Scaffolding Pedagogy : Integrating, Involving, & Engaging New Immigrants & ELL/ESL Learners in the Classroom.

Investigating Our Practices (IOP)

Scaffolding Pedagogy : Integrating, Involving, & Engaging New Immigrants & ELL/ESL Learners in the Classroom. Uzama, Austin

Abstract

This inquiry will be exploring the various teaching strategies that can best be deployed by educators to teach new immigrants to ease their journey into the classroom environment wherein they will be learning a new language. I will be looking at the phenomenon from the perspective of Anna (not real name) who arrives in the classroom with no prior English background. This research explores why Anna hated school, what went wrong and how it can be fixed so that other new immigrants and teachers will not encounter the same problem(s) in future.

Item Metadata

Title	Scaffolding Pedagogy : Integrating, Involving, & Engaging New Immigrants & ELL/ESL Learners in the Classroom.
Creator	Uzama, Austin
Contributor	Investigating Our Practices Conference (19th : 2016 : Vancouver, B.C.); University of British Columbia. Faculty of Education
Date Issued	2016
Description	This inquiry will be exploring the various teaching strategies that can best be deployed by educators to teach new immigrants to ease their journey into the classroom environment wherein they will be learning a new language. I will be looking at the phenomenon from the perspective of Anna (not real name) who arrives in the classroom with no prior English background. This research explores why Anna hated school, what went wrong and how it can be fixed so that other new immigrants and teachers will not encounter the same problem(s) in future.
Subject	Immigrant; ELL/ESL students; Teaching, learning English in Canada; Scaffolding Pedagogy; Engaging new Immigrants; Integrating English learners
Genre	Conference Paper
Type	Text
Language	eng
Date Available	2017-02-01
Provider	Vancouver : University of British Columbia Library
Rights	Attribution-NonCommercial-NoDerivatives 4.0 International
DOI	10.14288/1.0306879
URI	http://hdl.handle.net/2429/58501
Affiliation	Non UBC
Peer Review Status	Unreviewed
Scholarly Level	Graduate
Rights URI	http://creativecommons.org/licenses/by-nc-nd/4.0/
Aggregated Source Repository	DSpace

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