Bridging the Gap in the LESLLA Classroom: A Look at Scaffolding


  • Susanna Strube Radboud University Nijmegen, Netherland



This paper addresses the use of scaffolding in the LESLLA classroom. LESLLA learners, having had no or little schooling experience need to adapt to learning in a school situation. This means, as Simpson noted (2007), that cognitive and other learning strategies for learners with a small frame of reference must be explicitly developed. The teacher in her pedagogy plays a pivotal role in guiding the student in this learning process. This requires an understanding of the task to be completed, as well as knowledge of strategies to complete the task. She bridges the gap between student and the skill to be learned. The use of scaffolding stands central in this process. This paper illustrates how effective and less effective scaffolding in the LESLLA classroom can influence the learner’s learning process.




How to Cite

Strube, S. (2015). Bridging the Gap in the LESLLA Classroom: A Look at Scaffolding. LESLLA Symposium Proceedings, 10(1), 149–164.

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