Three major strategies of adaptive instruction for linguistic minority students
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http://hdl.handle.net/11250/134212Issue date
2009Metadata
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Engen, T. O. (2009). Three major strategies of adaptive instruction for linguistic minority students. I B.-K. Ringen & O. K. Kjørven (Red.); A. Gagné (Hon. ed.), Teacher diversity in diverse schools: Challenges and opportunities for teacher education (s. 353-369). Vallset: Oplandske bokforlag.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.