Tag Archives: Pauline Gibbons

Your Heinemann Link Round-Up for the Week of September 13–19

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Welcome to the Heinemann Link Round-Up. Like apples from a tree, these links are ready to be picked and baked into a crisp. Enjoy them!

These links are interviews with educators, posts from our authors' and friends' blogs, and any interesting, newsworthy item from the past seven days. Check back each week for a new round of finds!

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At MiddleWeb, Glenda Moyer reviewed the second edition Scaffolding Language, Scaffolding Learning by Pauline Gibbons.

Eavesdropping on second graders in science class, we hear students doing experiments in small groups, preparing to present their results to classmates. Gibbons notes how the teacher “leads from behind,” asking questions to encourage generalizations, giving students more time to think, recasting student responses, modeling alternative forms of appropriate language that facilitates writing in the last stage. Explicitly teaching vocabulary, she modifies her sentences to include literate talk, which can serve as a “bridge” to more formal wording that is appropriate for writing later.

Click through to read the full review

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Rebekah O'Dell and Allison Marchetti, coauthors of Writing With Mentors, will participate in the #ELAchat Twitter chat on September 29 at 7:00 p.m. CST.

Click here for more information

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On her blog To Make A Prairie, author Vicki Vinton wrote about beliefs, books, and being true to yourself.

To begin that work, we collaboratively created a Statement of Beliefs, a document that captures a baker’s dozen of tenets that reflect the group’s jointly held beliefs about how children best learn and how, therefore, teachers and schools need to approach teaching. For each of these thirteen beliefs we provided a more in-depth explanation as well as a description of practices we currently see in many schools that reflect a very different—and we think problematic—set of beliefs. Then with the help of Heinemann, we invited educators and thinkers from across the field to write essays that would in someway connect to one or more of these beliefs.

Click through to read the full post

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That's it! Be sure to check back next week for another round of links. If you have a link or a blog, be sure to mention them in the comments below. You can also email them to us or tweet at us. We're pretty available over here. Cheers to your weekend!

*Photo by Elizabeth Lies

What’s New in the Second Edition of Scaffolding Language, Scaffolding Learning

The new edition of Scaffolding Language, Scaffolding Learning from author Pauline Gibbons is now available. Gibbons has updated her classic text with a multitude of practical ideas for the classroom, supported by the latest research in the field of ESL.  Gibbons says the new edition “is about the many ways in which teachers can provide support for EL learners through the learning contexts they provide in the day-to-day life of the classroom.”  Gibbons also writes about a student’s potential saying “treating EL learners as the people they can become means that we see students not in terms of what they lack – but as capable and intelligent learners.”

Today’s blog is adapted from Scaffolding Language, Scaffolding Learning, Second Edition by Pauline Gibbons.

The theory of language on which this book draws is based on the work of Michael Halliday and other linguists working within systemic functional linguistics. These linguists argue that language is involved in almost everything we do, and whenever we use language there is a context, or, to be more precise, two kinds of context. There is, first, a context of culture: speakers within a culture share particular assumptions and expectations so that they are able to take for granted the ways in which things are done. Knowing how to greet someone, how to order a meal in a restaurant, how to participate in a class, or how to write a business letter are examples of this kind of cultural knowledge. While cultures may share many common purposes for using language, how these things actually get done varies from culture to culture.

A second kind of context is the context of situation, the particular occasion on which the language is being used. One of the most fundamental features of language is that it varies according to the context of situation. This context is characterized by three features: (1) what is being talked (or written) about, (2) the relationship between the speakers (or writer and reader), and (3) whether the language is spoken or written. How we use language is determined largely by these contextual features. Here are some examples of  each of these three features.

* What is being talked or written about. Think of the differences between a conversation about teaching and another about gardening, or between a social studies text and a biology text.

* The relationship between the speakers. Imagine yourself chatting to a friend at a party and compare that with how you might respond to questions at a job interview.

* Whether the language is spoken or written. Imagine yourself watching a cooking demonstration where the cook is describing what he or she is doing. Then think about how the language would change if it were written in a cookbook

Together these three variables constitute what is referred to as the register of a text. As children learn their first language, they gradually learn not only the syntax or grammar of the language, but also how to vary the language they use according to the context they are in. In other words, they learn to vary the register of the language so that it is appropriate for the context.

Click here for a sample chapter and more information on Scaffolding Language, Scaffolding Learning