This paper describes a differing representation of the term scaffolding, with particular emphasis on spoken language as a tool to learning. Discussion examines difficulties faced by practitioners when transforming the theoretical aspects of scaffolding to more practical application, and in particular observes the value of involvement in the learning process. Discourse assesses how the child is led towards becoming an independent learner and how they subsequently reach a predetermined goal, set by the practitioner. It highlights therefore, the importance of evidence to support how scaffolding contributes towards increased competence, and examples provided demonstrate the transition from teacher support to that of independent problem solving. The paper concludes that the notion of scaffolding benefits greater understanding of both teaching and learning, which ultimately contributes to greater knowledge by the learner.
This paper discusses Halliday’s thoughts on three, natural components of language development; that of learning language, that of learning through language, and that of learning about language. Halliday discusses how language is a constant process, often complex, often instinctive, which begins before birth and continues throughout life. Demonstration of how language is constructed draws attention to the child not being a solitary individual, but one who is involved in interaction, and so becomes actively immersed with others. Establishment of how language is created from meaning, then transmitted between humans, emphasises this interactive process as a requirement for communicative success, and further draws upon the significance of context as a means of learning. Adapting language to various functions supports the building of reality and so allows transition from the use of language for doing, to the use of language for learning.