Language, Cognition and Scaffolding

3. Scaffolding

Scaffolding, a key strategy in CLIL, aids foreign language learners by providing support to comprehend new concepts, deepen learning, and develop skills rapidly. Originating from Vygotsky's sociocultural theory, scaffolding aligns with the zone of proximal development, bridging the gap between current knowledge and potential achievement with assistance.

In CLIL, teachers construct dual scaffolds for language and content, capitalizing on existing knowledge to foster critical and creative thinking. Scaffolding encompasses various forms, including step-by-step instructions, language frames, and example sentences, forming the cornerstone of language teaching across contexts. It is crucial to distinguish scaffolding from mere assistance, as the former gradually fades as students gain independence, facilitating access to and analysis of acquired knowledge. Teachers, parents, and peers contribute to scaffolding, which manifests in teaching materials and learning processes, aiming to reach learning goals with tailored support. 

Various techniques, such as comprehension checks, visual aids, and real-life connections, empower students to engage with content effectively, ensuring a meaningful learning journey in CLIL classrooms.