Teacher Scaffolding in English-Medium Content-Based Instruction: Modes of Classroom Interaction

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Kamrani Zahra; Tajeddin Zia; Alemi Minoo

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Journal Paper

Paper Information

Journal: APPLIED RESEARCH ON ENGLISH LANGUAGE Year:2023 | Volume:12 | Issue:3 Page(s): 43-66

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Information Journal Paper

Title

Teacher Scaffolding in English-Medium Content-Based Instruction: Modes of Classroom Interaction

Author(s)

Kamrani Zahra | Tajeddin Zia | Alemi Minoo | Issue Writer Certificate

Keywords

ScaffoldingQ4

Classroom ModesQ4

Content-Based Instruction (CBI)Q4

Science ClassesQ4

Conversation Analysis (CA)Q4

Abstract

The provision of Scaffolding entails contingent assistance given to learners. Despite the proliferation of research on Scaffolding, scant attention has been devoted to studying the modes of classroom interaction in fulfilling various Scaffolding intentions in content-based instruction (CBI). To narrow the gaps, the present qualitative study embarked on an investigation of science teachers’ Scaffolding in four modes proposed by Walsh (2006), namely managerial, classroom context, skills and systems, and materials modes. Four science teachers participated in this qualitative study, and 12 sessions of Science Classes were observed and analyzed deductively based on four Classroom Modes through conversation analysis (CA). The content analysis of the videotaped recordings indicated that managerial and materials modes were frequently used to enhance students’ comprehension and develop classroom interaction. The findings evidenced that pedagogical objectives were mostly related to cognitive structuring, contingency management, and direction maintenance requirements. Furthermore, the findings revealed that students’ engagement and involvement through recruiting interest was the only Scaffolding intention employed in all four modes to involve students in the learning process. The findings can provide insights to teachers and teacher educators in the realization of distinct Scaffolding intentions in various Classroom Modes by delineating the interrelationship between language use and teaching purpose.

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