Title

Language scaffolding in second language writing

Publication Date

2007

Abstract

This paper explores a kind of language instruction that facilitates student writers’ learning of grammar skills through providing a carefully constructed supportive framework—language scaffolding. To illustrate, a five-step pedagogy for scaffolded instruction is proposed, including contextual-awareness building, model analysis, controlled and guided practice, collaborative construction of text, and independent writing. The author argues that when student writers are provided with flexible, systematic language guidance throughout the writing process, they will gain increasing confidence and competence in exploiting grammar as a resource to construct meaning and exercising language choices beyond the sentence level appropriate to the purpose and function of the written discourse.

Keywords

Grammar; Second language acquisition

Publication Title

CATESOL Journal

Volume

19

Issue

1

First Page

71

Last Page

88

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