ABSTRACT
In this paper we report on outcomes from recent research in which we have
worked with the metaphor of ‘scaffolding’ to address questions about the
nature of English as a Second Language (ESL) education. This work has
involved a cyclical process: first, of drawing on developments in sociocultural
theories of learning and on systemic linguistics in order to analyse and articulate
the kinds of pedagogical practices that support ESL learners in their
engagement with mainstream curricula and, second, in analysing pedagogical
practices to build a more robust and enriched model of scaffolding as a way of
further informing pedagogical practices. Our major purpose in this paper is to present the model of scaffolding that was developed from the research.
%0 Journal Article
%1 hammond2005putting
%A Hammond, J.
%A Gibbons, P.
%D 2005
%J Prospect
%K 2014_E852 ESL Linguistics ZPD curriculum scaffolding
%N no. 1
%P pp. 6–30.
%T ‘Putting scaffolding to work: the contribution of scaffolding in articulating ESL education’
%U http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_20_no_1/20_1_1_Hammond.pdf
%V vol. 20
%X ABSTRACT
In this paper we report on outcomes from recent research in which we have
worked with the metaphor of ‘scaffolding’ to address questions about the
nature of English as a Second Language (ESL) education. This work has
involved a cyclical process: first, of drawing on developments in sociocultural
theories of learning and on systemic linguistics in order to analyse and articulate
the kinds of pedagogical practices that support ESL learners in their
engagement with mainstream curricula and, second, in analysing pedagogical
practices to build a more robust and enriched model of scaffolding as a way of
further informing pedagogical practices. Our major purpose in this paper is to present the model of scaffolding that was developed from the research.
@article{hammond2005putting,
abstract = {ABSTRACT
In this paper we report on outcomes from recent research in which we have
worked with the metaphor of ‘scaffolding’ to address questions about the
nature of English as a Second Language (ESL) education. This work has
involved a cyclical process: first, of drawing on developments in sociocultural
theories of learning and on systemic linguistics in order to analyse and articulate
the kinds of pedagogical practices that support ESL learners in their
engagement with mainstream curricula and, second, in analysing pedagogical
practices to build a more robust and enriched model of scaffolding as a way of
further informing pedagogical practices. Our major purpose in this paper is to present the model of scaffolding that was developed from the research.},
added-at = {2014-11-11T15:00:56.000+0100},
author = {Hammond, J. and Gibbons, P.},
biburl = {https://www.bibsonomy.org/bibtex/28f90e8b58860764326d53f0a86860d98/kotoba},
interhash = {32c3ba9c9c51ea788220f840d0524525},
intrahash = {8f90e8b58860764326d53f0a86860d98},
journal = {Prospect},
keywords = {2014_E852 ESL Linguistics ZPD curriculum scaffolding},
number = {no. 1},
pages = {pp. 6–30.},
timestamp = {2014-11-11T15:00:56.000+0100},
title = {‘Putting scaffolding to work: the contribution of scaffolding in articulating ESL education’},
url = {http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_20_no_1/20_1_1_Hammond.pdf},
volume = {vol. 20},
year = 2005
}