Scaffolding Language Scaffolding Learning

When we consider the best language teaching and learning methods, scaffolding quickly comes into play, especially in today’s diverse classrooms. Students not only display varying expertise but often possess opposing learning styles. Scaffolding is a concept by which added supports are provided to ensure students’ best learning outcomes. In the scaffolding process, initial firm supports are gradually removed, and the subject complexity increased. Students start off as observers, move on to collaborate on a task with a tutor, before eventually completing it independently.

The easiest way to illustrate scaffolding is by bringing to mind how a child learns to ride a bicycle. Parents first provide not only stabilisers but also physical support. Once the children are ready, they are free to cycle independently but with stabilisers. The scaffolding process comes to an end when the child no longer needs the stabilisers.

The History and Evolution of Scaffolding in Teaching

Scaffolding as a term in education was introduced by Wood, Bruner, and Ross in the 1970s, quickly emerging as a cornerstone framework in education. The idea was to provide children with the support needed to master tasks that would overwhelm them if left to struggle alone. The study observed how mothers enable kids to learn better, thus providing “scaffolding.”

Ross, Bruner, and Wood’s work seamlessly complemented the theories published by Lev Vygotsky (1896-1934), who introduced the concept of the zone of proximal development (ZPD).

The two theories proved a match made in heaven, with learning and scaffolding the mechanism through which educators can facilitate and even optimise outcomes. Scaffolding not only plays a vital role in language learning and teaching but also bolsters teaching effectiveness in other subjects.

How Does Scaffolding Work?

In some ways, all teaching resources could be considered scaffolding, meaning visuals, vocabulary, group work, and so on allow teachers to introduce topics that may otherwise be too challenging. These tools forge a pathway for students to learn complex concepts, first with the support of an educator but ultimately independently.

Scaffolding does not equal differentiating, whereby struggling students receive resources potentially void of complexity and depth. Instead, teachers use scaffolding processes and tools to facilitate excellent learning outcomes among students facing one challenge or another.

Scaffolding Methods & Tools

The implementation of scaffolding in the classroom can be understood within the I Do, We Do, You Do framework as introduced in  Pearson & Gallagher’s (1983) model of Gradual Release of Responsibility (GRR). As the name of the model suggests, the responsibility and action shift away from the educator into a collaborative space before culminating in the learner’s orbit.

In the classroom, this process looks as follows:

1. Modelling Phase – I Do: The teacher demonstrates the task completion and desired outcome.
2. Guided Practice – We Do: The teacher and student collaborate in taking on and completing the task.
3. Independent Practice – You Do: The student completes the task independently.

Teachers can use the following strategies during this process:

• Use visual and audio material.
• Set up group work to create a joint, mutually supportive, and enriched learning experience among students.
• Pre-teach vocabulary or terminology before tackling a listening, reading, or writing activity.
• Create and implement guided practice activities.
• Tap into prior student knowledge through elicitation.
• Make real-life connections to help students understand new concepts.
• Gradually tweak the activities and tasks until the learner takes them on confidently, even without support.

How Much Is Too Much?

A discourse as to how to balance scaffolding and neither “over-scaffold” nor “under-scaffold” continues. While some teachers understand scaffolding as merely creating an optimum learning space, other educators advocate a more hands-on and structured approach.

Experienced and thoughtful educators will know that the firmness or looseness of the scaffolding structure depends on individual learners. Some will require a proactive approach, while others will only need gentle prompting to achieve the desired goals.

As such, scaffolding language, scaffolding learning are deeply rooted in learner-centred pedagogy. Proven scaffolding techniques like collaborative learning, modelling, and guided practice continue to level up both learning experiences and outcomes.