HLLT022 Lesson 5

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HLLT022 Lesson 5

method

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mametjatshepo20

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Language of Learning and Teaching

(HLLT022)
Second Semester 2022

Lesson 5
Scaffolding leaner’s writing through the
writing process approach
Lesson objectives

Examine the role of scaffolding in teaching and learning writing skills.

Understand how scaffolding can be applied to the process writing

approach.

Critically evaluate the roles of an educator when using scaffolding in

the process writing approach.

Recap on major concepts underlying Vygotsky’s theory

Constructivism

Cognitive, knowledge and language development

Pre-existing knowledge

Zone of Proximal Development (ZPD)

Scaffolding

More Knowledgeable Others (MKO)

Private Speech (Pedagogy of play).
Scaffolding writing
•Writing: a process of arranging symbols according to the
conventions of a particular language to form words, sentences,
paragraphs-that translate our thoughts into graphical language code.
oWriting requires paying attention to planning, organising, drafting,
revising and publishing.
•Scaffolding in writing: refers to the use of different instructional
techniques to move students progressively toward stronger
understanding and greater writing independence.
Why use scaffolding in writing
•Helps to reduce students’ negative self-perceptions about their
inabilities to complete difficult tasks.
•Reduces anxiety among students of having to complete (seemingly)
difficult activities.
•Gives students direction on how to move from not
knowing/understanding to knowing/understanding (ZPD).
•Creates a context-reduced learning environment in which students
are free to make mistakes and learn from their mistakes.
Using scaffolding in writing
We can scaffold learners writing skills by:
•Discussing with them using appropriate and meaningful
language;
•Discuss with learners the objectives of writing;
•Letting learners know that their writing should speak for
them when they are not there;
…using scaffolding in writing

•Doing practical activities/exercises that activate their prior

knowledge;
•Allowing teacher-learner and peer collaboration in meaning
negotiation;
•Maintaining consistent, constructive and collaborative
feedback.
Applying scaffolding in the Process Writing Approach

Pre-writing: (discussing with them using appropriate and meaningful

language & discuss with learners the objectives of writing).

•Help learners develop topics and ideas around their topics.

•Help learners to build on each other’s ideas.

•Encourage collaborative planning.

…applying scaffolding in the process writing approach
During-writing: (Letting learners know that their writing should speak for them when
they are not there & encouraging more practical activities/exercises that activate their prior
knowledge).

•Help them in their first attempts of text drafts by eliciting

ideas.
•Prioritize free-writing (forget about word count, grammar,
spelling nor punctuations).
…applying scaffolding in the process writing approach

Post-writing: (allow teacher-learner and peer collaboration in meaning

negotiation).
•Revision: Facilitating discussions among students during
peer revision.
oi.e. Other students can add, rearrange, remove and/or
replace some ideas from peer students’ works.
•Editing: peer corrections for clarity, grammar, punctuation
and spelling.
Considering Van Lier’s significant principles of scaffolding in
the writing process

1. Contextual support - a safe but challenging environment: errors

are expected and accepted as part of the learning process.
2. Continuity - repeated occurrences over time of a complex of
actions, keeping a balance between routine and variation.
3. Intersubjectivity - mutual engagement and support: two minds
thinking as one.
 4. Flow - communication between participants is not forced, but
flows in a natural way.
…considering Van Lier’s significant principles of scaffolding in the
writing process

5. Contingency – the scaffolded assistance depends on learners’

reactions: elements can be added, changed, deleted and repeated.
6. Handover – the ZPD closes when learners are ready to
undertake similar tasks without help.
CONCLUSION
•Scaffolding is not only limited to the assistance of the
learners during their basic initial levels of learning.
•Scaffolded learning is a systematic process through which
different periods of development of individual learners
occur.
•Thus, in a writing task) scaffolding should:
Maintain learners’ attention in a task;
Reduce inconsistency within the task;
CONCLUSION