Three major strategies of adaptive instruction for linguistic minority students

Abstract

Based on Vygotsky’s idea of the Zone of Proximal Development, three major approaches of adaptive instruction are discussed, with a focus on their potential for success in relation to Linguistic Minority Students within the Norwegian mandatory school and with early literacy teaching as the illustrative case. The discussion ends with the conclusion that bilingual instruction is probably the best adaptive type of instruction. This is true not only for those Linguistic Minority Students who are not able to close the gap by means of mainstreaming, but also for those who are successful.