Many teachers are committed to helping their students communicate with target language communities, engage with culturally authentic texts, and explore academic content from other disciplines. However, these types of cognitively demanding activities create significant challenges for beginning learners who have not yet developed high levels of linguistic proficiency. This session offers a variety of practical strategies for using different types of scaffolding to support learners in successfully communicating across all three modes of communication.

The purpose of this session is to demonstrate how scaffolding can be used as a tool to successfully address the challenges associated with using the target language as a tool for learning in beginning levels. The session will define scaffolding, highlight key misconceptions about scaffolding, offer principles for creating effective scaffolding, and demonstrate a wide variety of practical strategies for scaffolding language learning across the three modes of communication.


I can...

1) Define scaffolding and explain why it is important in language learning.

2) Clarify common misconceptions about scaffolding.

3) Explain key principles of scaffolding.

4) Apply principles of scaffolding to support learners in understanding the meaning of culturally authentic texts, discussing academic content from other disciplines in the target language, and sharing what they have learned with others.