Scaffolding as a metaphor in teaching and learning describes the adaptive and temporary support provided by a more competent person (e.g., teacher or adult) to a less competent person (e.g., student or child). Scaffolding, with its link to Vygotskian sociocultural theory, has been popularized and applied to a number of education realms. In particular, the potential of scaffolding in language learning contexts has been widely investigated. Several scaffolding techniques (e.g., modeling, bridging, developing metacognition) have been reported to be effective with English learners. However, applying scaffolding techniques can be challenging. Scaffolded support is usually typified by several key characteristics: contingency, fading of support over time, and transfer of responsibility for learning to the student.
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