Relevant bibliographies by topics / Language scaffolding

Academic literature on the topic 'Language scaffolding'

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Published: 10 December 2022
Last updated: 7 September 2024

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Journal articles on the topic "Language scaffolding"

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Syarifah, Eva Fitriani, and Wawan Gunawan. "Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach." English Review: Journal of English Education 4, no. 1 (August 19, 2016): 39. http://dx.doi.org/10.25134/erjee.v4i1.306.

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Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova & Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.
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Rodi, Mireille, and Cécile Moser. "Quelques considérations sur l'étayage dans une situation d'évaluation particulière: le jeu symbolique." Travaux neuchâtelois de linguistique, no. 29 (December 1, 1998): 135–53. http://dx.doi.org/10.26034/tranel.1998.2661.

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During our work for the diploma in speech therapy, we concentrated on the problem of assessing children's language abilities in discursive-interactive perspective (language analysis in interaction). Within this framework, we chose the pretend play situation in order to assess certain linguistic and pragmatic capacities in a child with developmental language disorders (dld) an in a child without, each interacting with a speech and language therapist, and then with his/her mother. Our results have shown relevant elements about adults scaffolding in child's language. Firstly, the child with dld requires an important amount of adult scaffolding at the various levels of analysis (the verbal participation, the interaction plannification, the use of communicative functions). Secondly, different interlocutors implie different scaffoldings and influence notably on the child's language. This shows, in our opinion, the necessity to consider the impact that our own language has on a child's language production and to integrate it into an evaluative perspective.
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Jablonka, Eva, and Simona Ginsburg. "Scaffolding emotions and evolving language." Behavioral and Brain Sciences 35, no. 3 (May 23, 2012): 154–55. http://dx.doi.org/10.1017/s0140525x1100152x.

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AbstractWe suggest that, in animals, the core-affect system is linked to partially assimilated behavioral dispositions that act as developmental scaffolds for the ontogenetic construction of emotions. We also propose that in humans the evolution of language altered the control of emotions, leading to categories that can be adequately captured only by emotion-words.
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Febrianto, Aziza Restu. "Teachers’ and Student’s Scaffolding in Second Language Learning." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 1, no. 2 (September 5, 2019): 1. http://dx.doi.org/10.32503/edulink.v1i2.604.

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The aim of this paper is to show how scaffolding from teacher to students and that from students to students work during a sequence of language learning in which communication skills and fluency are the goals to reach. Pedagogical sequence that includes the roles of teacher in facilitating students involved in various types of learning activity and tasks has been analysed to find educational implications of the theories. Based on the data of some empirical studies, it shows that the strategy used by teacher to facilitate the activities and give corrective feedbacks is very helpful to make students focus on the goals. This is how scaffolding from teacher works efficiently in classroom learning. Pair and group work interactions among students with different characteristics also prove how scaffolding from students to students are present and contributes to the communication skills development. However, not all students can provide useful scaffolding for others due to their different personality. In conclusion, the teacher’s scaffolding and students’ scaffolding occur in different patterns (Storch 2002: 119-158). Teacher’s scaffolding comes in a various range of support, while student’s scaffolding might be helpful, but not as significantly as that of the teacher.
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Park, Jungha. "Scaffolding Strategy for Beginner Reading Class in Korean as a Foreign Language." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 22 (November 30, 2023): 603–17. http://dx.doi.org/10.22251/jlcci.2023.23.22.603.

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Objectives This study suggests the strategy of scaffolding for learners who are beginners in Korean language as a foreign language and aims to use meaningful teaching and learning strategies in Korean beginner’s reading classes in the future. Methods To this end, many prior studies related to reading strategy and scaffolding were first considered. Based on the fact that scaffolding strategy research in Korean reading education as a foreign language was not conducted, theoretical background was considered to present scaffolding strategies which are necessary and appropriate for Korean beginner reading classes. Results Based on Kim (2005)'s direct scaffolding structure and strategy, this study reconstructed four scaffolding types: explaining; demonstrating; giving hints; asking questions. Newly reorganized settings and examples were also presented based upon Choi (2003). Conclusions The contributions of this research are presented as follows: (1) the need for scaffolding in beginner Korean reading as a foreign language was mentioned; (2) the scaffolding type in beginner Korean reading as a foreign language was newly reconstructed and presented, unlike the existing scaffolding type in reading education.
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Ihm, Hee-Jeong. "Scaffolding Support Strategies for Elementary English CLIL Classes." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 4 (February 28, 2023): 687–99. http://dx.doi.org/10.22251/jlcci.2023.23.4.687.

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Objectives This study aims to find out what scaffolding types are for input reinforcement in CLIL (Content and language Integrate Instruction, CLIL) for elementary English learners and explore specific methods and strategies for scaffolding support. Derived from the study By applying the scaffolding strategy described in this study to elementary science content integration classes, an appropriate scaffolding strategy is presented. Methods For the purpose of the method study, the concept of scaffolding, the definition of scaffolding, and the categories and types of scaffolding were established by analyzing the literature on the concept of scaffolding and CLIL studies at home and abroad. In order to develop a list of detailed strategies for scaffolding, the strategy lists from previous studies were cross-occupied and sub-strategies that fit the functions and characteristics of the upper strategy were placed. Results The CLIL scaffolding strategy was largely divided into four scaffolding supporters: teachers, fellow learners, textbooks, and technology, and instructional, affective, and cognitive weights. For each emptying strategy, a list of scaffolding strategies that can be applied to actual CLIL classes was identified. In addition, the scaffolding strategy was applied by taking the CLIL class, the science content of the 3rd grade of elementary school, as an example. Conclusions The scaffolding strategy derived from this study is a fixed scaffolding strategy that teachers can plan in advance, and it is also necessary to study a responsive scaffolding strategy that actively supports according to the response and level of students during sign language. In addition, scaffolding strategies centered on teacher support are common, but with the development of the digital technology environment, scaffolding support that develops learners' self-directed learning ability should also be established. The language use strategy for the class operating language of the CLIL class is also necessary for the scaffolding support strategy, and follow-up research on this is required.
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Chen, Junyuan. "Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions." Journal of Language and Cultural Education 10, no. 1 (March 1, 2022): 16–24. http://dx.doi.org/10.2478/jolace-2022-0002.

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Abstract This study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction that occurred in an elementary-level Japanese class through Conversation Analysis (CA), this study categorized four types of scaffolding strategies utilized by the Japanese instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered how Japanese teachers utilized these specific scaffolding tactics when students encountered difficulties in the language classroom. Then, this study discussed a more generalized frame of scaffolding strategies in question-answer interaction in the Japanese language classroom. Finally, the conclusion indicated the pedagogical implication of scaffolding strategies in Japanese language teacher education.
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Wu, Shu-hua, and Sulaiman Alrabah. "Instructional Scaffolding Strategies to Support the L2 Writing of EFL College Students in Kuwait." English Language Teaching 16, no. 5 (April 24, 2023): 53. http://dx.doi.org/10.5539/elt.v16n5p53.

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This classroom-based study investigated the most frequently employed instructional scaffolding strategies to support second language (L2) writing by three English as foreign language (EFL) college teachers in Kuwait. Thus, this study had two aims: (1) to investigate the most frequently-used scaffolding strategies for teaching writing that were employed by the participating EFL teachers, and (2) to survey the students’ perceptions of their teachers’ scaffolding strategies. Data collection methods included classroom observations, a survey, and six group interviews with the three teachers. Microsoft Excel software was used to analyze the numerical data from the survey. The observations and interviews produced the most frequently used strategies for instructional scaffolding in the EFL writing classroom. The grounded survey items were gleaned from the data of the observations and group interviews. The survey was distributed among the students to gain their perceptions of their teachers’ instructional scaffolding strategies. The findings revealed that the three EFL teachers frequently employed the two scaffolding strategies of rhetorical scaffolding and prior knowledge scaffolding. However, they utilized contextual scaffolding and language development scaffolding to a lesser extent in the writing classroom. Implications included the need to orient EFL teachers through training courses on scaffolding strategies and their optimal applications in the writing classroom.
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Rehan Dar, Fatima, Alia Faruqui, and Muniza Asad. "Scaffolding English Language Teaching through Technology." Journal of Education & Social Sciences 7, no. 2 (October 2019): 79–92. http://dx.doi.org/10.20547/jess0721907206.

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Liu, Zhengxia, Jie Hua, and Zixu Zhang. "Scaffolding Instruction in Virtual Language Learning." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 386–91. http://dx.doi.org/10.17507/jltr.1302.20.

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In the digital age, language learning by way of Internet technology has been popular among learners and the traditional classroom teaching is being replaced by virtual learning due to the pandemic. The upcoming technologies presenting a number of challenges for language teachers are changing teaching and learning environment. The models of virtual language learning require learners to be more cooperative to construct their own learning pace. A new scaffolding instruction is booming in terms of language education to promote linguistic and academic development. Different from the traditional classroom education, it is necessary for instructors to provide scaffolds for the students to enter the situation, set up a support and explore the differences with independence. The effect of good scaffolding instruction can optimize the virtual language learning in such aspects as cooperative learning and quality control and facilitate the learners’ development on critical thinking with the ultimate purpose of independent learning.
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Dissertations / Theses on the topic "Language scaffolding"

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George, May. "Teacher Scaffolding of Oral Language Production." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145738.

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This research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.
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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.

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English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.
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MILLER, KATHERINE CHARLOTTE. "Scaffolding the language of CLIL history at secondary level." Doctoral thesis, Università degli Studi di Milano, 2006. http://hdl.handle.net/2434/227862.

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This work concerns the language of history in secondary schools. It is a qualitative attempt to identify and distil content language features for upper secondary level history. The results of this effort are intended to serve the purpose of supporting the language of L2 students in a CLIL history content.
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Huang, Shu-ling, and 黃淑玲. "Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/209556.

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Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004). Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons. Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies. This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task. The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills. Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined.
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Chau, Hiu-wai, and 周曉慧. "Scaffolding students' oral presentation performance in junior ESL classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/b44383629.

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Heston, Dawn M. "Scaffolding the Continua of Biliterate Development in the Spanish Language Immersion Classroom." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877148.

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The purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion classroom. As language immersion programs and dual language schools continue to grow in popularity in Canada and the United States, this study seeks to illuminate and interpret a teacher’s work with students in the Spanish Language Immersion Program (SLIP), a research site located in the urban Midwestern United States.

This instrumental case study employed the lens of Sociocultural Theory to explore the principal research question: How does the teacher scaffold student development of biliteracy within language and content instruction in the immersion school context? The research also explores pre-planned scaffolding versus interactional scaffolding, as well as the tensions and forces within the broader context that the teacher encounters while working with students in this bilingual educational environment. Classroom observations, teacher interviews, administration interviews, and artifacts were analyzed using methods borrowed from Grounded Theory.

Findings from this study highlight the characteristics of the Community of Practice created by the teacher in this classroom that include a focus upon encouragement, knowledge, organization, and literate habitus. Additionally, two visual models were created to present the data including: “Scaffolding Episodes in the Development of Biliteracy,” to illustrate the task-oriented support provided by the teacher, and “Centripetal versus Centrifugal Forces,” to present the forces and tensions that the teacher faced within the historical phases of the Spanish Language Immersion Program.

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Demott, Miles Lamar Whyte Alyson Isabel. "Writing conference interaction and scaffolding the possible and the actual /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/DEMOTT_MILES_20.pdf.

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Robertson, Chelsea L. "Exploring the Moderating Effect of Maternal Scaffolding on The Temperament - Language Development Relationship." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3613.

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Many studies have examined the relationship between a child’s temperament and its effect on his or her early language development. However, few studies have investigated the detrimental effects a child’s negative affectivity may have on their language development and potential ways these effects may be limited through parental behaviors. The current study aimed to investigate if physical or verbal maternal scaffolding behaviors moderated the effect negative affect has on language development. Although it was expected that maternal encouragement of physical activity would play a moderating role in the relationship between temperament and language development, no such relationship was found. One explanation for these findings is the operationalization of maternal scaffolding behaviors in the present study; previous studies have also included instances of emotional and motivational scaffolding. Future efforts should aim to incorporate a broader range of potential scaffolding behaviors in their coding protocols.
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Li, Danli. "Scaffolding and its impact on learning grammatical forms in tertiary Chinese EFL classrooms." HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/870.

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Schodde, Thorsten [Verfasser]. "Integrating Socially Assistive Robots into Language Tutoring Systems. A Computational Model for Scaffolding Young Children's Foreign Language Learning / Thorsten Schodde." Bielefeld : Universitätsbibliothek Bielefeld, 2019. http://d-nb.info/1201818710/34.

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Books on the topic "Language scaffolding"

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Tedick, Diane J., and Roy Lyster. Scaffolding Language Development in Immersion and Dual Language Classrooms. New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429428319.

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Fitzgerald, Jill. Scaffolding reading experiences for English language learners. Norwood, Mass: Christopher-Gordon Publishers, 2004.

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1962-, Ukrainetz Teresa A., ed. Contextualized language intervention: Scaffolding K-12 literacy achievement. Eau Claire, Wis: Thinking Publications, 2005.

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Veale, T. Conceptual scaffolding: Using metaphors tobuild knowledge structures. Dublin: Trinity College, Dublin, 1992.

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Adrian, Rodgers, and Rodgers Emily M, eds. Scaffolding literacy instruction: Strategies for K-4 classrooms. Portsmouth, NH: Heinemann, 2004.

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Veale, T. Tony. Conceptual scaffolding: A spatially-founded meaning representation for metaphor comprehension. Dublin: Trinity College, Dublin, 1992.

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Walqui, Aída. Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. San Francisco, CA: WestEd, 2010.

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Axford, Beverley. Scaffolding literacy: An integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Vic: ACER Press, 2009.

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Axford, Beverley. Scaffolding literacy: An integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Vic: ACER Press, 2009.

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Axford, Beverley. Scaffolding literacy: An integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Vic: ACER Press, 2009.

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Book chapters on the topic "Language scaffolding"

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McComas, William F. "Scaffolding." In The Language of Science Education, 84. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_74.

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Tedick, Diane J., and Roy Lyster. "Scaffolding biliteracy development." In Scaffolding Language Development in Immersion and Dual Language Classrooms, 236–58. New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-14.

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Howes, Ruth. "Scaffolding Supervision." In Reflective Clinical Supervision in Speech and Language Therapy, 26–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003226772-4.

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Tedick, Diane J., and Roy Lyster. "Effective scaffolding and questioning techniques." In Scaffolding Language Development in Immersion and Dual Language Classrooms, 129–49. New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-9.

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Bodrova, Elena, and Deborah Leong. "Tactics for Scaffolding: Using Language." In Tools of the Mind, 108–25. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003164920-11.

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East, Martin. "Evaluating, Sequencing and Scaffolding Tasks." In Foundational Principles ofTask-Based Language Teaching, 87–105. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003039709-5.

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Rose Mahan, Karina. "Instructional scaffolding in CLIL." In The Routledge Handbook of Content and Language Integrated Learning, 284–98. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003173151-24.

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Doi, Hirokazu. "Social Scaffolding of Vocal and Language Development." In The Origins of Language Revisited, 115–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4250-3_6.

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Hung, Bui Phu, and Loc Tan Nguyen. "Scaffolding Language Learning in the Online Classroom." In Intelligent Systems Reference Library, 109–22. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99329-0_8.

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Elola, Idoia, and Ana Oskoz. "Chapter 1. Sociocultural approaches to L2 digital collaborative writing." In Language Learning & Language Teaching, 12–31. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.01elo.

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Whereas collaborative writing is an established approach to second language (L2) education, the use of this approach in the L2 classroom has now been bolstered by the ubiquity of digital tools. Sociocultural theory (SCT) and activity theory (AT), both frameworks that inform digital collaborative writing, conceptualize writing as a holistic activity in which several key elements interact dynamically, including participants, tools, and outcomes. This chapter explores the value of knowledge sharing, meaning negotiation, scaffolding, mediation, intersubjectivity, and action completion – all pivotal tenets in collaborative writing – through these frameworks. It also illustrates critical issues (e.g., knowledge co-construction and interaction) and concludes by acknowledging unexplored areas of research and instructional practices that could further advance digital collaborative writing.
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Conference papers on the topic "Language scaffolding"

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Celik, Batuhan, Alper Ahmetoglu, Emre Ugur, and Erhan Oztop. "Developmental Scaffolding with Large Language Models." In 2023 IEEE International Conference on Development and Learning (ICDL). IEEE, 2023. http://dx.doi.org/10.1109/icdl55364.2023.10364374.

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Steels, Luc, and Pieter Wellens. "Scaffolding Language Emergence Using the Autotelic Principle." In 2007 IEEE Symposium on Artificial Life. IEEE, 2007. http://dx.doi.org/10.1109/alife.2007.367813.

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Ertuğruloğlu, Errol. "Language Scaffolding in Dutch International Transition Classroom Practices." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2002291.

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Joshi, Abhijit, and M. Sasikumar. "A scaffolding model — An assessment for learning of Indian language." In 2012 International Conference on Education and e-Learning Innovations (ICEELI 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceeli.2012.6360618.

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LAKKARAJU, KIRAN, LES GASSER, and SAMARTH SWARUP. "LANGUAGE SCAFFOLDING AS A CONDITION FOR GROWTH IN LINGUISTIC COMPLEXITY." In Proceedings of the 7th International Conference (EVOLANG7). WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812776129_0024.

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Guzdial, Mark. "Scaffolding to Support Humanities Students Programming in a Human Language Context." In ITiCSE 2023: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3587103.3594157.

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Liu, Zhengyuan, Stella Xin Yin, Carolyn Lee, and Nancy F. Chen. "Scaffolding Language Learning via Multi-modal Tutoring Systems with Pedagogical Instructions." In 2024 IEEE Conference on Artificial Intelligence (CAI). IEEE, 2024. http://dx.doi.org/10.1109/cai59869.2024.00223.

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Bystray, Elena, Larisa Belova, Elena Chelpanova, Victor Moshkovich, and Irina Orlova. "THE USE OF SCAFFOLDING TECHNOLOGY IN FUTURE FOREIGN LANGUAGE TEACHERS’ TRAINING." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2036.

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Cao, Chen. "Scaffolding CS1 Courses with a Large Language Model-Powered Intelligent Tutoring System." In IUI '23: 28th International Conference on Intelligent User Interfaces. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3581754.3584111.

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Medina, Richard, and Stephen Tschudi. "Hack the Experience: Scaffolding Codesign Processes for Organizational Innovation in Language Learning." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2022. http://dx.doi.org/10.24251/hicss.2022.708.

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Reports on the topic "Language scaffolding"

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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Abstract:
The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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