Teacher repetition and translation as unplanned scaffolding can hinder rather than facilitate learning¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In Cypriot after-school language programs, teachers' tendency to employ repetition and translation as scaffolding hindered learning. → Dean 2014

Evidence¶

Dean 2014¶

Dean, A. C. (2014). The Interactional Dimension of LOA: Within and Beyond the Classroom. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics. https://eric.ed.gov/?id=EJ1176847

q2 · i? · review · r2

The forum reports Tsagari's (2014) empirical study of teacher-student exchanges in Cypriot Frontistiria after-school language programs, illustrating instances of failed interaction and concern for teachers' approach to "unplanned interventions."

"Tsagari observed that teachers' tendency to employ repetition and translation as scaffolding hinders learning rather than facilitates it."

Discussion¶

Related Claims¶

• Scaffolding improves learning — the general claim this finding bears on, with the studies behind it
• Classroom interactional structures such as questions, recasts, and feedback influence students' processing of targeted content — a broader claim this one bears on
• Preserving a bilingual student's heritage language supports rather than hinders English acquisition — related
• Bilingual language policy facilitates multilingual and multicultural pedagogical interaction in Indonesian university classrooms — related
• In CLIL, teachers perceive conceptual hollowing, a bilingual bluff, translation dependency, and a synthesis illusion — related