Bridging the Artificial Gap: TESOL Frameworks for World Language Education and Advocacy
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| Title: | Bridging the Artificial Gap: TESOL Frameworks for World Language Education and Advocacy |
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| Language: | English |
| Authors: | Michele Back, Manuela Wagner |
| Source: | Dimensions. 2024 59:26-36. |
| Availability: | Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Opinion Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Teachers, Scaffolding (Teaching Technique), Teaching Methods, Second Language Learning, Second Language Instruction, Preservice Teachers, Language Acquisition, Bilingual Students, Multilingualism, Advocacy, English (Second Language) |
| Abstract: | In this position paper we present research and data demonstrating how pedagogical frameworks traditionally used in TESOL contexts can be harnessed by world language (WL) educators to scaffold language learning and advocate for emergent multilingual language learners (EMLLs). Focusing on three pedagogical frameworks--Sheltered Instruction Observation Protocol (SIOP), translanguaging, and multilingual ecology--we discuss how we have utilized these frameworks with WL teachers and teacher candidates and offer suggestions for how they might be used effectively in WL classrooms to both scaffold language acquisition and foster a greater appreciation for and pride in multilingualism. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424057 |
| Database: | ERIC |
| Abstract: | In this position paper we present research and data demonstrating how pedagogical frameworks traditionally used in TESOL contexts can be harnessed by world language (WL) educators to scaffold language learning and advocate for emergent multilingual language learners (EMLLs). Focusing on three pedagogical frameworks--Sheltered Instruction Observation Protocol (SIOP), translanguaging, and multilingual ecology--we discuss how we have utilized these frameworks with WL teachers and teacher candidates and offer suggestions for how they might be used effectively in WL classrooms to both scaffold language acquisition and foster a greater appreciation for and pride in multilingualism. |
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