Scaffolded Academic Conversations: Access to 21st-Century Collaboration and Communication Skills
Document Type
Article
Publication Date
3-26-2018
Publication Title
Intervention in School and Clinic
First page number:
1
Last page number:
9
Abstract
Communication and collaboration are essential components of 21st-century learning skills. In response, national standards have increased attention on these competencies through rigorous speaking and listening requirements. Mastery of these standards is contingent on academic oral language development. Oral language not only is the foundation for communication and collaboration skills, but also plays a prominent role in students’ academic achievement. For students with disabilities, these standards pose specific challenges as they are often characterized as having poor oral language skills. The challenges are further compounded for students who are also learning English. Effective language instruction for students who are learning English includes multiple opportunities for lengthy interactions and incorporates instructional scaffolds to support language delays students with disabilities may have. This article presents an instructional sequence to scaffold academic conversations for students with disabilities who are learning English, leading toward grade-level speaking standards.
Keywords
Accommodations; Diversity; Instruction; Language; Learning disabilities; Linguistic
Disciplines
Disability and Equity in Education | Education
Language
English
Repository Citation
Spies, T. G.,
Xu, Y.
(2018).
Scaffolded Academic Conversations: Access to 21st-Century Collaboration and Communication Skills.
Intervention in School and Clinic
1-9.
http://dx.doi.org/10.1177/1053451218762478