Exploring Teacher Scaffolding in a CLIL-Framed EFL Intensive Reading Class: A Classroom Discourse Analysis Approach

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

28

Content and Language Integrated Learning; Scaffolding (Teaching Technique); Teaching Methods; Second Language Learning; Second Language Instruction; Cognitive Ability; English (Second Language); Intensive Language Courses; Reading Instruction; Discourse Analysis; Feedback (Response); Foreign Countries; Educational Quality; Language Proficiency; Educational Needs; Undergraduate Students; Classroom Communication

10.1177/1362168820903340

1362-1688

Teacher scaffolding plays a crucial role in shaping the quality of classroom learning, yet little is known about the effective features of scaffolding in classes using content language integrated learning (CLIL), especially in terms of its effects on learners' language and cognitive development. To address this issue, the study adopts a classroom discourse analysis approach to capture features of effective teacher scaffolding in a CLIL-framed intensive reading class. Results showed a perceived increase in learners' language and cognitive abilities while also revealing a series of effective teacher scaffolding strategies in CLIL. These include frequent use of dialogic inquiry and incidental feedback in discourse extensions, and the variation of teacher scaffolding strategies in response to students' learning needs. The findings will inform the development of the CLIL pedagogy in EFL (English as a foreign language) education in China and other parts of the world.

As Provided

2022

EJ1333791