Scaffolding: Re-Framing the Construct in its Original Context

Shaman, Suda (2014) Scaffolding: Re-Framing the Construct in its Original Context. Journal of ELT and Applied Linguistics (JELTAL), 2 (1). pp. 132-139. ISSN 2347-6575

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Abstract

This paper seeks to analyze the criticisms toward the metaphorical construct, scaffolding. Ten articles are critically analyzed for similarity and deviation in trends regarding the use of scaffolding. Findings reveal that scaffolding has been loosely used to describe any learning occurred in classroom such as teacher-centered approach. Further, scaffolding has been used as an umbrella term that includes any support provided by a teacher. Therefore, and because scaffolding is more dynamic and richer than its applications, there is a need to revisit scaffolding within its original, Vygotsky’s Zone of Proximal Development (ZPD). Based on the findings of this study, I recommend teachers to apply cooperative learning between peers and incorporate technology as key roles to produce scaffolding strategies in their classroom.

Item Type: Article
Subjects: English Language
Education
Divisions: Female College of Literary Education - Abha > English Language
Depositing User: Suda Shaman
Date Deposited: 23 Oct 2017 08:17
Last Modified: 23 Oct 2017 08:17
URI: http://eprints.kku.edu.sa/id/eprint/1170

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