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Scaffolding talk in EAP lessons: An examination of experienced teachers’ practices

Heron, Marion (2018) Scaffolding talk in EAP lessons: An examination of experienced teachers’ practices Innovation in Language Learning and Teaching.

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The aim of this study was to explore how experienced teachers use classroom talk to support their pedagogic goals in pre-sessional and in-sessional EAP lessons.


Data were gathered by video recording four teachers’ EAP lessons. A framework which identified scaffolding for metacognitive, cognitive and affective activities was used to examine how the four teachers supported pre-sessional and in-sessional students’ understanding of academic language and discourse practices.


The data revealed that although scaffolding of language and affect are prevalent, goal-focused metacognitive scaffolding was a distinct feature of in-sessional EAP lessons. The findings suggest that pre-sessional EAP teachers could provide more goal-oriented scaffolding by linking activities to the overall EAP goals.


The originality of this article lies in the identification of potential differences between pre-sessional and in-sessional EAP classroom talk. In particular, a more ‘efficient’ type of in-sessional classroom talk was identified. The implications of this study lie in teacher development for teachers moving from general ELT to EAP, as well as the potential use of classroom transcripts as a tool for analysis and reflection on practice.

Item Type: Article
Divisions : Department of Higher Education
Authors :
Date : 29 April 2018
DOI : 10.1080/17501229.2018.1466892
Copyright Disclaimer : This is an Accepted Manuscript of an article published by Taylor & Francis in Innovation in Language Learning and Teaching on 29 April 2018, available online:
Uncontrolled Keywords : EAP; Classroom talk; Scaffolding; Pedagogic goals; Discourse practices
Depositing User : Melanie Hughes
Date Deposited : 17 Apr 2018 14:22
Last Modified : 29 Oct 2019 02:08

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