about whether it is necessary to worry about cultural differences in transferral of information in content-based education where English is not the mother tongue
scaffolding applied in a bilingual context for Thai university students learning English.Useful in as much as it shows how the teacher is a sort of ' interpreter ' who acts as a bridge for cultural understanding between two very different cultures and uses the students' L1 to aid this process. From my understanding L1 is used to scaffold L2 and the teacher's shared understanding of the students' culture background, shared by all barr one of the professors, allows the professor to accompany and aid the students in the more complex culturally bound aspects of the language whilst at the same time acting as a mediator who enlightens their journey into the english language and cultural understanding.
B. Mohan, and T. Slater. Journal of English for Academic Purposes, (2006)Notes possible problems in bilingual education (in US). Describes (unconscious) consideration of theory-practice relationship.
C. Coffin. NALDIC Quarterly, 3 (3):
13--26(2006)<b>Copyright</b><br></br>Copyright for individual contributions remains vested in the authors to whom applications for rights toreproduce should be made. NALDIC Quarterly should always be acknowledged as the original source ofpublication.NALDIC retains the right to republish any of the contributions in this issue in future NALDIC publicationsor to make them available in electronic form for the benefit of its members. For further information contactpublications@naldic.org.uk.