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
Mainstream ESL pedagogy has been dominated by monolingual methods for the past century, but the default teaching mode in many EFL contexts is in fact bilingual. A challenge we currently face is to find fresh ways of describing such bilingual teaching. This paper attempts to begin to do so by taking the notions of scaffolding and intertextuality – both deriving from monolingual, monocultural contexts – and applying these to Thai university English classes. Episodes of teacher talk from four classes are examined. It is found that the scaffolding metaphor can readily be applied to bilingual episodes; and that an intertextual analysis across two languages
Pauline Gibbons (2008) Research to investigate what 'intellectual quality' is, and how this is reflected in classroom activity and practise, with reference to students learning through the medium of English as an L2. Based on SCLA, with emphasis on considering how pedagogy can be redefined in terms of sociocultural conceptual frameworks and analytical tools.
report on outcomes from recent research in which we have
worked with the metaphor of ‘scaffolding’ to address questions about the
nature of English as a Second Language (ESL) education.
Kayi-Aydar, Hayriye : Abstract: This study investigated how ESL learners in an academic oral skills class
sought, responded to, and directed scaffolding across various classroom
interactions, and how power relations affected scaffolding. The scaffolding
episodes in three different types of classroom discourse were identified,
analysed recursively, and interpreted within the broader class context using
other data sources. The findings demonstrated that student and teacher
questions scaffolded language learning and use, and positively affected
students’ participation during teacher-led whole class interactions. However,
scaffolding did not occur or mostly failed in small group work and student-led
discussions as power struggles among students were dominant and students
were less responsive with their peers. Implications and suggestions for effective
scaffolding in ESL classrooms are discussed.
Gagne, Nathalie and Parks, Susan
Cooperative peer based learning focused on how students scaffold each other in upper elementary intensive ESL class; meaning negotiation and a sociocultural focus
Model of pedagogical practices around various scaffolding strategies to support ESL learners in learning content and developing language in mainstream curricula.