Sapir-Whorf hypothesis n
see linguistic relativity
sarcasm n
see figure of speech
savings paradigm n
see relearning
scaffolding n
1 the support provided to learners to enable them to perform tasks which
are beyond their capacity. Initially in language learning, learners may be
unable to produce certain structures within a single utterance, but may
build them through interaction with another speaker. For example, in
the following exchange, the learner produces the structure “Oh, this an
ant”, across five turns:
Child: Oh!
Mother: What?
Child: This.(points to an ant)
Mother: It’s an ant.
Child: Ant.
Later, the child is able to produce the structure within a single turn:
Oh, this an ant.
Scaffolding is thought to be one way in which learners acquire new
linguistic structures.
2 a teaching /learning strategy where the teacher and learners engage in a
collaborative problem-solving activity with the teacher providing demon-
strations, support, guidance and input and gradually withdrawing these
as the learner becomes increasingly independent.
The theory of scaffolding emphasizes the role of collaborative discourse in
language learning. The psychologist Bruner believed that language learning
is dependent upon providing appropriate social interactional frameworks
for learners. Several types of scaffolding are sometimes distinguished.
1 Vertical scaffoldinginvolves the adult extending the child’s language by
asking further questions.
2 Sequential scaffoldingis found in games such as those played with
children at meal time.
3 Instructional scaffoldingrefers to an important aspect of formal instruc-
tion. Learning is viewed as a process involving gradual internalization
of routines and procedures available to the learner from the social and
cultural context in which learning occurs. The language learner is assisted
in a new task by a more skilled user who models the learning task.
scaffolding