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

Autor/inn/en	Li, Dongying; Zhang, Lian
Titel	Exploring Teacher Scaffolding in a CLIL-Framed EFL Intensive Reading Class: A Classroom Discourse Analysis Approach
Quelle	In: Language Teaching Research, 26 (2022) 3, S.333-360 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Dongying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820903340
Schlagwörter	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; China + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Intensivkurs; Sprachkurs; Leseunterricht; Diskursanalyse; Ausland; Quality of education; Bildungsqualität; Language skill; Language skills; Sprachkompetenz; Educational need; Bildungsbedarf; Klassengespräch
Abstract	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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01