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| Autor/inn/en | Ziyue Guo; Qiuhua Feng |
|---|---|
| Titel | Exploring Scaffolding Strategies within Pedagogical Translanguaging in EFL Classrooms |
| Quelle | In: TESL-EJ, 29 (2025) 3Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Ziyue Guo) ORCID (Qiuhua Feng) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Forschungsbericht; Foreign Countries; Scaffolding (Teaching Technique); English (Second Language); Code Switching (Language); Second Language Learning; Second Language Instruction; Elementary Secondary Education; Higher Education; Teaching Methods; China |
| Abstract | Despite the acknowledged effectiveness of translanguaging as scaffolding in language education, research on how specific scaffolding strategies are integrated into pedagogical translanguaging in English-as-a-Foreign-Language (EFL) classrooms remains limited. This article bridges this gap by uncovering how scaffolding strategies are manifested within teachers' pedagogical translanguaging across 1-12 and higher education settings in Chinese EFL classrooms. Under the scaffolding strategy analytical framework, a deductive analysis was conducted on 13 empirical studies on pedagogical translanguaging in Chinese EFL classrooms, sourced from Scopus, ProQuest Education Journals, EBSCOhost, ERIC, and Google Scholar. Nine key scaffolding strategies are manifested within teachers' pedagogical translanguaging practices: modeling, contextualizing, schema building, explaining, eliciting, comprehension check, providing feedback, re-presenting text, and developing metacognition. Results indicate that 1-12 classrooms rely more on teacher-led translanguaging scaffolding, focusing on comprehension support, engagement, and foundational language development, while higher education settings apply translanguaging more strategically, fostering critical thinking, contrastive linguistic analysis, and academic autonomy. This study highlights how translanguaging enhances traditional scaffolding strategies, offering a more flexible, responsive, and inclusive approach to language teaching and learning. The findings have implications for the conceptual understanding of scaffolding strategies enhanced by pedagogical translanguaging, suggesting directions for future research and teaching practices in linguistically diverse settings worldwide. (As Provided). |
| Anmerkungen | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2026/1/01 |
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