Contingency is not treated as a necessary condition of scaffolding in bilingual education research, unlike broader educational research¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Although contingency has the status of necessary condition in recent broader scaffolding literature, bilingual education research does not treat it as such. → Ertugruloglu 2023

Evidence¶

Ertugruloglu 2023¶

Ertugruloglu, E.O.; Mearns, T.L.; Admiraal, W.F. (2023). Scaffolding what, why and how? A critical thematic review study of descriptions, goals, and means of language scaffolding in Bilingual education contexts. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100550

q2 · i? · review · r?

The review's comparative synthesis finds that the necessary-condition status of contingency in broader scaffolding research "is not the case in bilingual education research", based on its thematic analysis of that literature.

"Although ‘contingency’ has the status of necessary condition in recent literature on scaffolding in broader educational research contexts, this is not the case in bilingual education research."

Discussion¶

Related Claims¶

• Contingent scaffolding improves learning more than fixed or absent support. — a broader claim this one bears on
• Current serious games give all learners the same unregulated scaffolding, which the authors argue contradicts the notion of scaffolding — related
• Human tutoring has a medium effect over no tutoring, and in one small study students learned as well when tutors only prompted them as when tutors also explained and gave feedback — related
• Bilingual education research identifies six characteristics of scaffolding in descriptions of language scaffolding — related
• The review identifies six means and four goals of language scaffolding in bilingual secondary education — related