Drawing
on sociocultural theory, the present study investigated how children in an intensive elementary
level Grade 6 class for English as a second language (ESL) scaffolded each other while carrying
out cooperative learning tasks.
Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to. By integrating analytical tools from both traditions, this study examined the scaffolding functions of a fifth grade teacher's talk. The study found that the teacher utilized various communicative moves to engage ELLs in referential questions. Examples illustrating these communicative moves and their scaffolding functions are provided. Implications from these findings for teacher education are discussed
Teachers with high expectations lead to high achivement, aspects of an intellectually challenging curriculum: sociocultural approach, both teacher and studetn are bein gactive in collaborative process, nature of scaffolding, higher order thinking multimodality. problematisin gknowledge
Interesting description of synergy between siblings where the relation of power in scaffolding or collaborative learning is transformed in a more win win interaction
Model of pedagogical practices around various scaffolding strategies to support ESL learners in learning content and developing language in mainstream curricula.
This article describes how scaffolding can be successful and goes into conclude that there are 6 key ingredients for scaffolding learning: recruitment, reduction in the degree of freedom, direct maintenance, marking for critical features, frustration control, demonstration