Student Centric Approach of the Content Based Instruction and Instructional Scaffolding
V. J. Vinita1, M. Ilankumaran2
1V. J. Vinita*, Research Scholar, Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay (Tamil Nadu), India.
2Dr. M. Ilankumaran, Principal, Geetha Jeevan Arts and Science College, Thoothukudi, Affiliated to Manonmaniam Sundaranar University, Tirunelveli (Tamil Nadu), India.
Manuscript received on 22 April 2022. | Revised Manuscript received on 28 April 2022. | Manuscript published on 30 May 2022. | PP: 116-122 | Volume-11 Issue-1, May 2022. | Retrieval Number: 100.1/ijrte.A69620511122 | DOI: 10.35940/ijrte.A6962.0511122
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Teaching English as a second language expedites the probability of teaching English language in the utmost trying situations. The process of language instruction of English, as a second language. is a highly demanding skill. A number of challenges arise during the process as second language learners have fewer linguistic resources in the language of instruction. Content-Based Instruction lays a stress-free interactive platform for English language learners. Scaffolding students’ learning is a possible way to overcome certain tasks that learners come across. Content-Based Instruction oriented teachers hold key responsibility for the implementation of language learning in a classroom condition. The English language is used as an instructional language not only to teach English language lessons in classrooms but also functional in delivering other subjects. The article deals with the English language learning principle through Content-Based Instruction along with the collaboration of scaffolding. The goal of the study mainly rests on the factors responsible for the successful implementation, the strategies, the prospect, and the advantages of language learning through the approach. Content-Based Instructors function as scaffolds offering support to the students to create more specific learning activities. Using scaffolding, Content-Based Instruction can approach the English language learners to promote themselves from what they are capable of doing at present to what they will be able to do later. Scaffolding is a promising teaching technique. It is an interaction promoting tool that promises to enhance speaking skills in second language learning English students. This paper intends to prove the usability features of scaffolding teaching technique in Content-Based Instruction promoting English language teaching, the characteristics and critical features of scaffolded Instruction, methods of instructional scaffolding, and the challenges and benefits of instructional scaffolding. The article ponders upon the importance of time and the preparation of the course of study undertaken by this technique and throws light on how the language facilitators face the challenges like the choice of the topic till the content reaches the language learner and is expected to go an extra mile in imparting the English language learners.
Keywords: Content-Based Instruction, Instructional Scaffolding, Second Language Learners, Interaction, Speaking skills
Scope of the Article: Enhancement of the English Language in current scenario