Bilingual education research identifies six characteristics of scaffolding in descriptions of language scaffolding¶

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? A critical thematic review of bilingual education research identified six characteristics of scaffolding in how subject teachers scaffold language. → 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 own synthesis of bilingual secondary education studies, organized by Van de Pol et al.'s (2010) framework, reports that "Six characteristics of scaffolding were identified" in the literature on language scaffolding.

"This critical thematic review uses Van de Pol et al.’s (2010) distinction between scaffolding goals and means, as well as their characteristics of scaffolding to synthesize the various forms that scaffolding of language takes"

Discussion¶

Related Claims¶

• The review identifies six means and four goals of language scaffolding in bilingual secondary education — related
• Contingency is not treated as a necessary condition of scaffolding in bilingual education research, unlike broader educational research — related
• In bilingual education, scaffolding denotes support that allows learners to engage with content in a language they only partially know — related