The comprehending teacher: scaffolding in content and language integrated learning (CLIL)

Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students' learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Lan...

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Bibliographic Details
Published in:Language learning journal Vol. 50; no. 1; pp. 74 - 88
Main Author: Mahan, Karina Rose
Format: Journal Article
Language:English
Published: Abingdon Routledge 02.01.2022
Taylor & Francis Ltd
Subjects:
Classroom Communication
classroom-based research
Content and Language Integrated Learning
Content and language integrated learning (CLIL)
Educational activities
English (Second Language)
English as a foreign language (EFL)
Foreign Countries
Geography
Grade 11
Integrated Activities
Language
Language acquisition
Language of Instruction
Learning
Learning Activities
Medium of instruction
Norwegian language
Scaffolding
Scaffolding (Teaching Technique)
Science Education
Science Instruction
Science Teachers
Second language instruction
Second language learning
Second language teachers
Secondary education
Secondary School Teachers
Social Sciences
Students
teacher education
Teachers
Teaching
Visual Aids
Norway
ISSN:0957-1736, 1753-2167
Online Access:Get full text
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Summary:Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students' learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold their students to comprehend material. However, they provide few strategies to help students solve tasks, such as modelling and strategy use. CLIL teachers scaffold differently in the natural and social sciences; the natural science teaching has more visual aids, whereas the social science teachers allows for more student talk. The results imply that natural and social science teacher complement each other. However, CLIL teachers need to create more specific learning activities to provide their students with more support.
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ISSN:0957-1736
1753-2167
DOI:10.1080/09571736.2019.1705879