Scaffolding as a type of pedagogical support in the implementation of subject-language integrated learning

Abstract. This article discusses the concept of “scaffolding” as one of six methodological principles of subject-language integrated learning. The main strategies of scaffolding in the context of subject-language integrated learning are listed and described, aimed at ensuring that students successfully cope with the tasks associated with both content and language learning. The scaffolding strategies are considered being temporary auxiliary structures that help students form a new understanding, new concepts for studying the material and new abilities. These strategies are designed students to solve independently the same or similar task in new contexts in the future. The main classifications of scaffolding strategies are described: classification of scaffolding strategies according to A. Walqui highlighting such strategies as: modeling, “bridging”, contextualization, scheme designing, text representation and metacognition development; classification of scaffolding strategies developed by P. Mekhisto including strategies to improve a language, to facilitate understanding of content, to develop learning skills; classification of scaffolding strategies according to Bloom’s taxonomy, which is based on such strategies as: forecasting, survey, generalization and explanation; classification of scaffolding strategies proposed by linguists Dale, Es and Tanner, who identified two types of scaffolding: direct and planned scaffolding.

Keywords: content-language learning, integration, integrated learning, scaffolding, zone of proximal development, Bloom’s taxonomy.