![]() ![]() Due to its flexible nature, scaffolding is a broad concept. Scaffolding has its roots in psychology but has since expanded into the educational sciences. It refers to the ‘interactional instructional relationship’ between adults and learners that ‘enables a child or novice to solve a problem beyond his unassisted efforts’ (Wood, Bruner and Ross Citation1976: 90). Bruner introduced the term scaffolding in an educational sense in the 1970s. The current section aims to clarify what is meant by the term ‘scaffolding’ in a classroom context, and how this term is understood in this study. This study is guided by the following research question: Which scaffolding strategies do three CLIL teachers use to help their L2 English students comprehend material and complete tasks? The results may be used to further discuss how CLIL teachers may more effectively support their students in their learning processes. The study contributes to unifying an understanding a scaffolding in the classroom, and mapping what the teachers do and do not do to scaffold the students’ learning. The main unit of analysis is the interaction between the teacher and the students. ![]() A coding manual is employed to identify scaffolding in video-recorded classroom interaction in a CLIL classroom in which science, geography, and social science is taught. The current study suggests a framework for how to identify and classify scaffolding based on previous literature from ELL and CLIL contexts. There is a need for empirically grounded studies on naturally occurring CLIL teaching in order to map out how content teachers scaffold. However, even though many SLL researchers note the potential benefits of scaffolding to SLLs, the research on CLIL is disparate and limited (Mahan, Brevik and Ødegaard Citation2018). This is crucial to the language development of SLLs (Kayi-Aydar Citation2013). By using scaffolding strategies, CLIL teachers can integrate language learning into content subjects (Pawan Citation2008), thus exploring meaning negotiation and linguistic assistance in the classroom. SLL researchers claim that scaffolding is a promising way to help SLLs (Gibbons Citation2015 van de Pol, Volman and Beishuizen Citation2010). CLIL teachers are generally untrained in teaching second language learners (SLLs), and they express concerns about how to teach them (Pérez-Cañado Citation2016). CLIL students have greater difficulties learning material than L1 students because they learn material at the same level as L1 students but with larger language deficits in the language of instruction (Cummins and Early Citation2015). CLIL is a bilingual teaching approach defined as an additional language integrated into a non-language subject (Coyle, Hood and Marsh Citation2010: 1). This study investigates how teachers use scaffolding strategies to support students learning English L2 in a content and language integrated learning (CLIL) classroom. However, CLIL teachers need to create more specific learning activities to provide their students with more support. The results imply that natural and social science teacher complement each other. CLIL teachers scaffold differently in the natural and social sciences the natural science teaching has more visual aids, whereas the social science teachers allows for more student talk. ![]() However, they provide few strategies to help students solve tasks, such as modelling and strategy use. The findings indicate that CLIL teachers scaffold their students to comprehend material. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. The present study suggests a framework for how to empirically identify and classify scaffolding. Scaffolding students’ learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. ![]()
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