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Three major strategies of adaptive instruction for linguistic minority students

Engen, Thor Ola
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URI
http://hdl.handle.net/11250/134212
Date
2009
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  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed [1252]
Original version
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.
Publisher
Oplandske bokforlag

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