This article describes how scaffolding can be successful and goes into conclude that there are 6 key ingredients for scaffolding learning: recruitment, reduction in the degree of freedom, direct maintenance, marking for critical features, frustration control, demonstration
In this article Halliday, questions the approach of language acquisition (syntax)with construction/semantics. He highlights that language is learnt through meaningful interaction with other people and making sense of the world in which we live is achieved through language. They key goal of interaction/making meaning is functional and communicative.
A practical strategy for improving students' reading comprehension skills. Appears relevant to my own context because of the difficulties experienced by learners. This is a simple yet effective strategy which could be incorporated easily into all lessons - I can see its relevance in CBLT and other reading education settings.
Martin and Rose make reference to how genre based approaches have been hugely successful in Australian schools. They recognise that introducing a genre based approach causes problems in English language programs: how can knowledge and skills be effectively learnt and to teach this knowledge an skills. Advocating a top down approach in contrast to a traditional bottom up approach to language teaching, Martin and Rose discuss Rothery's model of deconstruction, joint construction and independent construction to illustrate how talk and dialogue can be used to successfully allow learners to become independent in reading and writing themselves.