A Preservice Teacher's Learning of Instructional Scaffolding in the EAL Practicum – Minh Hue Nguyen & Cara Penry Williams

Abstract

  • Qualitative case study of a preservice EAL teacher's learning during a two-week practicum.

  • Examines scaffolding in EAL, using interviews, reflections, and lesson recordings.

  • Framework based on sociocultural perspectives and the van de Pol et al. (2010) scaffolding model.

  • Findings show various scaffolding strategies were implemented, shaped by theoretical knowledge and belief in the importance of scaffolding.

  • Learning in practice was crucial for understanding students' abilities and challenges.

  • Instructional scaffolding must be emphasized in teacher education.

Introduction

Growing EAL Population

  • Increasing diversity among EAL students in Australian schools.

  • Victoria's EAL student statistics: 28% from LBOTE backgrounds (159,863 students).

  • Challenges for EAL learners include limited previous education and linguistic differences.

  • Effective support is necessary for EAL students to engage with mainstream curriculum.

Theoretical Framework

  • Vygotsky’s sociocultural theory on individual learning through interaction;

  • Importance of teacher scaffolding for enhancing language learning and understanding.

  • Scaffolding defined in two forms: macro (planning) and micro (real-time interaction).

  • Focus on how preservice teachers can practice these strategies in actual classrooms.

Methodology

Research Design

  • Qualitative case study approach focusing on preservice teacher 'Frank' during EAL practicum.

  • Empirical inquiry to understand instructional scaffolding within real-life context.

Participant and Setting

  • Frank: Singaporean preservice teacher with experience in education and business.

  • Redwood Secondary College is a multicultural school with many EAL students.

  • Frank’s praction contains key EAL practices like creative, argumentative writings.

Data Collection and Analysis

  • Data from interviews, lesson reflections, and recorded lessons for triangulation.

  • Qualitative content analysis applied for a holistic examination and theme classification.

Findings and Discussion

Scaffolding Practices

  • Vocabulary Development: Integration of vocabulary book into EAL content.

    • Students write down unfamiliar words, their meanings and sentences as practice.

  • Utilization of strategies: Cognitive structuring, frustration control, and modeling.

  • Establishing peer-support rules to enhance reading confidence without ridicule.

Teacher Cognition

  • Understanding of student characteristics and contextual needs shaped Frank’s scaffolding.

  • The importance of theoretical knowledge from coursework and practical application observed in the classroom.

  • Effective scaffolding requires adapting strategies to current student needs; students' socio-economic backgrounds were considered.

Conclusions and Implications

  • The complexity of instructional scaffolding beyond mechanical teaching, focusing on learners’ needs and theoretical understanding.

  • Teacher education must integrate theory and practical experience effectively to prepare preservice teachers.

  • The value of mentoring in enhancing preservice teachers' skills during practical experiences.