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Fatin & taggart


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Fatin & taggart

  1. 1. Increasing Classroom Interactions and Student Participation in the Mixed Gender Arabic Classroom Through Use of Scaffolding MATE 33RD Annual Conference Presenters: Fatin Abdal-Sabur Birzeit University Nicholas R. Taggart Dhofar University
  2. 2. Outline of ContentsThe challengePurposeBackgroundRationaleTheoretical underpinningsScaffolding
  3. 3. The Challenge• Integrating female voices into the mixed gender ESL/EFL classroom in Arabic cultures.• Creating a classroom environment which fosters and encourages students to participate fully in all aspects of classroom activities.
  4. 4. Purpose• To facilitate students’ language production• To motivate and encourage students to participate openly and with higher degrees of frequency
  5. 5. Rationale for Using Scaffolding• Allows for students to be better able to practice target language• Allows for interchange between two or more interlocutors, i.e. goes beyond simple text and student learning• Allows for feedback and error correction from instructor and peers.• Current techniques and methodologies rely upon open and free inter-student interactions
  6. 6. Theoretical Linkages & Underpinnings• Vygotsky: socio-cultural educational theory (in Verenikina 2008)• Action research (as evidenced by presenters experience)• Anecdotal corroboration from colleagues within and outside of field of TESL/TEFL
  7. 7. Scaffolding Defined• For the purposes of this presentation and within our experiences, we define scaffolding as a facilitative process which aids in the presentation and comprehension of language leading towards students acquiring the target language. This process exists on a continuum of support to and involvement of the student ranging from structured and top down (teacher centered) to open ended (teacher as a resource)
  8. 8. Examples of Scaffolding• Key and/or new words highlighted in bold or italics in the text with (or without) marginal gloss.• List of common and/or useful phrases• Using graphics in directions for lower level proficiency students
  9. 9. Scaffolding used in our classes• Audiolingual – Call and response (repeat after me), (fill in the blank)• Group work/pair work• Rubrics• Action Research