Draws on recent developments in sociocultural theories of learning and SFL to analyse and articulare ESL pedagogy, and to present a model of scaffolding resulting from the research.
Model of pedagogical practices around various scaffolding strategies to support ESL learners in learning content and developing language in mainstream curricula.
Woodward-Kron looks at the role of university language learning advisers and how they work with NNS students and subject teaching staff. Recommends dialogic exploratory talk as scaffolding in one-to-one work with students. Notes that the disciplines do not recognise or accept their own role in language teaching. Pilot study - strictly indicative.
Rose discusses the Australian Learning to Read:Reading to Learn programme as a prescription for the new South Africa. Detailed examples of application of this model and its techniques. Good discussion of underlying (Vygotskyan) principles; and how this model diverges fundamentally from its failed traditionalist and progressivist rivals. Based on extensive, long-running and highly successful action research.