Scaffolding language learning in an academic ESL classroom

• Autores: Hayriye Kayi-Aydar
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 67, Nº 3, 2013, págs. 324-335
• Idioma: inglés
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• Resumen

  • 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.