Difference between revisions of "Caslon Language Education Wikimedia (Z)"
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==zone of proximal development (ZPD)== | ==zone of proximal development (ZPD)== | ||
* In this zone, students can learn and do more than they can on their own because of the “boost” they receive from their peers (Vygotsky, 1978). [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer] | * In this zone, students can learn and do more than they can on their own because of the “boost” they receive from their peers (Vygotsky, 1978). [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer] | ||
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* Term developed by Vygotzky (1978). Teachers are encouraged to use program models that scaffold language within socioculturally responsive contexts. From 1.8 (Boals) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro] | * Term developed by Vygotzky (1978). Teachers are encouraged to use program models that scaffold language within socioculturally responsive contexts. From 1.8 (Boals) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro] | ||
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| + | * Refers to a metaphorical space between what an individual can do on his or her own, and what he or she can do with support from a teacher or other more knowledgeable person. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright] | ||
==zone of proximal development (ZPD), bilingual== | ==zone of proximal development (ZPD), bilingual== | ||
Latest revision as of 17:23, 19 July 2019
Caslon Language Education Index
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
zone of proximal development (ZPD)
- In this zone, students can learn and do more than they can on their own because of the “boost” they receive from their peers (Vygotsky, 1978). The Translanguaging Classroom by Ofelia García,Susana Ibarra Johnson, and Kate Seltzer
- Term developed by Vygotzky (1978). Teachers are encouraged to use program models that scaffold language within socioculturally responsive contexts. From 1.8 (Boals) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
- Refers to a metaphorical space between what an individual can do on his or her own, and what he or she can do with support from a teacher or other more knowledgeable person. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
zone of proximal development (ZPD), bilingual
- Offering assistance to students bilingually to mediate their learning and stretch their performance (Moll, 2013). The Translanguaging Classroom by Ofelia García,Susana Ibarra Johnson, and Kate Seltzer
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