![]() In the tradition of classroom discourse, scaffolding is associated with teacher initiating and evaluating on the students’ responses within the IRE (‘Initiation-Response-Evaluation’) framework of classroom interaction. Hence the advantage of using a microethnographic methodology to segment any scaffolding episode into smaller interaction units. Contextualization cues are conveyed through multiple linguistic and paralinguistic channels, such as prosodic features (pitch and tone, loudness, rhythm) and kinesics (facial decoration, eye gaze, smiles, frowns and any other resources of the body idiom), which are important tools in the management of scaffoldlike actions. “ any feature of linguistic form that contributes to signalling to the participants whether communication is proceeding smoothly and how intentionality is being communicated and interpreted’ (Figueroa,1994:113. This zone lies in between what learners can do without assistance and the maximum they can do with the help of a more experienced partner.Īccording to Vygotsky’s socio-historical theory, external speech affects internal thoughts: the intrapsychological apprehension of knowledge is made possible by the interpsychological action.Īnother concept underlying the rationale of scaffolds is contextualization cues as advanced in Interactional Sociolinguistics i.e. A basic concept underlying his work is Vygotsky’s zone of proximal development (zpd). The term scaffolding was introduced by the American psychologist Jerome Bruner (1983) whose main interest is in the institutional forms by which culture is passed on. Scaffold work is most often analysed as an instructional strategy in the school domain but it occurs in any social setting where socialization processes take place. ![]() Scaffolding is a metaphorical concept that refers to the visible or audible assistance that a more expert member of a culture can give to an apprentice. These two strands of theory share a view of language as the foundation of learning and place emphasis on human actions as jointly constructed efforts. Vygotsky and the sociolinguistic approach to human interaction according to John Gumperz and others. The concept of scaffolding is grounded in the classroom discourse tradition and draws on two scholarly perspectives, developed in the realms of psychology and sociolinguistics, namely, the sociocultural theory of language and learning, as put forward by the Russian psychologist Lev S.
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