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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
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
FullText Text:
  Availability: 0
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  Data: Bridging the Artificial Gap: TESOL Frameworks for World Language Education and Advocacy
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  Data: Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
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  Data: 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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        PageCount: 11
        StartPage: 26
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      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Bilingual Students
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      – SubjectFull: Multilingualism
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      – SubjectFull: Advocacy
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      – SubjectFull: English (Second Language)
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