Through out the learning segment for this edTPA I will be able to aid the English language learners in the class by meeting them in their zone of proximal development (ZPD), and encourage them to perform at a higher level with my aid by providing different types of scaffolding. According to Vygotsky, “The emphasis in ZPD is on development and how learners co-construct knowledge based on their interaction with their interlocutor.” During informal assessment such as class participation or group discussion, the English language learners project a verbal understanding of the mathematical computation and content of the lesson. The problem arise when the English languag...
... middle of paper ...
...textbook with color pencil, post-it notes, vocabulary list, and graphic organizers, is just the starting point in order to expand his CALP within content-based instruction.
Naomi Storch (2002), “Found that learners who participated in the collaborative and expert-novice pairs [Consist of one learner who is stronger than the other but actively encourage and support the other in carrying out the task] maintained more of their second language knowledge over time.” These expert-novice pairs interaction between the underperforming students and the native English speakers or English language learners who have higher proficiency will encourage more interaction from the underperforming students. This expert-novice pair group, support the previously stated Vygotsky’s theory of ZPD, by having the underperforming students expand their current knowledge with the aid of the group.
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