Aida Waiqui , in the article , Scaffolding Instruction for English Language Learners : A Conceptual Framework , proposed ways by which scaffolding can help English language learners (ELLs ) develop disciplinary knowledge and engage in challenging academic activities if teachers know how to support them (p . 159 . Waiqui enumerated four contexts by which teachers could guarantee scaffolding : expert-novice collective scaffolding , assistance to a lower-level learner , and working alone . Furthermore , to realize these contexts , Waiqui discussed the types of instructional scaffolding teachers can use to help ELLs perform better . These include modeling , bridging , contextualizing schema-building , representing text , and developing metacognition (pp 170-177
For a teacher , it is difficult to support each student especially since learners have different paces and levels of development and maturity Double the difficulty if the ones to be supported are ELLs who struggle to understand words and grasp concepts . Moreover , not all students can reach their ZPDs effortlessly . While some may welcome peer tutoring others may resist it - native speakers may refuse to support ELLs due to ethnic differences and prejudices , and likewise , ELLs may refuse to be taught due to shyness and unwillingness to come out of his /her ELL comfort zone . Furthermore , while some students may cooperate in collaborative learning , others may just sit and watch as the more capable English-speaking peers , take center stage and get the most attention
While most studies focus on ELLs ' struggle in learning English , native speakers do not get as much attention . In fact , not all students who speak the language fluently know how to use it both in oral and written ways . Time and again , ELLs have been blamed for their poor performance in school because of or little knowledge of the language . However it is not only them who are poor performers in school , as there are native speakers , born and raised in this country , who do not speak English correctly and have writing difficulties . Thus , academic attention should rightly be given not only to ELLs but to native speakers as well
The World Outside and Inside Schols : Language and Immigrant Children by Guadalupe Valdes discussed the realities ESL students face inside and outside the school . Following the lives of two immigrant students , Elisa and Lilian , Valdes explored what really happens inside ESL classrooms specifically in Garden School , the school subject for study . She found out that white children in Garden felt uncomfortable and unsafe with the thought that they share a campus with students different ' from them and white parents were worried of lower academic standards and gang violence , and interethnic romance issues . Based on Elisa 's and Lilian 's stories , it is evident that the environment of a student - lack of interaction and exposure to English-speaking peers , lack of parental support and motivation , chaotic family relationships , and lack of quality programs from unaware policymakers - affect his /her learning process and contribute to his /her slow-paced ESL learning
Schools like Garden can therefore use scaffolding that Waiqui mentioned in the article , Scaffolding Instruction for English Learners : A Conceptual Framework...
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