Scaffolding Inclusion in a Grade 8 Core French Classroom: An Exploratory Case Study

Abstract

This article reports on two components of a micro case study of a Grade 8 Core French teacher's experiences in meeting the various learner needs in her classroom. Using sociocultural theory (SCT) to unite the constructs of special education and second language (L2) education, this analysis explores the role of both global and discrete teaching strategies in balancing curricular expectations with student needs. Results suggest that the creation of an inclusive classroom environment in this classroom context is likely linked to a teacher's ability to implement known effective practices for L2 education, as these strategies seem to naturally scaffold many of the needs of the students who are included. Further, the teacher's beliefs about supporting a wide range of student needs within this classroom are also revealed as a key influence in this process.