In bilingual education ‘scaffolding’ is used to describe support that allows learners to engage with content in a language they only partially know. Much remains unclear about the ways scaffolding is conceptualized in bilingual education research. This critical thematic review uses Van de Pol et al.’s (2010) distinction between scaffolding goals and means, as well as their characteristics of scaffolding to synthesize the various forms that scaffolding of language takes in the teaching practice of subject teachers teaching in bilingual secondary education contexts. Six characteristics of scaffolding were identified. Although ‘contingency’ has the status of necessary condition in recent literature on scaffolding in broader educational research contexts, this is not the case in bilingual education research. The review identified six means and four goals of scaffolding and suggests that there is a hierarchy of language scaffolding goals where focusing on disciplinary literacy presupposes a focus on content and language.

在双语教育中，“脚手架”用于描述允许学习者以他们仅部分了解的语言参与内容的支持。双语教育研究中脚手架的概念化方式仍不清楚。这篇重要的专题评论使用了Van de Pol 等人的 (2010)区分支架的目标和手段，以及支架的特点，综合中学双语教育背景下学科教师教学实践中语言支架的各种形式。确定了脚手架的六个特征。尽管“偶然性”在最近关于更广泛的教育研究背景中的脚手架的文献中具有必要条件的地位，但双语教育研究中的情况并非如此。该审查确定了脚手架的六种手段和四个目标，并表明语言脚手架目标存在层次结构，其中关注学科素养以关注内容和语言为前提。