Scaffolding Instruction in Virtual Language Learning
DOI:
https://doi.org/10.17507/jltr.1302.20Keywords:
scaffolding instruction, virtual language learning, cooperative learningAbstract
In the digital age, language learning by way of Internet technology has been popular among learners and the traditional classroom teaching is being replaced by virtual learning due to the pandemic. The upcoming technologies presenting a number of challenges for language teachers are changing teaching and learning environment. The models of virtual language learning require learners to be more cooperative to construct their own learning pace. A new scaffolding instruction is booming in terms of language education to promote linguistic and academic development. Different from the traditional classroom education, it is necessary for instructors to provide scaffolds for the students to enter the situation, set up a support and explore the differences with independence. The effect of good scaffolding instruction can optimize the virtual language learning in such aspects as cooperative learning and quality control and facilitate the learners’ development on critical thinking with the ultimate purpose of independent learning.
References
Bransford, J., Brown, A. & Cocking, R. (Eds.). (1999). How People Learn: Brain, Mind, Experience, and School (pp. 20-28). Washington, D.C.: National Academy Press.
Bruner, A. Jolly and K. Sylva (Eds.). (1983). Play: Its Role in Development and Evolution (pp. 277-285). Harmondsworth, England: Penguin Books.
Donato, R. (1994). Collective scaffolding in second language learning. In J.P. Lantolf and G. Appel (eds.) Vygotskian Approaches to Second Language Research (pp. 33-56). Norwood, NJ: Ablex.
Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning (pp. 27-28). Portsmouth, NH: Heinemann.
McKenzie, Jamie. (1999). “Scaffolding for Success”. From Now On: The Educational Technology Journal 9, no. 4. http://fno.org/dec99/scaffold.html.
Moll, L.C. (Eds.). (1990). Vygotsky and Education: Instructional Implications and Applications of Socio-historical Psychology (pp. 77-85). Cambridge: Cambridge University Press.
Pierce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29 (1), 9-10.
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory, appropriation, guided participation, and apprenticeship. In J. Wertsch, P. del Rio and A. Alvarez (eds) Sociocultural Studies of Mind (pp. 139-164). New York: Cambridge University Press.
Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9, 41-51.
Ruiz de Velasco, J. and Fix, M. (2000). Overlooked and Under-served: Immigrant Students in U.S. Secondary Schools (pp. 45-55). Washington, D.C.: The Urban Institute.
Vygotsky, L.S. (1978). Mind in Society (pp. 2-28). Cambridge, MA: Harvard University Press.
