Termout.org logo/LING


Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) scaffolding (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: scaffolding


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt57 - : During the data collection process, the researcher indexed and categorized the data and began an ongoing data analyses process. During the analysis of the different categories, the researcher was able to identify clear patterns in children's reactions to the use of thinking routines and to the teachers' cognitive and language scaffolding, as follows:

2
paper CO_ColombianAppliedLinguisticsJournaltxt287 - : dos tipos de aprendizajes, los cuales se encuentran favorecidos por la autonomía o personalización con los dispositivos tecnológicos y por las interacciones surgidas de los intereses y logros diferenciados de los estudiantes. La mediación del docente consiste en propiciar andamiajes, scaffolding (Wood, Brunner y Ross, 1976), para quienes tienen alguna dificultad; esto es, apoyarlos, darles pistas . En este contexto, la acción del docente, más que proveer un repertorio de saberes disciplinares, consiste en disponer de estrategias de apoyo: orientación adecuada para el momento, la temática, la dificultad o necesidad expresada por sus estudiantes. Otro de los aspectos de los cuales ha de ocuparse el profesor corresponde a lo que denominaremos la preparación técnica del entorno digital, que suele ser una de sus tareas. Frente a los posibles problemas de conexión se deben usar medios alternativos para la preparación de las tabletas, tales como la conexión por bluetooth o por cable para instalar

3
paper CO_ColombianAppliedLinguisticsJournaltxt72 - : Children's conferences showed that the cognitive scaffolding used to invent pictures (divergent thinking tasks) or complete stories included three main issues: home, friendship and school . In regards to home, children showed that there were four aspects that influenced their written and drawn pieces of work: family, pets, toys and mass media. It is important to highlight that despite using prior knowledge related to the first three items, most children (22 out of 24) used what they had watched on TV programs, channels or movies (mass media) as a basis for completing tasks. The following passage shows the influence of mass media in children's writing and synthesis of images.

4
paper CO_ColombianAppliedLinguisticsJournaltxt278 - : *Carloni, G. (2012). Online CLIL scaffolding at university level: Building learners’ academic language and content-specific vocabulary across disciplines through online learning . In L. Bradley & S. Thouesny, CALL: Using, learning, knowing (pp. 37-42). Dublin: Research Publishing. [ [148]Links ]

5
paper CO_ColombianAppliedLinguisticsJournaltxt75 - : The concept of scaffolding, which derives from cognitive psychology and L1 research, states that in social interaction a knowledgeable participant can create, by means of speech, supportive conditions in which the novice can participate, and extend current skills and knowledge to higher levels of competence (Wood, Bruner, & Ross, 1976). According to Wood, Bruner and Ross, scaffolding help is characterized by the following six features: recruiting interest in the task, simplifying the task, maintaining pursuit of the goal, marking critical features and discrepancies between what has been produced and the ideal solution, controlling frustration during problem solving, and demonstrating an idealized version of the act to be performed .

6
paper CO_FormayFuncióntxt229 - : IMPROVING ORAL AND WRITTEN COMMUNICATION IN ENGLISH THROUGH COLLABORATIVE CREATIVE WRITING SCAFFOLDING: A DESIGN STUDY FROM THE DISTRIBUTED COGNITION APPROACH

7
paper CO_Lenguajetxt194 - : Genres and Scaffolding: The Zone of Proximal Development

8
paper CO_Lenguajetxt194 - : According to ^[73]Hammond and Gibbons (2005), effective scaffolding occurs on two levels: the macro-level or designed-in scaffolding, and the micro-level or contingent/interactional scaffolding . At the macro-level, as ^[74]Derewianka and Jones (2016) state, teachers make decisions about which learning outcomes will be pursued, which genres and meaning-making resources are the most relevant to teach, and which sample texts will be used to exemplify them. They also take into account students’ previous knowledge, experience, and needs in terms of genre and language to design and sequence tasks, as well as deciding which tasks will be developed individually, in pairs, in small groups, or as a whole class (^[75]Derewianka & Jones, 2016). Framed in the macro-level, the micro-level of scaffolding refers to the kind of support teachers provide as they spontaneously interact with students during classroom activities (^[76]Derewianka & Jones, 2016; ^[77]Hammond & Gibbons, 2005).

9
paper corpusSignostxt480 - : 1.3.2. Scaffolding course: A shift from other-regulation to self-regulation

10
paper corpusSignostxt480 - : In order to scrutinize the teachers’ scaffolding practices, ^[71]Birjandi and Jazebi (2014) have proposed a checklist which encompasses 55 Scaffolding Strategies/SSs (i.e., the tools or the how of scaffolding) classified into six Scaffolding Functions/SFs (i.e., the intentions or the what of scaffolding). The scaffolding functions are:

11
paper corpusSignostxt480 - : 1. Linguistic scaffolding: It refers to the provision of support with the purpose of learners’ comprehension and production enhancement through the simplification of instructional language (for example, form-based descriptions, and CR ).

12
paper corpusSignostxt480 - : 2. Cognitive scaffolding: It refers to the provision of support with the purpose of learners’ comprehension enhancement which occurs via conceptual scaffolding (i .e., supportive frameworks for meaning, such as charts), and procedural scaffolding (i.e., supportive framework for learning procedures)

13
paper corpusSignostxt480 - : 3. Cultural scaffolding: It refers to the provision of support with the purpose of learners’ comprehension and production enhancement through the employment of culturally and historically familiar artifacts, tools, and informational sources .

14
paper corpusSignostxt480 - : 4. Meta-cognitive scaffolding: It refers to the provision of support with the purpose of enhancing learners’ structure and regulation of cognitive processes, co-construction of knowledge, and monitoring and control of learning processes .

15
paper corpusSignostxt480 - : 5. Social scaffolding: It refers to the provision of support through the employment of social interaction, such as group work .

16
paper corpusSignostxt480 - : 6. Affective/Emotive scaffolding: It refers to the provision of support with the purpose of learners’ positive emotion and attitude enhancement through encouragement and approval .

17
paper corpusSignostxt480 - : * T. Aha. (SS: Encouraging, SF: Affective scaffolding) Ok (SS: Content-free space holders of feedback, SF: Social scaffolding)/ now you try (SS: Prompting active participation, SF: Social scaffolding ).

Evaluando al candidato scaffolding:


2) refers: 7
3) provision: 6 (*)
4) learners: 6 (*)
7) purpose: 5
8) cognitive: 5 (*)
10) teachers: 4
13) learning: 4
14) enhancement: 4
15) tasks: 3 (*)
16) macro-level: 3
18) derewianka: 3
19) ross: 3
20) supportive: 3

scaffolding
Lengua: eng
Frec: 225
Docs: 76
Nombre propio: 2 / 225 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.775 = (4 + (1+5.83289001416474) / (1+7.82017896241519)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
scaffolding
: Afzal, S. (2013). Using of the first language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English. International Research Journal of Applied and Basic Science, 4(7), 1846-1854.
: Birjandi, P. & Jazebi, S. (2014). A comparative analysis of teachers’ scaffolding practices. International Journal of Language and Linguistics, 2(3), 154-164.
: Cheng, F. (2008). Scaffolding language, scaffolding writing: A genre-approach to teaching narrative writing. Asian EFL Journal, 10(2), 167-191.
: Clark, K. & Graves, M. (2005). Scaffolding students' comprehension of text. The Reading Teacher, 58(6), 570-580. [101]https://doi.org/10.1598/rt.58.6.6
: Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers: producing an academic essay. In ELT Journal, 57(2), 159-166.
: Cuesta Medina, L. (2014). The role of scaffolding in fostering self-regulation in English language blended learning environments (Doctoral dissertation). Universidad Nacional de Educación a Distancia: Madrid, Spain.
: Donato, R. (1990). Collective Scaffolding in Second Language Learning. Paper presented at the Intenational Conference on Pragmatics and Language Learning, Illinois. Learning Research and Development.
: Donato, R. (1994). Collective Scaffolding in Second Language Learning. En J. P. Lantolf, & G. Appel (eds.), Vygotskian Approaches to Second Language Research. (pp. 33-56). New Jersey: Ablex Publishing.
: Díaz, N. R. (2009). A comparative study of native and non-native teachers’ scaffolding techniques in SLA at an early age. Estudios Ingleses de la Universidad Complutense, 17, 57-73.
: Gibbons, P. (2002). Scaffolding language, scaffolding learning. Portsmouth, NH: Heinemann.
: Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English learners in the mainstream classroom (2^nd ed.). Heinemann.
: Graesser, A. C., McNamara, D. S. & VanLehn, K. (2005). Scaffolding deep comprehension strategies through point&query, autotutor, and iSTART. Educational Psychologist, 40(4), 225-234.
: Graesser, A., Bowers, C., Hacker, D. & Person, N. (1997). An anatomy of naturalistic tutoring. En K. Hogan & M. Pressley (Eds.), Scaffolding of instruction. Brookline, MA: Brookline Books.
: Graves, M. & Graves, B. (2003). Scaffolding reading experiences: Designs for student success. Norwood, MA: Christopher-Gordon.
: Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect Journal, 20(1), 6-30.
: Huertas, A., Vesga, G., Vergara, A. & Romero, M. (2015). Effect of a Computational Scaffolding in the Development of Secondary Students' Metacognitive Skills. International Journal of Technology Enhanced Learning, 7(4), 143-159.
: Kostouli, T. (2005). Co-constructing writing contexts in classrooms: Scaffolding, collaboration, and asymmetries of knowledge. In T. Kostouli (Ed.), Writing in context(s): Textual practices and learning processes in sociocultural settings (pp. 93-116). Boston: Springer.
: Majid, A. H.A., Stapa, H. S., & Keong, C. Y. (2012). Scaffolding through the blended approach: Improving the writing process and performance using Facebook. American Journal of Social Issues and Humanities. 2(5), 336-342.
: Martin, J. (1991). Nominalization in science and humanities: Distilling knowledge and scaffolding text. En E. Ventola (Ed.), Functional and systemic linguistics (pp. 307-338). Berlín: Mouton.
: Martin, J. R. y Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom. En R. Hasan, C. Matthiessen, y J. Webster (Eds.), Continuing discourse on language: A functional perspective (pp. 252-280). Equinox.
: Michell, M. & Sharpe, T. (2005). Collective instructional scaffolding in English as a Second language classrooms. Prospect, 20(1), 31-58.
: Noriega, H. S. R., & Zambrano, X. P. C. (2011). Approaches to scaffolding in teaching mathematics in English with primary school students in Colombia. Latin American Journal of Content & Language Integrated Learning , 4(2), 13-20.
: Nuñez, A, Tellez, M.F, Castellanos, J, & Ramos, B. (2009). A Practical materials development guide for EFL pre-service, novice, and in-service teachers. The Materials Development Scaffolding, 3, 28-49.
: O'Leary, A.P. (2017). Using Scaffolding to Examine The Development of Metacognitive Monitoring and Control [Tesis de doctorado]. The Ohio State University, Columbus, Estados Unidos. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492172107513459.
: Panselinas, G. & Komis, V. (2009). Scaffolding through talk in groupwork learning. Thinking Skills and Creativity, 4, 86-103.
: Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13, 423-451.
: Pentimonti, J. M. & Justice, L. M. (2010). Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education, 37, 241-248.
: Perry, N. E., Hutchinson, L. & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47, 97-108.
: Pol, J. V. D., Volman, M. & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
: Rose, D. & Martin, J. R. (2012). Learning to write/reading to learn: genre, knowledge and pedagog y in the Sydney School: Scaffolding democracy in literacy classrooms. London: Equinox.
: The writing wheel, posters, and similar scaffolding methods also fall under the last, fifth category included in ^[96]de Graaff and colleagues’ Observation Tool for Effective CLIL Teaching (2007), strategic language use.
: Yu, G. (2004). Perception, practice and progress: Significance of scaffolding and zone of proximal development for second or foreign language teachers. Asian EFL Journal, 6(4), 1-24.