Westerlund is an educational consultant specializing in research,
design, and development of professional learning for teachers of multilingual
learners across the United States.
SCAFFOLDING FOR
MULTILINGUAL
LEARNERS IN
ELEMENTARY AND
SECONDARY SCHOOLS
Edited by Luciana C. de Oliveira and
Ruslana Westerlund
Cover image: Getty images
First published 2023
by Routledge
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© 2023 Luciana C. de Oliveira and Ruslana Westerlund
The right of Luciana C. de Oliveira and Ruslana Westerlund to be identified
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to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this title has been requested
ISBN: 978-1-032-05143-7 (hbk)
ISBN: 978-1-032-02047-1 (pbk)
ISBN: 978-1-003-19622-8 (ebk)
DOI: 10.4324/9781003196228
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CONTENTS
Editor Biographies viii
Contributor Biographies ix
1 Scaffolding for Multilingual Learners: Concepts and Practices 1
Luciana C. de Oliveira and Ruslana Westerlund
SECTION 1
Theories and Approaches to Scaffolding for
Multilingual Learners 7
2 Scaffolding: Implications and Equity for Diverse Learners in
Mainstream Classes 9
Jennifer Hammond
3 Reconceptualizing Scaffolding for English Learners:
An Ecological/Sociocultural Perspective 29
Aída Walqui and Mary Schmida
4 Scaffolding Multilingual Learners’ Equitable Participation in
Disciplinary Learning: A Discussion of Concepts and Tools 48
Jennifer Wilfrid and Daniella Molle
vi Contents
5 Making Science Multilingual: Scaffolding for Equitable
Engagement in Science 63
Rita MacDonald and David T. Crowther
SECTION 2
Examples and Case Studies of Scaffolding 81
6 Scaffolding in DLBE Secondary Social Studies Classroom:
Re-envisioning Equitable Teaching Practices 83
Katherine Barko-Alva, Stephen Masyada, and Claudia Norez
7 “Oh, I was scaffolding!”: Novice Teachers’ Use of Scaffolding
as Humanizing Practice with Multilingual Students 102
Megan Madigan Peercy and John K. Chi
8 Sustaining Quality Interactions for English Learners in Virtual
Learning Formats 121
Aída Walqui
9 Multimodality and Translanguaging as Scaffolding:
Sense-Making in a Bilingual Kindergarten 134
Laura Schall-Leckrone
10 Scaffolding in Action: How Exemplary Teachers Use
Interactional Scaffolding to Generate and Sustain Emergent
Bilinguals’ Engagement with Challenging English Text 147
Erika Johnson
SECTION 3
Professional Learning with Teachers 165
11 Scaffolding Learning for Teachers of Multilingual
Learners through Agency, Leadership, and Collaboration 167
Kara Mitchell Viesca, Cindy H. Linzell, Peiwen Wang, Molly Heeren,
Jessica Mitchell-McCollough, and Alexa Yunes-Koch
12 Educative Mathematics Curriculum Materials for
English Learners: Varying the Intensity of Scaffolding 181
Haiwen Chu and Leslie Hamburger
Contents vii
13 Scaffolding “Scaffolding” in Pre-service Teacher Education 197
George C. Bunch and Nora W. Lang
Index 222
EDITOR BIOGRAPHIES
Luciana C. de Oliveira, PhD, is Associate Dean for Academic Affairs
and Graduate Studies and Professor in the School of Education at Virginia
Commonwealth University. Her research focuses on issues related to teaching
multilingual learners at the K-12 level, including the role of language in learning
the content areas and teacher education, advocacy, and social justice. Currently,
Dr. de Oliveira’s research examines scaffolding in elementary classrooms. She
has authored or edited 24 books and has several and has over 200 publications
in various outlets. She served as President (2018–2019) of TESOL International
Association and was a member of the Board of Directors (2013–2016). She was
the first Latina to ever serve as President of TESOL.
Ruslana Westerlund, EdD, is an educational consultant and, previously, a
researcher at WIDA, the Wisconsin Center for Educational Research, University
of Wisconsin-Madison conducting research on disciplinary literacy for multilin-
gual students, focusing on writing in the disciplines. Her research interests focus
on using language as a mediational tool in the service of learning using Systemic
Functional Linguistics. She draws on the synergy of Hallidayan linguistics and
Vygotskyan pedagogy to inform her work. She is also an author of From Borsch
to Burgers: A Cross-Cultural Memoir, where she chronicled her Soviet childhood
and an ongoing formation of her transcultural identity as a Ukrainian immigrant
living in the Midwest.
CONTRIBUTOR BIOGRAPHIES
Katherine Barko-Alva, PhD, is Assistant Professor and Director of ESL/Bilin-
gual Education Program at William & Mary School of Education in Virginia.
She focuses on how teachers understand language in ESL and dual language
bilingual education classroom settings. She serves as part of the ESL National
Advisory Council for iCivics and is an executive board member of Virginia Dual
Language Educator Network.
George C. Bunch is Professor of Education at the University of California, Santa
Cruz. An experienced K-12 ESL and social studies teacher and teacher edu-
cator, he holds a PhD in educational linguistics from Stanford University. His
research focuses on language and literacy challenges and opportunities for mul-
tilingual learners in K-12 and higher education and on policies, curricula, and
teacher preparation designed to serve them. He has received a Spencer Founda-
tion Midcareer Grant to serve as a visiting scholar at the Carnegie Foundation
for the Advancement of Teaching, is a former National Academy of Education/
Spencer Postdoctoral Fellow, and has received the Midcareer Award from the
Second Language Research Special Interest Group of the American Educational
Research Association.
John Chi is a PhD student in Applied Linguistics and Language Education in the
Department of Teaching and Learning, Policy and Leadership at the University
of Maryland. His research focuses primarily on heritage language education,
with an emphasis on minority dialect speakers in the context of community-
based programs. He is also interested in the role of race and identity in language
education, humanizing education, teacher preparation for working with multi-
lingual learners, and language program evaluation.
