By Sophia Davis

As an experienced TESOL tutor and researcher, I understand the importance of providing
scaffolded instruction for ESL students. This teaching approach allows students to build
language proficiency and independence gradually, ensuring they have a strong foundation of
understanding before tackling more complex tasks. In this blog post, we will explore various
strategies and examples of scaffolded instruction, drawing on recent research and best practices
in the field. Let’s dive in!

What is Scaffolded Instruction?
Scaffolded instruction is an approach to teaching that involves providing students with support
and guidance in the early stages of learning, then gradually removing these supports as students
become more proficient (Hamayan et al., 2013). This gradual release of responsibility allows
students to develop independence and confidence in their abilities, which is particularly
important for English language learners (ELLs).

How to Implement Scaffolded Instruction in the ESL Classroom

1. Start with Simple Language and Instructions
   When introducing new content or skills, it is essential to begin with simple language and clear
   instructions (Walqui, 2006). This allows students to focus on the task at hand without being overwhelmed by complex language structures. For example, when teaching a new grammar concept, start by presenting the rule in simple terms and providing easy-to-understand examples.

2. Modeling
   Modeling is a crucial element of scaffolded instruction. Teachers should demonstrate the target
   skill or behavior, making it explicit for students to observe and imitate (Roehrig et al., 2008). For instance, when teaching a new writing skill, such as paragraph structure, the teacher might first write a sample paragraph on the board, explaining each step in the process.
   
3. Use Visual Aids
   Visual aids can be incredibly helpful in supporting ELLs’ understanding, as they provide an
   additional layer of information that does not rely solely on language (Walqui, 2006). Examples
   of visual aids include diagrams, graphic organizers, pictures, and charts. When teaching
   vocabulary, for example, you could use images to represent the meaning of new words, allowing students to make connections between the words and their meanings more easily.
   
4. Hand Gestures, Verbal Cues, and Questioning
   In addition to visual aids, teachers can use hand gestures, verbal cues, and questioning
   techniques to provide further support for ELLs (Walqui, 2006). Hand gestures can aid in
   conveying meaning, while verbal cues (e.g., repeating, paraphrasing) can help to clarify instructions. Questioning can also be an effective strategy for checking understanding and guiding students through the learning process (Roehrig et al., 2008).

5. Gradually Increase Complexity and Independence
   As students build proficiency, it is essential to gradually increase the complexity of tasks and
   promote greater independence (Hamayan et al., 2013). This can be achieved by introducing more challenging materials, assigning tasks that require higher-order thinking skills, and gradually removing scaffolding supports such as visual aids or teacher modeling.
   
6. Technology-Enhanced Scaffolding
   Technology can play a significant role in providing scaffolded instruction for ELLs (Kim &
   Hannafin, 2011). Examples include multimedia presentations, interactive online activities, and
   adaptive learning platforms, which can offer tailored support and feedback based on each
   student’s needs and progress.

Conclusion
Scaffolded instruction is a powerful approach to teaching that allows ESL students to gradually
build proficiency and independence in their language learning journey. By implementing
strategies such as modeling, visual aids, and questioning techniques, teachers can provide
essential support for ELLs, helping them succeed in the classroom and beyond.

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References
Hamayan, E., Marler, B., Sánchez‐López, C., & Damico, J. (2013). Special education
considerations for English language learners: Delivering a continuum of services. Philadelphia,
PA: Caslon Publishing.
Kim, M., & Hannafin, M. J. (2011). Scaffolding 6th graders’ problem solving in technology-
enhanced science classrooms: A qualitative case study. Instructional Science, 39(3), 255-282.
Roehrig, A. D., Turner, J. E., & Grove, C. M. (2008). Providing effective support: Using
cognitive scaffolding to facilitate learning in chemistry. Journal of Chemical Education, 85(10),
1393.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual
framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.