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dc.contributor.authorEngen, Thor Ola
dc.date.accessioned2010-11-25T12:35:02Z
dc.date.available2010-11-25T12:35:02Z
dc.date.issued2009
dc.identifier.citationEngen, 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.en_US
dc.identifier.isbn978-82-7518-170-9
dc.identifier.urihttp://hdl.handle.net/11250/134212
dc.description.abstractBased 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.en_US
dc.language.isoengen_US
dc.publisherOplandske bokforlagen_US
dc.subjectBilingualen_US
dc.subjectTospråkligen_US
dc.subjectTeacher educationen_US
dc.subjectLærerutdanningen_US
dc.subjectAdaptive instructionen_US
dc.subjectCompensatory instructionen_US
dc.subjectSecond language instructionen_US
dc.subjectBilingual instructionen_US
dc.subjectLiteracyen_US
dc.subjectEquityen_US
dc.titleThree major strategies of adaptive instruction for linguistic minority studentsen_US
dc.typeChapteren_US
dc.subject.nsiVDP::Social science: 200::Education: 280en_US
dc.source.pagenumber353-369en_US


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