SCAFFOLDING

Scaffolding is a term that many CLIL teachers describe in their lessons. I would like to write about this term ans some scaffolding techniques.

Fist of all, I have to define SCAFFOLDING  as a method of teaching that involves providing resources and support to students as they learn new concepts. As the students develop skills in those areas the supports are gradually removed. So the students can accomplish a task with no assistance. At this point, I have to mention Vigotsky who developed the concept Known as the Zone of Proximal Development (ZPD).

This theory stated that a difference exists between what a person can do or learn on his or her own, and what can be learn or done with assistance of a person who is more experienced. In fact, Vigotsky defined scaffolding as the role of teachers in supporting the learner's development and providing support structures to get to that next level.

It is well-known that scaffolding is an effective teaching tool in CLIL lessons. It is clear that in CLIL we have to include more strategies to support understanding of both language and content. Some scaffolding techniques are:

• Active prior Knowledge drawing on learners previous Knowledge with, for instance, Brainstorming.
• Facilitate students engagement and participation offering motivational context.
• Give the students comprenhensible input supported by visuals such pictures, charts,...
• Provide reinforcement for attempting to speak.
• We have to model and offer samples of similar assignments.
• And so on.

We have to take into account the advantages and disadvantages of scaffolding. One of the primary benefits is that engages the learners building their own Knowledge. Moreover, scaffolding is a meravellous tool for providing feedback to students with low self-steem motivating them so that they want to learn more. Another benefit is that scaffolding minimize the level of fustration and it is individualized so it can benefit each learner.

The disadvantages are that teacher need to much time to meet the needs of each student. And when they apply scaffolding they have to give up some of the control and allow students to make errors. 

To sum up, I would like to say that although there are some drawbacks to use scaffolding, the positive input it can have on students' learning and development is far more important.