Scaffolding
Scaffolding is a practice that can be used to assist with the student’s prior knowledge for academic achievement in classroom and beyond. A long-standing issue in instructed second language (L2) acquisition is whether to teach a L2 more or less exclusively through the L2 or to use students’ prior language(s) as scaffolding, typically a student’s first language (L1). Recent classroom research has suggested that there may be cognitive as well as social benefits for drawing on students’ prior language(s) for learning both L2 grammar and vocabulary.[42] The second language learner has a connection to understanding the cognate but understanding at their academic level. Translation of vocabulary and acquisition of new vocabulary has yielded higher than normal rates but not always the comprehension of specific targeted vocabulary definitions and their synonyms.
To use scaffolding for this unit, you can build on prior knowledge of celebrations the students have experienced. Some students will not always be able to spell a word or phrase when beginning an assignment. If the student can not write a complete sentence to describe a Quinceañera they have attended, have the student draw something regarding the Quinceañera. Although the students might not be at grade level, they do possess knowledge for the most part of a particular topic or subject. And for the students who might have experienced attending or participating in a Quinceañera, let them discuss or draw a party that is like the coming-of-age celebration as the Quinceañera. To build upon not only the assignment but collaboration of students is a key component for this unit to be not only feasible but impactful to the students.
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