Functions and Strategies of Teachers' Discursive Scaffolding in English-Medium Content-Based Instruction

Autor/inn/en	Tajeddin, Zia; Alemi, Minoo; Kamrani, Zahra
Titel	Functions and Strategies of Teachers' Discursive Scaffolding in English-Medium Content-Based Instruction
Quelle	In: Iranian Journal of Language Teaching Research, 8 (2020) 3, S.1-24 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Language of Instruction; Content and Language Integrated Learning; Scaffolding (Teaching Technique); Bilingualism; Second Language Learning; Second Language Instruction; Teaching Methods; Classroom Communication; Metacognition; Audio Equipment; Content Analysis; International Schools; Schemata (Cognition); Foreign Students; English (Second Language); Foreign Countries; Language Teachers; Iran + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; CLIL; Lernkonzept; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Audio-CD; Inhaltsanalyse; International school; Internationale Schule; Cognition; Schema; Kognition; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language teacher; Sprachunterricht
Abstract	Although decades of research have documented scaffolding in second language learning, providing scaffolding in content-based instruction (CBI) has remained under-explored. This qualitative study investigated teachers' discursive scaffolding strategies and functions and L2 students' reciprocity to teachers' scaffolding in science CBI. Four teachers and 30 bilingual students were selected through convenience sampling from an international school. The audiotaped recordings of 24 hours of classroom instruction were transcribed and analyzed based on discursive scaffolding strategies (Walqui, 2006) and scaffolding functions (Wood, Bruner, & Ross, 1976). The deductive content analysis of data demonstrated that the most frequent scaffolding strategies were bridging and schema building while contextualizing and developing metacognition were barely observed. Furthermore, the findings revealed that scaffolding functions were mostly aimed at providing the idealized version, recruiting pursuit of a goal, and controlling frustration, whereas marking critical discrepancy was rarely employed. It can be concluded that scaffolding strategies and functions mostly pertain to enhancing students' comprehension rather than developing metacognition. These findings have implications for the applicability of types of scaffolding strategies and functions in CBI classrooms. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01