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Teacher's Scaffolding to Support EFL Young Learners in Creating Multimodal Texts
This research aims to scrutinize the features of designed-in scaffolding applied by the teacher to support young learners to create multimodal texts in the English as a foreign language classroom. It uses descriptive qualitative design to explain the features of designed-in scaffolding in the learning process. The data are gained from classroom observation and documents analysis. The research is conducted in one of the elementary schools in Bandung, in fourth grade where I serve as the teacher with 18 students. It also involves a non-participant observer to balance the insights from classroom observation. This research reveals that the features of designed-in scaffolding are applied in the planning and implementing the lessons for young learners to give the supports in the process of creating multimodal texts. It provides young learners with the language learning and multimodal exposures to create their multimodal text. For the pedagogical implication, this research encourages the teachers to be aware of scaffolding. As the scaffolding features are applied to plan and fulfil the learning, young learners can gain the proper assistance, support, and multimodal exposure to learn the concepts such as multimodal texts. Keywords: designed-in scaffolding, multimodal, multimodal texts, scaffolding.
KODEPRODI88203#Pendidikan_Bahasa_Inggris_S1, Universitas Pendidikan Indonesia
Teacher's Scaffolding to Support EFL Young Learners in Creating Multimodal Texts (Text)
HTML Summary of #101939 Teacher's Scaffolding to Support EFL Young Learners in Creating Multimodal Texts
L Education (General)
LB Theory and practice of education
PE English