This paper looks at what some call an important method of delivering (Shoebottom, 2001) what Stephen Krashen (1981) calls “comprehensible input” in language acquisition: visual scaffolding. It begins by discussing Jerome Bruner’s theory in Instructional Scaffolding. Building on the theoretical background, the paper then addresses aspects in effective visual scaffolding, first in general, then specifically in Teaching English to Young Learners (TEYL). Also, it reviews research and literature in the use of visual scaffolding in TEYL. Additionally, it gives examples of visual scaffolding in the English Language Development (ELD) classroom of Young Language Learners (YLL). The paper then concludes that English Language Teacher (ELT) should use visual scaffolding to assist in delivering input that is indeed comprehensible.
Keywords: Comprehensible input, Visual Scaffolding, Teaching English to Young Learners
From Theory to Practice: Using Visual Scaffolding to
Support English Development in Young Learners
As workers construct a building, the use a temporary framework or scaffold to support
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Critical to the concept behind scaffolding concept of the zone of proximal development and his concept of the zone of proximal development, that area between what the learners can do alone and what can be done with assistance from an instructor proposed by Lev Vygotsky. Instructional scaffolding, "refers to providing contextual supports for meaning through the use of simplified language, teacher modeling, visuals and graphics, cooperative learning and hands-on learning" (Ovando & Combs, 2011). Visual Scaffolding is making extensive visual aids by the ELT to help explain or describe key words or concepts thereby reducing the YLLs affective filter and making the lesson more understandable (Shoebottom,
5. Gibbons, Pauline. Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann, 2002. Print.
Adult intervention comes in a lot in Scaffolding, as it is the adult’s child to slowly scaffold on already knows information. The Adult will simplify the task for the child, encourage the child not to give up and do better, emphasize certain words or parts o the task and act in ways which can model positively. Parents and primary care givers are very important in a child’s development as he/she can model and teach the child positive teachings. An adult interaction is very important as she/he will provide a safe environment where the child can learn; provide rich resources for the children for them to develop full potential.
Van Der Stuyf. R.R. (2010). Scaffolding as a Teaching Strategy. Adolescent Learning and Development. Section 0500A, November, 2010. Retrieved from http://www.sandi.net/20451072011455933/lib/20451072011455933/RTI/Scaffolding%20as%20a%20Teaching%20Strategy.pdf
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
...ents to make a good reader. Therefore, without a certain piece of reading students skills the scaffolding is unstable. Due to a student’s faulty scaffolding, reading does not work cohesive to make the end product a successfully understood story. This concerns me. If I feel like they are falling behind on these skills and their other teachers, my colleagues, are not teaching them these skills, I will and do my best at making it appropriate for my class. Without reading skills, they will be faced with horrible ramifications from their problems to comprehend and understand the vocabulary words they see in their textbooks.
In a social constructivist view on learning the brain is a complex, flexible, ever changing organism that reshapes itself in response to challenge (Abbott & Ryan, 2001). Constructivism view is that knowledge is obtained and understood through a student’s mental framework (Abbott & Ryan, 2001). Learning is not a passive process but it is a deliberate and progressive process that deepens meaning (Abbott & Ryan, 2001). The student does not only reply on a teachers lectures but also on their interactions with the environment around them (Abbott & Ryan, 2001). In this view it is important that the teacher sees the student as the centre of teaching endeavours, by assisting them to obtain information they can integrate into their already known knowledge. There are many ways that a teacher can assist their students, one example is Scaffolding. Scaffolding is where a teacher provides students with just enough help in order to complete the tasks themselves, then over time decreasing the amount of help so that a student can master this themselves.
Scaffolding is metaphorical term which refers to the process through which teachers facilitate children’s learning by enabling them achieve a level of ability beyond the child’s current capacity. Through scaffolding, teachers play an active role by interacting with children to support their development by providing structures that support them to stretch their understanding or me...
First and foremost, Jones and McLachlan (2009) argue that the acquisition of a new language within the classroom setting is best achieved when key linguistic competences such as, speaking, listening, writing and reading are interlinked to create a whole language experience (Jones and Coffey 2013; Kirsch 2008). Gardner (1983) researched into cognitive processes and suggested in his seminal theory that there is the existence of seven forms of intelligence, which are regularly targeted within the MFL lessons, such as kinaesthetic, visual, musical, intrapersonal, interpersonal, logical and verbal-linguistic learning (Goswami and Bryant 2007; Jones and Coffey 2013; White 2005). This suggests that if teachers provide opportunities for the pupils to access and participate in the learning, and make available ample opportunities for pupils to contribute their understanding (McCallum et al. 2000; Pachler et al. 2007) that children can be assessed using different assessment strategies suited to the learning style (LGfL 2011). As a result the scheme of work (Appendix 1) adopts a range of kinaesthetic, visual, audible learning strategies throughout and using a range of resources also allows assessment to consider the l...
The base of Vygotsky's theory rests on the idea of internalization where development proceeds mainly from the absorption of information from a specified social environmental context. An example of a specific social environment is a school where children can learn from observing the interactions of others (e.g. teachers and peers) and through their own interactions within the environment (e.g. a specific problem “math problem”). A key concept is the zone of proximal development (ZPD) which Vygotsky states "is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers." Cognitive growth is accomplished when a child is able to solve problems more independently through continued practice and mentoring. In this fashion, the development of the child is continuous as there is quantitative evidence of the growth being accomplished. The quantitative evidence can be as simple as child’s progression through a math problem where they build upon the ideas of addition and subtraction to multiplication and
Vygotsky theorized that interaction and language are two central factors in cognitive development (Corpus & Lucas, 2010). (Beriones, 2010) emphasized that effective learning happens through participation in social activities, making the social context of learning crucial. Parents, teachers and other adults in the learner’s environment all contribute to the process. When children with special needs are given an environment that is conducive to learning, they too will become fruitful members of the community. In addition, Lev Vygotsky Socio-Cultural Theory states that students’ learning could be more effective if it is provided with support or scaffold. Information processing theory supplies the scaffold theory which is also a cognitive theoretical framework that focuses on how knowledge enters and is stored and retrieved from our memory. Cognitive psychologist believed that processes influence the nature of what is learned. They considered learning as largely an internal process, not an external behavior change. They looked into how learners receive, perceive, store and retrieve
Scaffolding is the process of support given to students during their learning process to help them achieve their goals. Using
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
Without realizing it, I learned about what a visual learner is and methods I used in school to make sense of the knowledge I obtained. According to Judie Haynes (2009), a visual learner is able to learn best by seeing or observing and includes examples of using computer graphics, cartoons, posters, diagrams, graphic organizers, text with pictures, and maps. Pictures are essential to children’s
...before she introduced the new terms and vocabulary. Finally, Bruner investigated how adults use language to mediate the world for children and help them solve problems. Children learn effectively through scaffolding by adults. This technique is based on taking step by step for building knowledge. It suggests that a teacher can scaffold children learning in different ways. For example, students face difficulties in reading lessons in the first stages; therefore, the teacher has to use visual and auditory materials before she enrolls in the lesson, such as realia, pictures, and videos. This will helps the child to predict what the story is about. In addition, she has to introduce the new terms which are difficult for a child to pronounce it. These techniques and instructional strategies are most effective for teaching English as a foreign language for young learners.
I will try to prepare my lesson 100% to enhance learning. I will try to research my topic and try to integrate different resources and activities to make my lesson engaging and interesting to my students. I am able to use a variety of methods to teach a lesson to the students. This helps the students to get engaged visually, physically and verbally. I did not know, but I really like to use different resources and art materials to create something that will enhance my lesson and able to engage my students throughout the lesson. By creating and using a variety of methods and activities during the center time, I can meet the student’s needs to help them to learn.