ABSTRACT

Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students’ learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold their students to comprehend material. However, they provide few strategies to help students solve tasks, such as modelling and strategy use. CLIL teachers scaffold differently in the natural and social sciences; the natural science teaching has more visual aids, whereas the social science teachers allows for more student talk. The results imply that natural and social science teacher complement each other. However, CLIL teachers need to create more specific learning activities to provide their students with more support.

摘要

通过第二语言 (L2) 进行教学带来了许多挑战，因为第二语言学习者 (SLL) 在教学语言中的语言资源较少。脚手架学生的学习是克服这些挑战的一种可能方式，但在内容和语言综合学习（CLIL）背景下对此的研究很少。本研究提出了一个如何根据经验识别和分类脚手架的框架。使用该框架，该研究调查了三位挪威 CLIL 教师如何通过脚手架支持第二语言学习者 (SLL) 的学习。在 11 年级的 CLIL 课程中拍摄了 12 节课（科学、地理和社会科学）。使用编码手册（PLATO）来确定教师使用的脚手架策略。研究结果表明，CLIL 教师为学生理解材料提供了支架。但是，它们提供的策略很少，可以帮助学生解决任务，例如建模和策略使用。CLIL 教师在自然科学和社会科学中的脚手架不同；自然科学教学有更多的视觉辅助，而社会科学教师允许更多的学生交谈。结果表明，自然科学教师和社会科学教师相辅相成。但是，CLIL 教师需要创建更具体的学习活动，为学生提供更多支持。而社会科学教师允许更多的学生谈话。结果表明，自然科学教师和社会科学教师相辅相成。但是，CLIL 教师需要创建更具体的学习活动，为学生提供更多支持。而社会科学教师允许更多的学生谈话。结果表明，自然科学教师和社会科学教师相辅相成。但是，CLIL 教师需要创建更具体的学习活动，为学生提供更多支持。