Universal ESL Scaffolding for the K-12 Teacher: A Literature Review

Marlynn Nicole Tatum and Tonya Huber*
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Marlynn Nicole Tatum: Elementary Teacher, Arlington ISD, Arlington, Texas, USA, ORCiD https://orcid.org/0000-0003-0749-1917
Tonya Huber*: Professor of Education, Texas A&M International University, Laredo, Texas, USA, ORCiD https://orcid.org/0000-0002-5078-8399

Research Journal of Education, 2020, vol. 6, issue 6, 57-62

Abstract: This review of the literature analyzes scaffolding as it relates to best practices in the English as a second language (ESL) classroom, grades K-12. As defined by many professional educators, instructional scaffolding is temporary support provided to students on an individual basis based on their needs. Despite the ever-increasing population of ESL students in K-12 classrooms, the ESL instructional approach lacks consistency from country to country, state to state, and classroom to classroom. There is a wealth of research on ESL instructional techniques, but a lack of studies on the impact of various approaches to instructional scaffolding. The articles in question address instructional scaffolding in different ways for different grade levels spanning K-12. Did one prevail as a potential universal scaffold? How might we, as educators, stop reinventing the wheel and rely on a sound methodology? Studies on scaffolding as it relates specifically to ESL student’s comprehension is limited. These findings have important implications for the practices of current and future ESL teachers.

Keywords: English as a second language; ESL; Literacy; Scaffolding; Students K-12 (search for similar items in EconPapers)
Date: 2020
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