Scaffolding language learning in an academic ESL classroom  

Oleh:

Kayi-Aydar, Hayriye

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 67 no. 3 (2013), page 324-335.
Topik: Academic ESL; Scaffolding language learning
Fulltext: 67_03_Kayi-Aydar.pdf (188.28KB)

Isi artikel

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.

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