Importance Of Scaffolding In Language Learning

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South African schools are known for their extreme diversity within the classrooms. Any one classroom may have learners originating from different cultures, races, religions, value systems, circumstances and languages. This diversity necessitates an education system that is ready to handle the specific needs of each and every student in the classroom on an individualistic basis according to their specific upbringing. Language plays an important role herein seeing as it is the key aspect used to communicate information. Seeing as learners in a classroom may originate from a variety of home languages, teaching English as one of the official languages of the country may hold some obstacles. It is therefore of utmost importance that educators…show more content…
The first is to guide and support learners in the process of learning, with the aim of them being able to, eventually, use the language independently. This happens when the scaffolding, or support structures that have been put into place, are gradually removed as the learners progress. Secondly, it places emphasis on the fact the scaffolding can only be used effectively is the teacher is aware of the goals of the lesson at hand. This means that specific goals for the language lesson have to be chosen in advance to enable the teacher to choose the correct support structures. Lastly, the teacher has to be able to engage with a variety of instructional strategies to ensure learners are guided and supported in a way that is beneficial to their learning of the new language. The teacher also has to have knowledge of how to create opportunities for practice and incidental…show more content…
This means that the teacher of second language learners has to have more patience and also creativity to create interesting opportunities for learners to practise new skills without losing interest. The specific application of scaffolding and support during teaching second language learning would differ according to the ability and specific needs of the learners in each individual classroom. Walqui (2006:165) does however set out specific features that are involved and which are used when planning scaffolding and support. These features will be discussed in
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