Scaffolding in vocational college English education in China

Abstract

This paper investigates the scaffolding instruction in English education within higher vocational colleges in China, responding to the burgeoning need for practical language skills because in many cases there exist college students’ weaknesses in English and teachers’ uninspired pedagogical approaches. It addresses the three research questions: What are the basic principles and characteristics of implementing scaffolding instruction? What potential challenges might arise, and what are the solutions? How can English teaching based on scaffolding instruction be designed for vocational colleges? By employing a methodological approach of library research, this paper delves into academic theories of scaffolding, the Zone of Proximal Development, and constructivism learning theory, based on a review of existing literature, and then yields a structured and informed scaffolding model. The teaching phases of the model include scaffolding establishment, scenario construction, independent exploration, collaborative learning, and learning assessment. They are designed to promote learners’ autonomy and cognitive development in English learning, thus potentially enhancing English proficiency in vocational settings. Therefore, the significance of this study lies in its potential to transform English teaching by enhancing both teachers’ scaffolding effectiveness and student learning outcomes.