Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development

This paper explores the connections between scaffolding, second language learning and bilingual shared reading experiences. A socio- cultural theory of cognition underpins the investigation, which involved implementing a language and culture awareness program (LCAP) in a year 4 classroom and in the school community. Selected passages from observations are used to analyse the learning of three students, particularly in relation to languages other than English (LOTE). As these three case study students interacted in the classroom, at home and in the community, they co-constructed, appropriated and applied knowledge form one language to another. Through scaffolding, social spaces were constructed, where students learning and development were extended through a variety of activities that involved active participation, such as experimenting with language, asking questions and making suggestions. Extending these opportunities for student learning and development is considered in relation to creating teaching and learning environments that celebrate socio-cultural and linguistic diversity.

Utility functions on locally connected spaces

We investigate the role of local connectedness in utility theory and prove that any continuous total preorder on a locally connected separable space is continuously representable. This is a new simple criterion for the representability of continuous preferences, and is not a consequence of the standard theorems in utility theory that use conditions such as connectedness and separability, second countability, or path-connectedness. Finally we give applications to problems involving the existence of value functions in population ethics and to the problem of proving the existence of continuous utility functions in general equilibrium models with land as one of the commodities. (C) 2003 Elsevier B.V. All rights reserved.