scaffolding approaches
Scaffolding is an important method of instruction for all learners and is the dominant instructional technique employed by many educators. Scaffolding occurs when the teacher gives "extensive instructional and contextual support in the early stages of learning, followed by a gradual withdrawal of such support as the student's performance suggests independence" (Herrera & Murry, 2011, p. 74). This technique allows for students to access rigorous material with support from the teacher. Additionally, scaffolding helps ease anxiety around learning new material. While this approach works for all students, it is essential for the CLD student. Herrera & Murry (2011) stress this importance saying "scaffolding enables the CLD student, with support, to engage in literacy activities that build on prior skill or knowledge base while stretching toward the development of new literacy skills" (p. 74). Scaffolding can provide a range of supports for ELL learners at various stages of second language acquisition (SLA). Herrera describes five levels of SLA: preproduction, early production, speech emergence, intermediate fluency, and advanced fluency. As students move through these stages, lessons can be effectively differentiated to accommodate individual student needs.
Ways to scaffold instruction by sla level & literacy domain
The following chart is adapted from Differentiating Instruction and Assessment for English Language Learners (Fairbairn & Jones-Vo, 2010).
Preproduction (Level 1) |
Early Production (Level 2) |
Speech Emergence (Level 3) |
Intermediate Fluency (Level 4) |
Advance Fluency (Level 5) |
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