Promoting Student Speaking Through Structure, Scaffolding, and Support
Presented During:
Saturday, November 21, 2026: 8:00 AM - 8:45 AM CST
Henry B. Gonzalez Convention Center
Room:
Room 217A
Proposal No:
2625
Type:
Session
Applicable Language:
Non-language specific
Language of Presentation:
English
Lead Presenter:
Qiong Xia
Chandler USD #80
Submitter:
Qiong Xia
Chandler USD #80
Content and Purpose:
A common belief holds across world language and dual language immersion classroom that students need to receive enough input before being expected to produce language. While grounded in theory, this belief often results in delayed or minimal student output.
This session focuses on how district-led professional learning reframed output as a daily, supported practice rather than a performance. Teachers across grade levels were guided by three shared instructional principles: structured, scaffolded, and supported output practice.
Structured output emphasized predictable daily routines that promote student speaking. Scaffolded output focused on intentional language supports, including sentence frames, modeled responses, and intentional comprehensive questioning.
Supported output addressed the need for low-anxiety, highly supportive classroom environments that encourage risk-taking.
This session provides transferable principles that shift and support teacher decision-making process.
Outcomes:
Identify instructional practices that unintentionally delay student oral output.
Apply the principles of structured, scaffolded, and supported output to lesson design.
Analyze classroom conditions that promote low-anxiety, high-support speaking opportunities.
Audience Engagement:
Participants will engage in structured reflection tasks to analyze common classroom scenarios related to student speaking. Interactive discussion prompts will be used to apply the three principles to participants' own contexts. Sample routines and language supports will be examined collaboratively, allowing participants to adapt principles rather than replicate activities. Time will be provided for small-group dialogue and guided planning to support transfer to diverse instructional settings.
Program Guide Description:
This session explores how a school district reframed and promoted student speaking output across K–12 world language and dual language immersion programs. Participants will learn how structured routines, scaffolded language input, and supported classroom environments increased opportunities for student speaking.
Audience Level:
All Audiences
Keywords:
Advocacy and Leadership
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