Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework

Mounir Harraqi

doi:doi:10.11648/j.ajad.20170203.13

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Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework

Mounir Harraqi

Published in American Journal of Art and Design (Volume 2, Issue 3)

Received: 15 July 2017 Accepted: 22 August 2017 Published: 11 September 2017

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Abstract

The notion of scaffolding has been given greater importance among educators and within educational circles, especially those advocating the sociocultural role in enhancing learning. Apparently, this concept, as many other concepts and theories, survived for so many years in the face of the evolving theories and novelties in the field. It has also been refined and expanded to breed other forms of scaffolding. In this sense, this review examined the components of the socio-cultural theory (SCT) as scaffolding can somehow be situated within it. The SCT (sociocultural theory), which is greatly based on the work of Lev Vygotsky (1896-1934), that helped us understand the way scaffolding functions. To put it differently, an understanding of the SCT l made it easier for us to grasp the logic behind the pedagogical scaffolding, since the basic shared assumption is – social– ‘interaction’. Besides, the consequences of the social learning that affect learning as well as learners.

Published in	American Journal of Art and Design (Volume 2, Issue 3)
DOI	10.11648/j.ajad.20170203.13
Page(s)	84-88
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Scaffolding, Sociocultural Theory, Vygotsky, Pedagogical

References

[1]	Bakhtin, M. (1981) The Dialogical Imagination. Austin: University of Texas Press.
[2]	Bruner, J. and Sherwood, V. (1975) Peekaboo and the learning of rule structures. In J. S. Bruner, A. Jolly and K. Sylva (eds) Play: Its Role in Development and Evolution (pp. 277-285). Harmondsworth, England: Penguin Books.
[3]	Carrell, P. L. (1984) Schema theory and ESL reading: Classroom implications and applications. Modern Language Journal 68 (4), 332-343.
[4]	Cazden, C. (1992) Whole Language Plus. New York: Teacher’s College Press.
[5]	Cloran, C. (1999) Contexts for learning. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness (pp. 31-65). London: Continuum.
[6]	Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann.
[7]	Goodman, Y. (1978) Kid watching: An alternative to testing. National Elementary School Principal 57, 41-45.
[8]	Kramsch, C. (1996) The cultural component of language teaching. Zeitschrift fur Interkulturellen Fremdsprachenunterricht. On WWW at http://www.spz.tu- darmstadt.de/projeckt_ejuornal/jg_01_2/beitrag/kramsch2.htm
[9]	Rubin, J. (1975) What the ‘good language learner’ can teach us. TESOL Quarterly 9, 41-51.
[10]	van Lier, L. (1996) Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
[11]	Vygotsky, L. S. (1978) Mind in Society. Cambridge, MA: Harvard University Press. Walqui, A. (1991) Sheltered Instruction: Doing it Right. MS. San Diego, CA: San Diego County Office of Education.
[12]	Walqui, A. (2000) Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School. McHenry, IL: Delta Systems for the Center of Applied Linguistics.
[13]	Walqui, A. (2001) Accomplished teaching with English Learners: A conceptualization of teacher expertise. Multilingual Educator 1 (4), 51-55. Walqui, A. (2002) Scaffolding the teaching of the 14th Amendment. In N. Koelsch (ed.) Teaching Social Studies to Adolescent English Learners. San Francisco: WestEd.
[14]	Walqui, A. (2003) Teaching Reading to Adolescent English Learners. San Francisco: WestEd Wells, G. (1999) Dialogic Inquiry. Toward a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press.
[15]	Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework.. International Journal of Bilingual Education and Bilingualism, 9(2), 159--180.

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Mounir Harraqi. (2017). Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework. American Journal of Art and Design, 2(3), 84-88. https://doi.org/10.11648/j.ajad.20170203.13

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Mounir Harraqi. Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework. Am. J. Art Des. 2017, 2(3), 84-88. doi: 10.11648/j.ajad.20170203.13

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AMA Style

Mounir Harraqi. Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework. Am J Art Des. 2017;2(3):84-88. doi: 10.11648/j.ajad.20170203.13

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@article{10.11648/j.ajad.20170203.13,
  author = {Mounir Harraqi},
  title = {Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework},
  journal = {American Journal of Art and Design},
  volume = {2},
  number = {3},
  pages = {84-88},
  doi = {10.11648/j.ajad.20170203.13},
  url = {https://doi.org/10.11648/j.ajad.20170203.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20170203.13},
  abstract = {The notion of scaffolding has been given greater importance among educators and within educational circles, especially those advocating the sociocultural role in enhancing learning. Apparently, this concept, as many other concepts and theories, survived for so many years in the face of the evolving theories and novelties in the field. It has also been refined and expanded to breed other forms of scaffolding. In this sense, this review examined the components of the socio-cultural theory (SCT) as scaffolding can somehow be situated within it. The SCT (sociocultural theory), which is greatly based on the work of Lev Vygotsky (1896-1934), that helped us understand the way scaffolding functions. To put it differently, an understanding of the SCT l made it easier for us to grasp the logic behind the pedagogical scaffolding, since the basic shared assumption is – social– ‘interaction’. Besides, the consequences of the social learning that affect learning as well as learners.},
 year = {2017}
}

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TY  - JOUR
T1  - Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework
AU  - Mounir Harraqi
Y1  - 2017/09/11
PY  - 2017
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AB  - The notion of scaffolding has been given greater importance among educators and within educational circles, especially those advocating the sociocultural role in enhancing learning. Apparently, this concept, as many other concepts and theories, survived for so many years in the face of the evolving theories and novelties in the field. It has also been refined and expanded to breed other forms of scaffolding. In this sense, this review examined the components of the socio-cultural theory (SCT) as scaffolding can somehow be situated within it. The SCT (sociocultural theory), which is greatly based on the work of Lev Vygotsky (1896-1934), that helped us understand the way scaffolding functions. To put it differently, an understanding of the SCT l made it easier for us to grasp the logic behind the pedagogical scaffolding, since the basic shared assumption is – social– ‘interaction’. Besides, the consequences of the social learning that affect learning as well as learners.
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Author Information

Mounir Harraqi

Department of Applied Linguistics and TEFL, Faculty of Education, Mohammed V University, Rabat, Morocco

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APA Style

Mounir Harraqi. (2017). Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework. American Journal of Art and Design, 2(3), 84-88. https://doi.org/10.11648/j.ajad.20170203.13

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ACS Style

Mounir Harraqi. Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework. Am. J. Art Des. 2017, 2(3), 84-88. doi: 10.11648/j.ajad.20170203.13

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AMA Style

Mounir Harraqi. Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework. Am J Art Des. 2017;2(3):84-88. doi: 10.11648/j.ajad.20170203.13

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@article{10.11648/j.ajad.20170203.13,
  author = {Mounir Harraqi},
  title = {Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework},
  journal = {American Journal of Art and Design},
  volume = {2},
  number = {3},
  pages = {84-88},
  doi = {10.11648/j.ajad.20170203.13},
  url = {https://doi.org/10.11648/j.ajad.20170203.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20170203.13},
  abstract = {The notion of scaffolding has been given greater importance among educators and within educational circles, especially those advocating the sociocultural role in enhancing learning. Apparently, this concept, as many other concepts and theories, survived for so many years in the face of the evolving theories and novelties in the field. It has also been refined and expanded to breed other forms of scaffolding. In this sense, this review examined the components of the socio-cultural theory (SCT) as scaffolding can somehow be situated within it. The SCT (sociocultural theory), which is greatly based on the work of Lev Vygotsky (1896-1934), that helped us understand the way scaffolding functions. To put it differently, an understanding of the SCT l made it easier for us to grasp the logic behind the pedagogical scaffolding, since the basic shared assumption is – social– ‘interaction’. Besides, the consequences of the social learning that affect learning as well as learners.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Review of Aida Walqui’s Scaffolding Instruction for English Language Learners: A Conceptual Framework
AU  - Mounir Harraqi
Y1  - 2017/09/11
PY  - 2017
N1  - https://doi.org/10.11648/j.ajad.20170203.13
DO  - 10.11648/j.ajad.20170203.13
T2  - American Journal of Art and Design
JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
SP  - 84
EP  - 88
PB  - Science Publishing Group
SN  - 2578-7802
UR  - https://doi.org/10.11648/j.ajad.20170203.13
AB  - The notion of scaffolding has been given greater importance among educators and within educational circles, especially those advocating the sociocultural role in enhancing learning. Apparently, this concept, as many other concepts and theories, survived for so many years in the face of the evolving theories and novelties in the field. It has also been refined and expanded to breed other forms of scaffolding. In this sense, this review examined the components of the socio-cultural theory (SCT) as scaffolding can somehow be situated within it. The SCT (sociocultural theory), which is greatly based on the work of Lev Vygotsky (1896-1934), that helped us understand the way scaffolding functions. To put it differently, an understanding of the SCT l made it easier for us to grasp the logic behind the pedagogical scaffolding, since the basic shared assumption is – social– ‘interaction’. Besides, the consequences of the social learning that affect learning as well as learners.
VL  - 2
IS  - 3
ER  -

Copy | Download