SCAFFOLDING SECOND LANGUAGE LITERACY: A MODEL FOR STUDENTS WITH INTERRUPTED SCHOOLING.

The difficulties facing English Language Learners who lack basic literacy skills in a first or other language in their teenage years, often stemming from interrupted histories of schooling, are manifold. Young refugees who attend school in a new country and new language, have typically fled conflict, lost family members, experienced considerable trauma and spent years in refugee camps. The present article introduces a model to help those working with such students to build literacy teaching strategies into their teaching. Based on a three-year research project in Australian schools, the model contributes to previous models of literacy and language learning by highlighting the importance of recycling and expanding L2 knowledge at different points in a learning and teaching cycle. The model is useful for guiding teachers to consciously develop both second language learning and literacy across a range of curriculum areas. [ABSTRACT FROM AUTHOR]