Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students' individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students' learning disabilities. Reading…

Building on theories of scaffolding and previous research on scaffolding between adults and children, this article provides empirical examples of over-scaffolding as it occurs in peer-to-peer literacy activities among elementary-level emergent bilingual students. In their analysis of data from the first year of a design-based research project…

Informed by current notions of dynamic bilingualism and the community of practice (C of P) framework, this study was designed as an ethnographic case study to explore peer collaboration in an English/Chinese bilingual program in a city in Western Canada. The main participants in the study were three Grade 5 English/Chinese bilingual students. The…

"Peer Tutoring and Response Groups" aims to improve the language and achievement of English language learners by pairing or grouping students to work on a task. The students may be grouped by age or ability (English-only, bilingual, or limited English proficient) or the groups may be mixed. Both peer tutoring pairs and peer response…

This paper discusses ways in which young bilingual children understand the principles underlying different writing systems. Six case studies were conducted, involving six-year-olds growing up in London who were learning to write in Chinese, Arabic or Spanish at the same time as English. The children's formal and informal literacy interactions were…