From rhetorics to reality: the inclusive education in South Africa
DOI:
https://doi.org/10.7203/relieve.4.1.6420Keywords:
Inclusion, Apartheid, South Africa
Abstract
For culturally and linguistically diverse learners, scaffolded instruction is important for not only content learning but for second language learning. In this case study of two bilingual education teachers and their third grade students, we expand the traditional concept of scaffolded instruction (e.g., experts, tools, routines) to include Krashen's notion of comprehensible input (1982) as a scaffold for acquiring a second language yielding an effective transfer of first language (L1) academic language development to second language (L2) academic language development. A variety of scaffolds were used as multiple support systems that facilitated the biliteracy learning process for the students. Peer interactions, expert/ novice groupings, and literacy tools and routines were some of the scaffolds used to facilitate biliteracy instruction. Key to transfer from L1 to L2 was the teaching the tools and routines in the students' L1 prior to biliteracy instruction. Considerations for students with language/learning disabilities (LLD) were included in this case study. Results suggest that by scaffolding for L2 development using previously acquired knowledge from first language (L1) instruction, students including those with LLD efficiently transferred cognitive academic skills from L1 to L2. Educational implications are discussed
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