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Tajeddin, Zia, Alemi, Minoo, Kamrani, Zahra. (1399). Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction. پژوهش های میوه کاری, 8(3 (Special Issue)), 1-24. doi: 10.30466/ijltr.2020.120931
Zia Tajeddin; Minoo Alemi; Zahra Kamrani. "Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction". پژوهش های میوه کاری, 8, 3 (Special Issue), 1399, 1-24. doi: 10.30466/ijltr.2020.120931
Tajeddin, Zia, Alemi, Minoo, Kamrani, Zahra. (1399). 'Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction', پژوهش های میوه کاری, 8(3 (Special Issue)), pp. 1-24. doi: 10.30466/ijltr.2020.120931
Tajeddin, Zia, Alemi, Minoo, Kamrani, Zahra. Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction. پژوهش های میوه کاری, 1399; 8(3 (Special Issue)): 1-24. doi: 10.30466/ijltr.2020.120931

Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction

Iranian Journal of Language Teaching Research
مقاله 2، دوره 8، 3 (Special Issue)، دی 2020، صفحه 1-24    اصل مقاله (1.14 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2020.120931
نویسندگان
Zia Tajeddin1؛ Minoo Alemi* 2؛ Zahra Kamrani3
1Tarbiat Modares University
2TEFL Department, Islamic Azad University, West Tehran Branch
3TEFL Department,Humanities Faculty,IAU,West Tehran Branch
چکیده
 

 Although decades of research have documented scaffolding in second language learning, providing scaffolding in content-based instruction (CBI) has remained under-explored. This qualitative study investigated teachers’ discursive scaffolding strategies and functions and L2 students’ reciprocity to teachers’ scaffolding in science CBI. Four teachers and 30 bilingual students were selected through convenience sampling from an international school. The audiotaped recordings of 24 hours of classroom instruction were transcribed and analyzed based on discursive scaffolding strategies (Walqui, 2006) and scaffolding functions (Wood, Bruner, & Ross, 1976). The deductive content analysis of data demonstrated that the most frequent scaffolding strategies were bridging and schema building while contextualizing and developing metacognition were barely observed. Furthermore, the findings revealed that scaffolding functions were mostly aimed at providing the idealized version, recruiting pursuit of a goal, and controlling frustration, whereas marking critical discrepancy was rarely employed. It can be concluded that scaffolding strategies and functions mostly pertain to enhancing students’ comprehension rather than developing metacognition. These findings have implications for the applicability of types of scaffolding strategies and functions in CBI classrooms. 
کلیدواژه‌ها
scaffolding functions؛ scaffolding strategies؛ content-based instruction؛ international students
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