The results of this research provide insights into the social factors which are presented as ‘mentors’ and ‘marks’. My original contribution to the methodology is the applicability of process writing with narrative writing. Focus group discussion is employed as a method to further investigate the themes which emerged from the narratives. (2) Students’ written narratives were collected for data analysis. A narrative perspective is merged with a broad meaning of experiential learning, scaffolding, and ‘process writing’ to engage the students in a reflective narrative activity.Ī narrative approach has been used in two ways: (1) the narrative was used as a methodology, within which a narrative model was designed to assist the students to reflect on their learning experiences in the mentioned periods. The literature gives a theoretical understanding of narrative, which informs about the key concepts in language learning: identity, agency, investment and imagined identity. This thesis discusses the key theoretical perspectives on identity through the sociocultural theory. This research investigates how they have been influenced by their sociocultural backgrounds, and how the social factors contributed to the development of their learning identities, hence how these factors helped them reshape their EFL learning identity. The students’ learning process: their past, and present learning experiences, and their future imagined identity. This research is conducted with a group of ten women who are second year bachelor students in Tlemcen University, Algeria. While there has been interest on second language (L2) Self in immigrant contexts, not much has been investigated in EFL contexts. In my next blog, I will explore how Collaborative Literacy offers explicit support for scaffolding instruction in support of English Language Learners.This research aims to understand how English as a foreign language (EFL) learners develop their learning identities. Allow students to collaborate with other students often as they discuss the learning.Provide discussion prompts (sentence frames) to support discussions.Use wait-time when asking questions to give all students an opportunity to respond.Allow for visual tools (organizers) as students manipulate information.Provide explicit modeling through visuals, gestures, and realia.Here are ways to provide procedural scaffolds: Tools and resources to support the students as they gain access to the learning. Engage in read-alouds in which you model correct pronunciations and prosody.Here are ways to provide verbal scaffolds: How information is verbally presented or explained to the students during instruction. When planning to meet the needs of ELL students we might consider incorporating two overarching types of scaffolds: 1. Students are able to take ownership of the learning and their classroom as a community of learners.Students take a more active role in learning.Teachers become facilitators of knowledge rather than content “experts”.Students feel free to ask questions, provide feedback, and support their peers.Students experience a supportive learning environment.Here are some benefits of scaffolded instruction: Scaffolding techniques when used strategically and correctly does take time, but it is well worth it! Through scaffolding, English Language Learners are given the opportunity and the necessary support to acquire language while meeting rigorous academic standards. A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and, in this case, language acquisition. Scaffolding in the classroom consists of helpful interactions between the teacher and the student that enable the student to do something beyond what he could do independently. As young children are first learning to speak a language, their parents and caregivers provide informal frameworks that facilitate the children’s learning. He used the term to describe young children’s oral language acquisition. Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. This type of instruction minimizes failure, which decreases frustration, especially for students acquiring a new language. Additionally, scaffolding presents opportunities for students to be successful before they move into unfamiliar territory. When the learning is scaffolded students are constantly building on prior knowledge and forming associations among new information, concepts, and language acquisition. Scaffolding has been praised for its ability to engage most learners. Teachers are supporting content and language acquisition simultaneously. When supporting English Language Learners during instruction we must consider that the instruction is two-fold.
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